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HEAD OF MATHS

Mr A Salh

Through a strong culture of excellence and standards, underpinned by Universal Sikh and British values, “Together As One” we will instill a love for learning and nurture all our pupils to:

• To become fluent with the fundamentals of mathematics, through varied and frequent practice over time
• Develop resilience to problem solve and apply mathematics to real world situations
• Be confident to take risk within lessons to facilitate their learning

Our aim at key stages 3, 4 and 5 is to develop a passion for mathematics for students
to continue throughout their school life and beyond, whilst building curiosity about the
mathematics around us and ask about ‘why’ and ‘how’ concepts arise.

• To become fluent with the fundamentals of mathematics, through varied, frequent practice and increasingly complex concepts over time, so that students can develop conceptual understanding and the ability to independently as well as collaboratively (Santokh) recall and apply knowledge rapidly and accurately. Have the courage (Himmat) to reason mathematically through lines of enquiry, conjecturing relationships and generalisations, developing arguments through justifications and proof using mathematical language.
• To become fluent with the fundamentals of mathematics, through varied, frequent practice and increasingly complex concepts over time, so that students can develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• Through resilience be able to problem solve by applying mathematics to a variety of routine and non-routine problems, with increasing sophistication. Breaking down problems into a series of simpler steps and persevering in seeking solutions in order to promote independence, resilience and perseverance through rich-tasks.
• By self-improving (Chardi Kala), build on the mathematics that has been taught previously to enable students to master key skills and make rapid progress.
• To be inclusive (Pyaar) and meet students’ needs to ensure that learners are able to access the curriculum and achieve, but also to challenge and engage the able students, encouraging them to study Maths and related courses beyond GCSE and A Level, at University and through their career ambitions.
•  To be able to be self-sufficient in managing their personal finances beyond secondary school.
•  To cultivate an enthusiasm for Maths, and develop application skills, through relevant and related trips and extra-curricular activities.

The mathematics curriculum is designed to be inclusive just as the school’s mission
states “Together As One” and will be delivered to maximise the potential of each child
to succeed in mathematics and thereby enhancing their life chances.
The mathematics curriculum is not insular. It requires the active engagement of our
pupils who we shall support to develop the following core skills and values to succeed:

Excellence, Knowledge, Effort, Self-discipline, Standards, Courage, Self-belief and
Reflection.
We aim to build the Cultural Capital during the pupil’s mathematical journey by
providing knowledge and understanding in areas such as financial matters, teaching
pupils explicitly about such things as compound interest and depreciation, as well as
concepts such as tax, deposits and mortgages. Speed, distance and time and mass,
density and volume problems make strong links with Science and help pupils
understand mathematics as the language of Science.
The history of mathematics is explored which demonstrates the universal nature of the
subject and the notion that different cultures have, at different times, been at the
forefront of development in the subject. Pupils learn about famous mathematicians,
such as Pythagoras, Ramanujan and Fibonacci, along with the theories or rules they
are famous for.