Maths at Bishopton Overview
The teachers in the Mathematics department are a dedicated team who work hard to give every student a good grounding in the basics of Number, Algebra, Geometry and Statistics but also to design and create interesting and engaging lessons to promote the fascination and enjoyment of Mathematics for all students, whatever their level or grade. Students are expected to do their best in class and at home, thereby giving themselves the best possible chance of success at Key Stage 2, Key Stage 3 and in the GCSE examinations and Functional Skills Exams. As Maths teachers at The Bishopton Centre, we aim to support this by:
- having high expectations of performance, challenge and attitudes to/behaviours for learning;
- understanding that students have different learning preferences and applying our teaching styles to take these into account;
- providing a supportive and motivating environment;
- acting as role models;
- being aware of the importance of how a lesson is planned, constructed and delivered;
- developing ‘thinking’ in our lessons.We also aim to:
- develop an awareness of the fascination and mystery of Mathematics.
- maximise the achievement of all students.
- develop the ability to communicate using Mathematics, with particular emphasis on the use of correct mathematical language, graphical representations, diagrams etc.
- equip students with a powerful tool to solve problems in everyday life and to raise an awareness of the use of Mathematics across the curriculum.
- develop sound numerical skills, the ability to use the four arithmetical operations accurately and with confidence, the ability to estimate and approximate answers and the ability to use a calculator efficiently.
- encourage a willingness to use algebraic skills by exploring mathematical patterns and sequences, identifying functional relationships and to use mathematics to model real-life situations. Teaching across our Key Stages Key Stage 2 (Year 3,4,5, and 6) Key Stage 3 students follow the National Curriculum through a pathway structure, designed to ensure differentiation and personalised learning. They are assessed regularly, through a combination of APP tasks and written assessments, and progress is monitored closely. Students complete the KS3 programme of study at the end of Year 9.
- Key Stage 3 (Year 7, 8 and 9)
- Key Stage 2 delivers a personalised Maths Programme based on the assertive Mentoring Scheme. Each pupil has individual targets (identified via assessment) which are then taught by the Primary Team
At Key Stage 3 the pupils will study the following:
|Multiplication (teach all three methods)|
|All of above with decimals|
|Directed Numbers||Four operations|
|Worded directed number problems|
|Types of numbers||Squares, Cubes and roots|
|Mean||Mean from list|
|Mean from table|
|Mean from grouped frequency table|
|Algebra Basics||Collecting like terms|
|Sharing in ratio|
|Worded ratio questions|
|Mode and Range||Mode and range|
|Mixed and improper
Addition and Subtraction
|Solving equations||Balancing method|
|Fractions 2||Multiplication and division|
|Probability||Occurring / not occurring|
|Rounding and estimation||Significant figures|
|Percentages||Percentage of amounts|
|Calculator and non-calculator|
|Compound measures||Speed, Distance and Time|
|Area and perimeter||Squares, rectangles|
Key Stage 4 (Year 10 and 11) – Edexcel Linear GCSE
At the Bishopton Centre we are following the Edexcel GCSE specification. This is a two year programme of study and is examined at the end of year 11 with three exams. Each exam last 1h30 minutes. Two exams are without calculator and one is with. Some questions will draw together elements of maths from different topic areas.
The GCSE subject content of this specification matches that set out in the Department for Education’s Mathematics GCSE subject content and assessment objectives document.
The content has been organised into broad topic areas as follows:
- Ratio, proportion and rates of change
- Geometry and measures
- The table below shows the approximate weightings of the topic areas for the overall tier of assessment, not for each individual question paper.
|Topic Area||Foundation Tier (%)||Higher Tier (%)|
|Probability and statistics (combined)||15||15|
In line with the requirements set by the Department for Education, the expectation is that:
- all students will develop confidence and competence with the content identified in the “basic foundation content” column
- all students will be assessed on the content identified by the “basic foundation content” and “additional foundation content” columns; more highly attaining students will develop confidence and competence with all of this content
- only the more highly attaining students will be assessed on the content identified in the “higher content” column. The highest attaining students will develop confidence and competence with this content.
- Students can be said to have confidence and competence with mathematical content when they can apply it flexibly to solve problems.The table below details the topics covered at Key Stage 4
|Number inc LCM, HCF; a number as product of prime factors||Recap 4 methods|
|Place value and ordering|
|Adding and subtracting negative numbers|
|Multiplying and dividing negative numbers|
|Types of numbers (square, primer and roots)|
|Prime factor decomposition|
|Highets Common Factor|
|Lowest Common Multiple|
|Algebraic Expressions inc substitution, expansion & factorisation||Simplifying expressions|
|Expanding double brackets (3+)|
|Factorising double brackets (3+)|
|Angles inc parallel lines, bearings & polygons||Straight line|
|Angles in a triangle|
|Angles in a quadrilateral|
|Alternate, corresponding and co-interior angles|
|Averages & Range inc stem & leaf diagrams||Mean|
|Decimals inc estimation, upper & lower bounds||Adding and subtracting decimals|
|2D Shapes-area & perimeter inc parts of a circle (arc, sector, segment)||A and P of square, rectangle and triangle|
|A and P pf compound shapes|
|A and P of parallelogram and trapezium (3+)|
|Solve Equations inc quadratics||One sided linear|
|One sided linear with fractions (3+)|
|Adding and subtracting fractions|
|Fraction, decimals to %|
|Transformations(inc fraction sf); Symmetry; Similar shapes||Reflection|
|Formulae inc substitution; change of subject; distinguish equation, formula, expression , identity||Writing formulae|
|Rearranging formulae (3+)|
|Percentages inc use of multiplier; compound interest||% of amounts|
|% with and without a calculator|
|Presenting data inc pie chart, scatter diagram, frequency polygon, time series||Bar charts|
|Stem and leaf|
|Volume & Surface Area of 3D Shapes inc sphere & pyramids||Cuboid|
|Sequences inc geometric; nth term of linear sequence||Generating sequences|
|Nth term formula|
|Ratio & Proportion (direct and inverse)||Simple ratio|
|Simplifying and dividing ratio|
|Algebraic Graphs- linear, quadratic, cubic and reciprocal||Plotting linear, quadratic and cubic graphs|
|Measure inc compound; conversion of measure, graphs||Speed, Distance and Time|
|Mass Density and Volume|
|Inequalities- notation, on a line, solve||Inequalities on a number line|
|Powers & Roots including rules for indices & standard form||Index laws|
|Pythagoras Theorem and Trigonometry||Congruence|
|Tree diagrams (3+)|
|Constructions Loci Congruence||Constructions|
|Solve Simultaneous Equations – algebraic & graphical methods||Trial and improvement (3+)|
|Simultaneous equations (3+)|
We also provide our learners in Key Stage 4 with the opportunity to sit Level 1 and Level 2 Functional Skills Maths exams which provide our learners with another opportunity to achieve additional Maths qualifications.
Intervention Programme Assertive Mentoring
We are committed to providing opportunities for all students to meet their potential and tailor our intervention programmes to the students’ current needs. Through monitoring of student progress departmental intervention programmes are implemented according to the needs of the students.
The Bishopton Centre uses a system called ‘Assertive Mentoring’ to support children attainment and achievement in Mathematics (a Key Stage 2 and 3). Additional information can be found on the website by visiting
The aims of Assertive Mentoring are:
- to raise standards for all
- to motivate and involve children in their learning
- to inform and involve parents/carers in their child’s learning
- to support and build upon good practice, other initiatives and polices at The Bishopton Centre
- to celebrate the positive as well as break down barriers to enable further progress in academic workAssertive Mentoring outcomes and targets show what a child can do, and what they need to do to move to the next stage of learning. The process allows teachers to set achievable targets in mathematics each half term, and to work with the children to complete these. This then enables us to share these targets with parents/carers so that you can help your child to achieve even more quickly. Children know exactly what stage they are working at and what they need to do to move on. Marking and feedback is focused and we are working towards implementing termly mentoring meetings to review what has been achieved and what needs to be done next.The advantages of the system:
- quick and easy to use and understand
- all staff in school use the same approach
- children judge their own learning and are clear on how to move on to the next stage
- children are empowered to take responsibility of their learning
- children who have a good attitude to learning and school life are praised
- consistent support resources across school The S is for Stage, the digit is to represent the actual assessment taken and the E, D and last S show where in that stage the child is currently assessed at.
- The ‘Stage’ that the child has been assessed at is how The Bishopton Centre, at the stipulation of the government, is moving away from the previous ‘Levels’ that were in place. These codes appear on the target sheets and are written in a particular format, i.e. S2S etc. Please see below an example explanation on the codes.
- S2E – Stage 2 Emerging. Children are working at the start of stage 2.
- S2D – Stage 2 Developing. Children are working in the middle band of the stage.
- S2S – Stage 2 Secure. Children are very secure in this stage and with a little more progress will be ready to move to the next stage.