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 reallife 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:
Unit  Topics 
Four operations  Addition 
Subtraction  
Multiplication (teach all three methods)  
Division  
All of above with decimals  
Directed Numbers  Four operations 
Worded directed number problems  
Types of numbers  Squares, Cubes and roots 
Prime numbers  
Mean  Mean from list 
Mean from table  
Mean from grouped frequency table  
Algebra Basics  Collecting like terms 
Simplifying  
Substitution  
Ratio  Simplest form 
Sharing in ratio  
Worded ratio questions  
Mode and Range  Mode and range 
Bar charts  
Pictograms  
Fractions  Lowest form 
Equivalence  
Mixed and improper
Addition and Subtraction 

Solving equations  Balancing method 
One step  
Two step  
Fractions 2  Multiplication and division 
Probability  Occurring / not occurring 
Relative frequency  
Sample space  
Rounding and estimation  Significant figures 
Decimal places  
Percentages  Percentage of amounts 
Calculator and noncalculator  
Proportion  Direct Proportion 
Exchange rates  
Best Buys  
Compound measures  Speed, Distance and Time 
Sequences  Sequences 
Nth term  
Area and perimeter  Squares, rectangles 
Trapezium  
Parallelogram  
Volume  All prisms 
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:
 Number
 Algebra
 Ratio, proportion and rates of change
 Geometry and measures
 Probability
 Statistics
 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 (%) 
Number  25  15 
Algebra  20  30 
Ratio  25  20 
Geometry  15  20 
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  
BIDMAS  
Algebraic Expressions inc substitution, expansion & factorisation  Simplifying expressions  
Expanding brackets  
Expanding double brackets (3+)  
Factorising  
Factorising double brackets (3+)  
Angles inc parallel lines, bearings & polygons  Straight line  
Point  
Angles in a triangle  
Angles in a quadrilateral  
Interior/exterior angles  
Alternate, corresponding and cointerior angles  
Averages & Range inc stem & leaf diagrams  Mean  
Median  
Mode  
Range  
Grouped frequencies  
Decimals inc estimation, upper & lower bounds  Adding and subtracting decimals  
Multiplying decimals  
Dividing decimals  
Decimal places  
Significant figures  
Estimation  
Calculator skills  
2D Shapesarea & 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+)  
Circles (3+)  
Solve Equations inc quadratics  One sided linear  
One sided linear with fractions (3+)  
Twosided linear  
Fractions  Equivalent fractions  
Adding and subtracting fractions  
Multiplying fractions  
Dividing fractions  
Fraction, decimals to %  
Transformations(inc fraction sf); Symmetry; Similar shapes  Reflection  
Rotation  
Enlargement  
Translation  
Describing transformations  
Formulae inc substitution; change of subject; distinguish equation, formula, expression , identity  Writing formulae  
Substitution  
Rearranging formulae (3+)  
Percentages inc use of multiplier; compound interest  % of amounts  
% with and without a calculator  
% parts  
Multipliers  
Percentage change  
Interest (3+)  
Presenting data inc pie chart, scatter diagram, frequency polygon, time series  Bar charts  
Pictograms  
Pie charts  
Line graphs  
Scatter diagrams  
Stem and leaf  
Frequency polygons  
Volume & Surface Area of 3D Shapes inc sphere & pyramids  Cuboid  
Prism (3+)  
Cone (3+)  
Sequences inc geometric; nth term of linear sequence  Generating sequences  
Nth term formula  
Ratio & Proportion (direct and inverse)  Simple ratio  
Simplifying and dividing ratio  
Proportion  
Exchange rates  
Best buys  
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  
Measures  
Inequalities notation, on a line, solve  Inequalities on a number line  
Solving inequalities  
Powers & Roots including rules for indices & standard form  Index laws  
Standard form  
Pythagoras Theorem and Trigonometry  Congruence  
Similarity  
Pythagoras (3+)  
Trigonometry (4+)  
Probability  Equally likely  
Mutually exclusive  
Relative frequency  
Venn diagrams  
Tree diagrams (3+)  
Constructions Loci Congruence  Constructions  
Bisectors  
Arcs  
Solve Simultaneous Equations – algebraic & graphical methods  Trial and improvement (3+)  
Simultaneous equations (3+)  
Functional Skills
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.
Assertive Mentoring
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
http://www.assertivementoring.com/secondary/maximisingprogressinmaths/
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.
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 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.