KS3 Mathematics

In KS3 Mathematics, we have recently introduced Unit Pre-Tests to help us better understand what students already know before starting a new topic.

At the beginning of each unit, students complete a short Unit Pre-Test consisting of a small number of questions, including multiple-choice questions. These assessments are low stakes and are not something students need to revise for or worry about. Instead, they help teachers identify students’ strengths and any areas that may need further support before new learning begins.

By understanding our students’ starting points, we can spend more time introducing new ideas, deepening understanding and providing appropriate challenge, rather than revisiting content that most students have already mastered. This enables lessons to move forward at a pace that maximises learning for all students.

Our Unit Pre-Tests include a mixture of short-answer and multiple-choice questions. The carefully selected questions help teachers identify not only what students know, but also any misconceptions that may need addressing. This allows us to tailor our teaching more effectively and ensure that every student receives the support they need.

If a student has not yet fully secured a particular skill or concept, teachers will revisit that objective during the unit through targeted support, additional practice and focused questioning. This ensures that gaps in understanding are addressed whilst allowing the whole class to continue making strong progress.

At the heart of this approach is our Maths Department mantra:

“We are a team, and no pupil is left behind.”

By identifying learning needs early, we can provide the right support at the right time whilst continuing to challenge students to achieve their very best. Our aim is simple: to ensure that every student feels confident, supported and successful in mathematics while developing a deeper understanding of the rich and connected world of KS3 Maths.

Mrs Bennett

Maths Department

This term in Year 7, we are focusing on developing mathematical fluency. Fluency is much more than simply recalling facts. It involves being able to work efficiently with numbers, recognise patterns, and choose effective strategies when solving problems.

One way we help pupils become more fluent mathematicians is by exploring important number properties: the commutative, associative, and distributive properties. Understanding these properties helps students simplify calculations mentally and build strong foundations for algebra.

1. The Commutative Property

The commutative property tells us that when adding or multiplying numbers, the order does not affect the answer.

Example:

7 + 15 = 15 + 7 = 22

4 × 9 = 9 × 4 = 36

This allows students to rearrange numbers to make calculations easier. For example:

19 + 8 = 8 + 19 = 27

Students quickly learn that some numbers are more convenient to start with when calculating mentally.

Important: Subtraction and division are not commutative.

15 – 7 ≠ 7 – 15

2. The Associative Property

The associative property tells us that when adding or multiplying several numbers, the way we group them does not change the answer.

Example:

(8 + 2) + 5 = 8 + (2 + 5)

10 + 5 = 15

Students can choose the grouping that makes the calculation easiest.

Another example:

(2 × 5) × 8 = 2 × (5 × 8)

10 × 8 = 80

or

2 × 40 = 80

By recognising useful number combinations, students can calculate more efficiently.

3. The Distributive Property

The distributive property helps students break numbers apart and is particularly important when moving into algebra.

Example:

7 × 13

Rather than multiplying directly, students can partition 13 into 10 and 3:

7 × (10 + 3)

= (7 × 10) + (7 × 3)

= 70 + 21

= 91

This strategy is an important stepping stone towards algebraic thinking.

For example:

a(b + c) = ab + ac

Students will encounter expressions like this throughout their secondary mathematics education.

Why Are These Important?

Understanding these properties allows students to:

• Calculate more efficiently.
• Develop strong mental arithmetic skills.
• Recognise patterns in numbers.
• Build confidence when solving problems.
• Make a smooth transition from arithmetic to algebra.

When children can recognise and apply these properties, they are better equipped to solve problems flexibly and accurately, which is a key aspect of mathematical fluency.

By developing fluency through these fundamental properties, Year 7 students are learning to think like mathematicians: spotting patterns, making connections, and choosing efficient strategies to solve problems.

Mrs Bennett

Maths Department

On Wednesday 1^st July, four of our top mathematicians took part in the Key Stage 4 Maths Competition at Lancaster University School of Mathematics (LUSoM) in Preston.

Alisia J and Lesley Y from Year 9 and  Emily T and Arina A of Year 10 pitted their mathematical wits against teams from several local schools and some from farther afield such as Blackburn and Lathom.

The competition involved several rounds of highly challenging, logic based, problem solving activities that required close teamwork and resilience along with an ability to work fast and accurately under pressure.

Despite a heroic effort, the girls didn’t quite finish in the top three. Neverthless, all thoroughly enjoyed their experience and gained a useful insight into the facilities and atmosphere at one of the UKs leading Maths Schools.

Mr McVey

Maths Department

Junior Mathematical Challenge 2026

On Wednesday 29^th April, our Year 7 and 8 pupils to take on the yearly challenge of the UKMT Junior Mathematics Challenge 2026.

This national event takes the form of a multiple-choice quiz based on using mathematical skills learnt in lessons to solve problems.

Over 4000 schools across the UK take part in this event and the standard of participation is high, only the best achieving students can receive an award and to do so is recognition of the effort and ability of our students.

After good showings from previous year groups in their respective challenges, last year expectations were high and I am proud to announce that this year, the results were on a par with some of our best with many pupils receiving awards.

This year’s prize winners are as follows:

Quinn M (Year 8) – Best in School, Best in Year 8 and Silver award.

Isabelle M and Sarah M (Year 7) – Joint Best in Year 7 and Silver award.

Silver awards were also achieved by the following:

(Year 7) Maleeha Y, Esther N and Mia P.

(Year 8) Annabelle B, Poppy E, Darcy A, Aisha B, Elodie K, Alice L, Elizabeth B, Evie O and Kathryn M.

Bronze awards were achieved by the following:

(Year 7) Mariyah C, Matilda B, Rahma O, Scarlett O, Sarah F, Zahraa B, Felicity H, Juliette C and Gracie W.

(Year 8) Emma L, Gracie E, Harriet F, Nevaeh S, Ammarah A, Missy E, Grace C, Laura F, Charlotte P, Francesca T, Muznah A, Olivia M, Olive W, Harper E, Ruqayya M, Sienna K, Dhemica P, Molly S and Lingyi Z.

Congratulations to everybody involved.

The department is already looking forward to seeing what each year group can do in their respective challenges next year:

Intermediate Mathematics Challenge (Years 9 and 10) – Wednesday 27^th January 2027

Junior Mathematics Challenge (Years 7 and 8) – Tuesday 27^th April 2027

Mr S. Cheal

The Mathematics Department

We have some new and exciting changes to our online maths learning provision from next academic year.

Change of Platform

We will no longer be subscribing to Sparx Maths. Instead, we have invested in two new online platforms:

• Times Table Rock Stars (TT Rockstars)
• MathsWatch

These platforms will provide a broad range of activities, including skills practice, homework, revision and targeted support following assessments.

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Homework Expectations

Homework will continue to be set weekly:

• KS3: 30 minutes
• KS4: 45 minutes

Homework at KS3 will include a combination of:

• TT Rockstars (for fluency in times tables)
• MathsWatch assignments
• Teacher-set tasks, including revision for Knowledge Checks and Learning Reviews

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How MathsWatch Will Be Used

MathsWatch will play a central role in both homework and class follow-up learning.

After Assessments (Knowledge Checks)

Students will be set targeted MathsWatch tasks to address gaps in their understanding. These tasks will include:

1. Watching a teacher-assigned video explaining the topic
2. Taking notes on the method shown
3. Completing:
   • 5 standard questions
   • 5 more challenging questions

This approach supports students in revisiting key skills and building confidence step by step.

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What is MathsWatch?

MathsWatch is an online platform that provides:

• Video tutorials that explain topics clearly
• Interactive, exam-style questions with instant feedback
• Homework and test assignments set by teachers
• Opportunities for independent practice and revision

Students can log in to view their assigned work, track their progress, and receive feedback from their teacher.

Additional Benefits

• Videos can be rewatched for revision
• Questions include hints and step-by-step support
• Students can attempt homework multiple times before the deadline
• Instant marking helps students identify and correct mistakes quickly

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Support for Independent Learning

MathsWatch also allows students to:

• Practise extra questions independently
• Identify strengths and areas for improvement
• Work towards mastering topics through repeated practice and feedback

We encourage students to use this platform regularly beyond homework to support their learning.

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KS4 Additional Provision

In addition to MathsWatch, KS4 students will continue to have access to Method Maths, which allows them to:

• Complete past exam papers (Edexcel)
• Practise exam techniques in preparation for GCSEs

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How Parents Can Support

You can support your child by:

• Encouraging them to complete homework on time
• Asking them to show you the videos they are working on
• Checking they are attempting both standard and challenge questions
• Promoting regular independent practice on MathsWatch and TT Rockstars

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We are very excited about these changes and believe they will provide students with a more effective and engaging way to learn mathematics.

If you have any questions, please do not hesitate to contact the Maths Department.

Kind regards,
The Maths Team

Supporting Every Child to Succeed in Secondary Maths

In our Maths department, we want every student to feel confident, supported and able to make strong progress. We know that students learn in different ways, so we plan our lessons carefully to ensure they are accessible for all learners.

🌟 How We Make Maths Accessible for All Learners:

We use a range of inclusive strategies to help students understand and enjoy maths:

• Small‑step planning:  Learning is broken into manageable chunks to reduce cognitive overload and build confidence.
• Adaptive teaching:  Lessons are adjusted so every pupil can access the same curriculum at the right level of challenge.
• Strategic seating:  Some students sit closer to the board or teacher to support focus.
• Visual accessibility:  We use coloured overlays on PowerPoints or print worksheets on coloured paper for students who benefit from reduced visual stress.
• Concrete and visual models:  Tools such as algebra tiles, counters and bar models help students understand abstract ideas.
• Effective TA support:  Teaching Assistants provide planned targeted support that encourages independence.

🔁 Building Fluency, Reasoning & Problem‑Solving

We want students to become confident mathematicians who can think, reason and apply their knowledge. To support this, we use:

• Task variation:  Carefully designed tasks help students spot patterns, deepen understanding and improve fluency.
• Starter booklets:  Every lesson begins with short recall tasks to strengthen key foundation skills, conditional knowledge and problem‑solving and reasoning tasks.
• A/B paired tasks:  Students work in pairs on linked questions to encourage discussion, reasoning and shared problem‑solving.
• Mini‑whiteboards:  Teachers check understanding in real time and give instant feedback through live marking.

🎮 Interleaved Gaming Activities to Boost Engagement

To make maths enjoyable and to strengthen long‑term recall, we use interleaved gaming‑style activities throughout the year. These help students practise key skills in a fun, low‑pressure way while improving fluency and confidence.

Examples include:

• TT Rockstars battles:  Class vs class competitions to build rapid recall of multiplication facts.
• NumBots challenges:  Engaging number‑sense games for students who need extra support.
• Interactive quiz games:  Short, mixed‑topic quizzes that help students revisit previous learning.
• Timed problem‑solving rounds:  Encourages teamwork, reasoning and resilience.

These activities increase motivation, build confidence and help students retain knowledge over time.

🗣️ How We Build Confidence in Speaking & Thinking in Maths:

We want every pupil to feel confident sharing ideas, even if they are unsure. To support this:

• No‑hands‑up questioning: Instead of relying on volunteers, teachers choose students to answer so everyone stays engaged.
• Think–pair–share:  Students always get time to think individually, then discuss with a partner, before being asked to share with the class.
• Cold calling:  After think–pair–share, teachers select students to answer, ensuring everyone has had time to prepare.

This approach builds confidence, improves reasoning and ensures every voice is valued.

🚀 Homework and Follow-up tasks:

Some students benefit from additional practice or structured intervention. We offer:

• TT Rockstars:  Builds quick recall of multiplication facts.
• NumBots:  Strengthens number sense for students who need extra support.
• MathsWatch:  Provides video explanations, practice questions, and personalised tasks for KS3 and KS4.
• MethodMaths:  Provides additional practice at GCSE style questions and past papers
• Numeracy intervention — Small‑group or 1:1 sessions to help students catch up and close gaps.

💬 Our Commitment: No Student Left Behind!

We are proud of our department mantra:

“We are a team, and no student is left behind.”

This belief guides everything we do. By planning in small steps, reducing cognitive overload, offering targeted support, and providing high‑quality teaching, we ensure every student feels capable, supported and confident in maths.

Mrs Bennett

Maths Department

On Wednesday 29th April, it was time for our Year 7 and 8 pupils to take on the yearly challenge of the UKMT Junior Mathematics Challenge 2026.

This national event presents a yearly challenge to students in Years 7 and 8 and takes the form of a multiple-choice quiz based on using mathematical skills learnt in lessons to solve problems.

Over 4000 schools across the UK take part in this event and the standard of participation is great; only the best achieving students can receive an award and to do so is recognition of the effort and ability of our students.

After good showings from previous year groups in their respective challenges last year, expectations were high and I am proud to announce that this year the results were on a par with some of our best with many students receiving awards.

This year’s prize winners are as follows:

Quinn M (Year 8) – Best in School, Best in Year 8 and Silver award.

Isabelle M and Sarah M (Year 7) – Joint Best in Year 7 and Silver award.

Silver awards were also achieved by the following:

(Year 7) Maleeha Y, Esther N and Mia P.

(Year 8) Annabelle B, Poppy E, Darcy A, Aisha B, Elodie K, Alice L, Elizabeth B, Evie O and Kathryn M.

Bronze awards were achieved by the following:

(Year 7) Mariyah C, Matilda B, Rahma O, Scarlett O, Sarah F, Zahraa B, Felicity H, Juliette C and Gracie W.

(Year 8) Emma L, Gracie E, Harriet F, Nevaeh S, Ammarah A, Missy E, Grace C, Laura F, Charlotte P, Francesca T, Muznah A, Olivia M, Olive W, Harper E, Ruqayya M, Sienna K, Dhemica P, Molly S and Lingyi Z.

Congratulations to everybody involved!

The department is already looking forward to seeing what each year group can do in their respective challenges next year:

Intermediate Mathematics Challenge (Years 9 and 10) – Wednesday 27th January 2027

Junior Mathematics Challenge (Years 7 and 8) – Tuesday 27th April 2027

 

Mr Cheal

The Mathematics Department