Maths

Vision

The Maths department at King Solomon Academy aims to provide a demanding and interesting curriculum that enables pupils to discover patterns in data, marvel at naturally occurring Mathematical structures and appreciate how processes link to their wider applications. Our pupils will be Maths literate, develop fluency in procedures and keen problem solvers.

 

Curriculum allocation in each year group

Nursery - please open the pdf to read more about maths at home for Nursery pupils

Maths at home - Nursery.pdf

 

Year 1 – Miss Hart, Miss Clarke, Miss Purohit
Objectives When it will be studied* Suggested Activity
Numbers within 10 

-Children will be reminded how to count to 10

 

- Children will be able to find groups that are one more or one less

 

- Read and write numbers to 10

 

- Represent numbers using lots of different objects

Week 2+3 of HT1 Practise reading numbers all around with your child. They may not be able to read larger numbers (e.g. 724), but they could break it down and say ‘seven’, ‘two’, ‘four’. 

 

Practise forming numbers from 0 – 9. This will help when your child learns to write more difficult number sentences.

 

Practise counting groups of numbers and asking children to find one more/one less than the number they have counted.

Addition and Subtraction within 10.
- To combine groups to find a total 

 

- To separate a set and understand how to write this as subtraction

 

- To add and subtract by counting forward and backwards

 

- To use their addition and subtraction skills to solve problems

Wee k 4+5 of HT1 Children should practise counting forwards and backwards and continue to practise one more and one less 

 

Constantly challenge your child with everyday subtractions…
‘If I give you 6 chocolates and you eat two, how many will be left over?’

Dad has got us 3 bags of sweets and I have got us 4 bags of sweets – how many bags of sweets do we have?’

Shape and pattern 

- To name common 2D shapes based on their properties (number of sides)

 

- To name 3D shapes and describe them using their properties (faces, edges and vertices).

 

- To talk about the position of objects including sequential language.

Week 6+7 of HT1 Practise naming the different 2D shapes (do not worry about types of triangles or quadrilaterals) and recognise those shapes in everyday objects…
‘That railing has lots of hexagons in it; lots of 6 sided shapes!’ 

 

Describe everyday objects based on their 3D properties… ‘The cereal box is a cuboid! It has 12 edges, 6 faces, 8 vertices).

 

Describe everyday objects and where they are (next to, behind/in front of, before/after, below/above) 

Year 2 – Mrs Keating, Miss Holmes, Miss Patterson
Objectives When it will be studied* Suggested Activity
Numbers within 100 

-Children will learn about the value of ‘tens’ and ‘ones’

 

- Children will partition 2 digit numbers into tens and ones

 

- Compare and order numbers up to 99.

 

- Read and write numbers to 100 using numerals and letters.

Week 2+3 of HT1 Spellings of number words are very important in this stage of Year 2. 

73 = seventy three

18 = eighteen

 

When reading numbers ask children how many tens are in the number and how many ones… e.g. 54 has five tens and four ones. Careful to confuse the language. For example, there are not 50 tens – 50 lots of ten would equal 500.

Addition and Subtraction within 100.
- Confidently use number bonds to 20. 

 

- Add and subtract tens and ones from a number WITHOUT exchanging.

 

- To add 3 1 digit numbers.

 

Wee k 4+5 of HT1 Children should practise counting forwards and backwards to 100. Children should be given any number between 0 and 99 and be expected to count forward and backwards. This will help them with adding and subtracting. 

 

Try and get children to do as many real life applications as possible. Your shoes cost £27 and your T-shirt costs £12. How much will it cost in total?

Word problems 

 

- To use bar models to solve problems relating to addition and subtraction

 

This unit of work focuses on children’s understanding of the relationship between parts and wholes in a problem.

Week 6+7 of HT1 This piece of reading will help you understand the approach that teachers will be using in school. There are some helpful videos to watch as well. 

https://www.theschoolrun.com/what-is-the-bar-model-method

 

 

Year 3 – Mr Knight, Mr Chandler, Miss Kumar
Objectives When it will be studied* Suggested Activity
Number sense and exploring calculation strategies 

- Children will understand the irregular naming system for numbers to 100.

 

- Using number bonds to 10+20 to help with mental calculation strategies.

 

- Round and adjust numbers to allow for easier mental additions and subtractions.

Week 2+3 of HT1 Practice naming and spelling numbers. 

18 = eighteen

80 = eighty

88 = eighty-eight

 

Rehearse number bonds to 20 and 100 through call and response.

16 + ? = 20

40 + ? = 100

 

A game for rounding: https://www.topmarks.co.uk/
Flash.aspx?f=DartboardRoundingv2

 

Place Value 

- Understand the place value of 3 digit numbers

 

- Order and compare numbers based on their place value

 

- Round numbers to the nearest hundred, ten or one.

Wee k 4+5 of HT1 Ask children to partition numbers all around them. E.g. the prices of bigger items. If it costs £345 it has 3 hundreds, 4 tens and 5 ones. 

 

Take a series of numbers and order them from smallest to largest focussing in on the hundreds column first, then the tens and finally the ones column.

 

https://gb.education.com/game/place-value-baking-3-digit/

 

Graphs 

- Read and interpret data on bar graphs and pictograms.

 

- Read scales on charts and also thermometers.

 

- Collect data on relevant ideas

Week 6+7 of HT1 http://www.e-learningforkids.org/math/lesson/orange-trees-olive-trees-data-chance/ 

 

Allow children to explore this game online. It will help them practise their skills.

 

Get a thermometer with unmarked intervals (for example – 5,10,15,20,25 degrees) and regularly ask children to tell you the temperature. 

Year 4 – Miss Baker, Miss Maynard, Mr Howlett
Objectives When it will be studied* Suggested Activity
Reasoning with 4 digit numbers
- Recognise the place value  in 4 digit numbers with thousands, hundreds, tens and ones.  

 

- To round numbers to the nearest 10, 100 and 1000.

 

- To reason with 4 digit numbers, discussing the value of place holders

Week 2+3 of HT1 Chant counting onwards and backwards in 10’s 100’s and 1000’s. One parent gives a number at the bottom of a flight of stairs and chants in intervals on every step. 

 

Use this online game to practise rounding!

http://www.sheppardsoftware.com/
mathgames/round/mathman_round
_thousands.html

Addition and Subtraction 

- To add and subtract 4 digit numbers

 

- To use bar models to represent addition and subtraction problems

 

- To understand how regrouping affects the place value, but not the overall value of a number.

Wee k 4+5 of HT1 https://www.topmarks.co.uk/Flash.aspx
?a=activity11 

http://www.learnalberta.ca/content/me
3us/flash/lessonLauncher.html?lesson=
lessons/07/m3_07_00_x.swf

 

This reading is a helpful explanation of what bar modelling is and how your children will use it in school:

https://www.theschoolrun.com/what-is-the-bar-model-method

 

 

Multiplication and Division 

- Rapidly recall times table facts to increase calculation speeds

 

- To use short multiplication to solve 3 digit by 1 digit problems

 

- To use short division to answer 4 digit divided by 1 digit problems 

Week 6+7 of HT1 Here is the method we use for short division: 

https://www.youtube.com/watch?v=
SLze82Zcc4Y

 

Here is the method we use for short multiplication:

https://www.youtube.com/watch?v=
eO8rJRBZzAQ

 

Your children should be using Times Table Rockstars as much as possible to improve their times table speed. If you are unsure, ask your class teach or Mr James for a demo.

Year 5 – Miss Harrison, Miss Stone and Mr James
Objectives When it will be studied* Suggested Activity
Reasoning with 5 digit numbers
- Recognise the place value  in 5 digit numbers with ten thousands, thousands, hundreds, tens and ones.  

 

- To round numbers to the nearest 10, 100 and 1000.

 

- To reason with 5 digit numbers, discussing the value of place holders

Week 2+3 of HT1 Chant counting onwards and backwards in 10’s 100’s and 1000’s, 10,000’s. One parent gives a number at the bottom of a flight of stairs and chants in intervals on every step. 

 

Use this online game to practise rounding!

http://www.sheppardsoftware.com/
mathgames/round/mathman_round
_thousands.html

Addition and Subtraction 

- To add and subtract 4 whole numbers

 

- To use bar models to represent addition and subtraction problems

 

- To understand how regrouping affects the place value, but not the overall value of a number.

Wee k 4+5 of HT1 https://www.topmarks.co.uk/Flash.aspx
?a=activity11 

http://www.learnalberta.ca/content/me
3us/flash/lessonLauncher.html?lesson=
lessons/07/m3_07_00_x.swf

 

This reading is a helpful explanation of what bar modelling is and how your children will use it in school:

https://www.theschoolrun.com/what-is-the-bar-model-method

 

 

Line Graphs 

-   Children will taught to collect data and organise it using a line graph

 

- Children will read information from line graphs

 

- Children will read scales where intervals are unmarked

 

- Children will read and interpret timetables

Week 6+7 of HT1 This website has a series of practise questions appropriate to the age group: 

https://www.mathgames.com/skill/6.98-interpret-line-graphs

 

Children at the this stage should be able to access more graph data found in papers and other non-fiction texts.

 

Give children train timetables and ask them to calculate how long it takes to get from A – B.

 

Practise reading the time to the nearest minute on both the digital and analogue clock. 

Middle school

In Middle school we follow a mastery curriculum comprising six units each year. Each unit is roughly six weeks long, with the last unit saved for 'mastery' of the year’s content and preparation for the end of year assessments. Using a mastery approach allows us to group together relevant topics and go 'deeper' into the subject content before moving onto a different area of Maths. At the end of each unit pupils take an end of unit assessment testing the content and skills of the previous six weeks of learning. In Middle school each end of unit assessment is made of up four parts: Aural paper (20 marks); Non-calculator paper (25 marks); Calculator paper (25 marks) and an extended problem (10 marks), pupils are then given a score out of 80. In addition to these assessments, pupils take 'ARK assessments' at the end of each term. These are cumulative assessments shared with the Ark network, they consist of a core paper (60 marks) followed by either a consolidation or extension paper (both 30 marks) depending on each pupils performance in the core paper.

Year 7

6 lessons per week

1 Fractions

2 Calculations

3 Using Algebra to describe

4 2-D Geometry

5 Discrete data project

Mastery of Y7

Factors, Prime Factor Decomposition, Multiples, Using PFD to find HCF and LCM, Prime numbers, Equivalent fractions, Simplifying, Fractions of amounts, Four operations with fractions, Mixed numbers and Improper fractions, Increasing and decreasing amounts by fractions BIDMAS, Decimals and the four operations, Ordering negative numbers (including using <> ≤≥), Negative numbers and the four operations, Estimating, Rounding, Fractions to Decimals, Representing inequalities on a number line Language of algebra (term, unknown, formula, expression, equation, identity, coefficient), Forming expressions, Simplifying expressions, Forming equations, Solving Equations, Substitution, Generating sequences, Describing sequences, nth term Properties of polygons (including regular polygons), Area of triangle, rectangle, parallelogram, trapezium and compound shapes, Perimeter of polygons and compound shapes, Circumference and Area of circle (leaving answers in terms of pi and to 2d.p), Angles on a line and around a point, Angles in polygons - interior and exterior Collecting data, Continuous vs discrete, Qualitative vs quantitative, Mean, Median, Mode and Range, Bar charts, Pie charts, Frequency tables, Pictograms, Analysis, Vertical line charts  

 

Year 8

5 lessons per week

7 Using algebra to solve

8 Ratio and Proportion

9 3-D Geometry

10 Linear Graphs

11 Grouped data project

Mastery of Y8

Solving equations: brackets, multiple steps, unknowns on both sides, in context, fractions, Factorising linear expressions, Expanding linear expressions, Rearranging one step equations, Solving linear inequalities, 'proving' algebraic expressions are equivalent Ratio notation, writing and simplifying ratios, Ratios as fractions, Sharing amounts into ratios, Ratio problems - given one part find others or total, given the difference between two parts find...etc., Direct proportion, Speed, Speed/distance/acceleration graphs, Unit pricing, compound units including density and pressure Faces, Edges, Vertices of sphere, cylinder, cuboid, triangular prism and prisms, cones and spheres,  Volume of cuboids, cylinders, triangular prisms, cone, sphere, frustum and composite solids, Surface area of cuboids, cylinders, plans and elevations Gradient: from graph, two coordinates, fractions, Plotting graphs on the Cartesian plane, Equation of a line y=mx+c from graph, from two points, drawing graph from equations, Parallel and perpendicular lines, shading inequalities on the Cartesian plane: y=c, x=c, y=mx+c, multiple inequalities, interpreting straight line graphs  Modal class, range and median of grouped data from tables, Mean of grouped data, Interpreting averages, Cumulative frequency, interquartile range, Boxplots, Sampling     

 

 

 

 

 

 

 

 

 

 

 

 

 

Year 9

5 lessons per week

13 Percentages

14 Probability

15 Quadratics

16 Geometric proof

17 Algebraic manipulation

Mastery of Y9

Percentages of amounts, FDP, Using one percentage to find another, Increase and decrease without calculators, Percentage multiples (and fractional multipliers), Increase and decrease using multipliers, Repeated percentage change/compound interest etc., Percentage change, Reverse percentages Language of probability: likely, certain etc., Calculating single event probabilities - FDP (theoretical probability), Experimental probability, Expected frequency, Probability from two way tables, Frequency trees, Venn diagrams: reading, drawing, notation, listing sets Polynomials, binomials - introduce language, Multiplying double and triple brackets, Plotting quadratics on the Cartesian plane, Key features of quadratics - symmetry, parabola, no of roots, Sketching quadratics, Factorising quadratics, Difference of two squares, Turning points Pythagoras - is this a right angled triangle, finding missing sides, application problems, Enlargement and scale factors - fractions and negatives, Describing enlargements, Similar shapes - missing sides, scale factor, area and volume scale factors, missing angles, proving, Congruence, missing sides and angles, proving congruence, application problems Changing the subject - y=mx + c,  multiple steps, formulae, algebraic fractions,  Simultaneous equations and in context, graphically - extend to quadratics     

 

 

Upper school

Similar to Middle School Maths, in Upper school we follow a mastery curriculum, with six units in Y10 and 4 in Y11, however, unlike MS, units vary in length depending on what content make sense to group together. Pupils sit assessments at the end of each unit (50 marks), testing only the context of the past few weeks, comprising short skills practice and exam questions. For GCSE, we use Edexcel as our exam board. At the end of Y11 pupils will sit three papers: Paper 1, Non-calculator, 90 mins; Paper 2, Calculator, 90 mins and Paper 3, Calculator, 90 mins. All content can be assessed on all of the papers and content can be repeated on multiple papers. Pupils in Y11 will be entered for either Foundation or Higher tier papers, both assessed by three papers. At the Higher level pupils are expected to be familiar with all content set out by the exam boards, the papers have a large focus on problem solving, interpreting data and reasoning. Pupils sitting the higher papers will be awarded grades 9 – 3. The Foundation tier assesses slightly less content, still has a focus on problem solving, but there are more marks available for simple demonstrations of skills, pupils sitting this tier can be awarded graded 5 – 1. At the end of each term pupils will sit a set of mock papers. At the end of term 1 in Y10, pupils sit a paper 1, at the end of term 2; they sit a paper 1 and 2 from the same practice set. In Y10 term 3 and throughout Y11 pupils sit all three papers for each assessment point.

Year 10 - Higher

5 lessons per week

1 Probability

2 Number

3 Equations

4 Trigonometry

5  Graphs

6 Statistics

Listing outcomes systematically, Sample space diagrams, Mutually exclusive, Probabilities from two way tables, Independent and dependent tree diagrams, probabilities AND/OR, Conditional probability, Venn diagrams: sorting sets, reading info from, notation of union, intersection and not (‘), calculating probabilities including conditional    Surds: Simplifying, four operations, rationalising denominator, Index form: converting between (with and without calculator), four operations, Index laws including fractions and negatives, Recurring decimals, Rounding errors- inequality, Significant figures, Limits of accuracy, Upper and lower bounds Simultaneous equations  recap and substitution - linear and quadratic, Changing the subject, Solving equations with fractions/algebraic fractions, Factorising and solving quadratics - completing the square and quadratic formula, Iteration, Intro to functions, Identities, difference of two squares (Pythagoras recap), Trigonometry: Graphs - sketch sine, cosine and tan, exact values for 0, 30, 45, 60, 90 for all three functions, triangles, sine rule, cosine rule, area of triangles Standard graphs: x^2, x^3, 1/x, y = k^x, Transforming curves, Contextual graphs - speed, distance, acceleration - interpret distance-time and velocity-time graphs - area under graph, quadratic inequalities, roots of quadratic curves algebraically and graphically, turning points - by completing the square, intercepts recap   Infer properties of populations or distributions from a sample, Time series, Scatter diagrams and lines of best fit, Histograms, Cumulative frequency, Box plots , averages and quartiles, Drawing and averages from stem and leaf
           

Year 10 – Foundation

6 lessons per week

1 Probability

2 Number

3 Equations

4 Trigonometry

5 Graphs

6 Statistics

Listing outcomes systematically, Sample space diagrams, Mutually exclusive, Probabilities from two way tables, Independent and dependent tree diagrams and probabilities AND/OR, Venn diagrams: sorting sets, reading info from, given some info filling in gaps, notation of union, intersection and not (‘), calculating probabilities Index form: converting between (with and without calculator), four operations, Index laws including fractions and negatives, Rounding errors- inequality, Significant figures, Limits of accuracy Simultaneous equations  recap, Changing the subject, Solving equations with fractions/algebraic fractions, Factorising (only x^2 + bx + c) and solving quadratics, Intro to functions, Identities, difference of two squares (Pythagoras recap), Trigonometry: Graphs - sketch sine, cosine and tan, exact values for 0, 30, 45, 60, 90 for all three functions, triangles Recap: y=mx+c parallel and perpendicular lines, Standard graphs: x^2, x^3, 1/x, Transforming curves, Contextual graphs - speed, distance, acceleration, solve linear inequalities in one variable, roots of quadratic curves algebraically and graphically, turning points, intercepts recap Infer properties of populations or distributions from a sample, Time series, Scatter diagrams and lines of best fit, Histograms, Cumulative frequency - quartiles, Drawing and averages from stem and leaf

 

 

Year 11 - Higher

 

5 lessons per week

 

7 Geometry

8 Algebra

9 Circles

10 Sequences

11 Revision

12 Exams

 
Angles in parallel lines, Bearings, Map scales, Loci, Constructions - triangles, perpendicular and angle bisectors, Vectors - translations, addition and subtraction, multiplication - scalar, Transformations - rotations, reflections and translations Direct and inverse proportion - constant of proportionality and interpret on graphs , Functions - notation, inputs and outputs, inverse and composite, Proof - use algebra to support and construct arguments Circles: radius, diameter, chord, segment, sector, tangent, arc, Circle theorems - apply and prove, 8 theorems, Circles - arc length, area of sector, x^2 + y^2 = r^2, equation of tangent to a circle at a given point, Length, area and volume scale factors Geometric progressions - r^n, Quadratic sequences - nth term, Fibonacci-type sequences, cube, square and triangular numbers, Growth decay problems - set up, solve and interpret      
 
 
 
 
 
 
 
 
 
 
 
 
 
             

Year 11 - Foundation

 

6 lessons per week

 

7 Geometry

8 Algebra

9 Circles

10 Sequences

11 Revision

12 Exams

 
Angles in parallel lines, Bearings, Map scales, Loci, Constructions - triangles, perpendicular and angle bisectors, Vectors - translations, addition and subtraction, multiplication - scalar, Transformations - rotations, reflections and translations Direct and inverse proportion - constant of proportionality and interpret on graphs , Functions - notation, inputs and outputs Circles - arc length, area of sector, Length, area and volume scale factors Geometric progressions - r^n, Fibonacci-type sequences, cube, square and triangular numbers, Growth decay problems - set up, solve and interpret      

 

Sixth form

In Sixth form, pupils are given the option to study A level Maths or A level Further Maths. Pupils must have obtained at least a 7 at GCSE to be accepted onto Maths, and an 8 or 9 for Further Maths, which will always be taken as a fourth subject due to the challenging nature of the course. From September 2017,  A level Maths becomes a linear course, meaning every pupil studying Maths will be awarded an A-level at the end of the two year course, decided by the performance on three 2hour papers, see below for further structure. We use Edexcel for our exam board for both Maths and Further Maths. For straight Maths, all pupils will study Core, Mechanics and Statistics material. Within Stats, they will study a large data set and will need to purchase a Casio FX-911EX ClassWiz Scientific Calculator in order to perform Statistical tests. For Further Maths, some content in prescribed, however, unlike Maths, there is still some choice for the further units. 

A-Level Maths course structure and assessment

 

 

 

Curriculum routines

Do Now: In KS3/4/5, pupils are required to complete a Do Now activity when they enter each Maths lesson. This is a short settling task (4-5mins) which is then green penned. In Maths, we use this as an opportunity to gain fluency in previously taught content. The topics chosen often appear on each Do Now for a few weeks before being changed to something slightly different, or the number of questions on that topic being reduced.

Oral drill: In KS3/4, as part of the beginning of lesson routines pupils partake in an oral drill. This is a short mental Maths/aural task where selected pupils are required to answer short arithmetic, or knowledge recall questions. One chosen pupil stands at the front of the class and is in charge of reading the questions and calling on pre-chosen students (by the teacher) to answer each question. All pupils stand behind their chairs until they have successfully answered a question, each Oral drill consist of between 10 and 18 questions, depending on the size of the class. Meanwhile, a second pupil is in charge of timing the drill. Typically oral drills last between 50 and 90 seconds, the aim is to be the fastest class. Times are recorded and kept across each half term; the class with the most wins at the end of the half term receives a prize/reward!

Blue books: In KS3/4, all pupils are issued with a squared page blue book at the start of the year. This becomes their personal revision guide, which they are permitted to decorate with Maths symbols. Teachers will provide opportunities for pupils to record key examples and processes for each topic within lessons, pupils are encouraged to make any additional annotations or reminders throughout their lessons. A pupils blue book lives with them, in their school bag and should be used to aid with competing homework and revising for end of unit tests, ARK assessments, mocks and external exams.

Note-packs: In KS5, pupils are given note-packs at the start of each unit instead of blue books. Each note pack contains all of the examples, definitions and key concepts for that unit. This, along with a copy of the mid-term plan enables pupils to study independently outside of class and read ahead before each lesson. 

Folders: In KS3/4 all pupils borrow an orange folder from the school. This is the place they keep all of their written work (classwork, homework, exit tickets and assessments) and is kept in school, on a shelf in their form room. These are handed out and collected in each lesson by folder monitors. Folders will follow pupils throughout their time at KSA and it is expected they will only need one folder for their whole time at KSA. In KS5, pupils are expected to supply their own folders which are periodically checked for quality assurance. 

Exit tickets: At the end of all KS3/4/5 Maths lessons, pupils are required to complete an exit ticket. This a short task, often one question that informs both the teacher and pupil whether the learning objective for that lesson has been met. The scores for each exit ticket are recorded by the teacher and used to inform planning. At the start of the following lesson the teacher hands back the previous lessons exit ticket and gives additional feedback to the class as a whole.  

Extra-curricular and enrichment opportunities

UKMT Individual challenge: All pupils studying Maths throughout the Secondary school take part in either the Junior (Y7/8), Intermediate (Y9/10/11) or Senior (Y12/13) UKMT Maths Challenge. This is an hour, or 90mins (senior) paper consisting of multiple choice logic questions. If pupils score highly, they can be awarded bronze, silver or gold certificates, if they score extremely highly they may be asked to participate in further individual challenges where prizes can be won.

UKMT Team challenge: Selected pupils from Y7/8 or Y12/13 are entered as a team of 4 into the UKMT Team challenge. Teams compete against other schools in the country winning points for scoring highly in logic and puzzle based challenges. Students will be selected by academic attainment and enthusiasm in Maths lessons.

UKMT prep club: Ms Elliot and Ms Patel run an after school UKMT Prep club for middle school students. In this time pupils will extend their Mathematical thinking, logic and problem solving skills in order to achieve highly in both the individual and team challenges.  

Ark Maths Challenge: Once a year, 8 pupils will be selected to compete against the rest of the schools in the ARK network to win prizes and a trophy at the ARK Mega Maths Challenge. This is an entire day trip comprising an array of challenges and quizzes to gain points and have fun!

TTRS Wrangle: 4 pupils across Y7 and Y8 have the opportunity to compete in the Times Table Rock Stars Wrangle. Pupils will compete to be the most accurate and fastest at their times tables to win prizes. Past grand prizes have included a helicopter ride across London!

Maths inspiration: A trip offered to KS5 pupils, and some KS4 pupils, Maths inspiration is an afternoon of Maths love. Academics and Professors from around the country come together to lecture and workshop interesting areas of Mathematics and their applications.   

 

Key contacts and how to get involved

Lydia Povey: Head of Maths, Maths teacher to Y11, Y12 and Y13, l.povey@kingsolomonacademy.org

David Barton: Head of Y7, Maths teacher to Y7 and Y12, d.barton@kingsolomonacademy.org

Alice Elliot: Head of Y8, Maths teacher to Y8 and Y11, a.elliot@kingsolomonacademy.org

Emmeline Downer: Maths teacher to Y9 and Y10, e.downer@kingsolomonacademy.org

Nikita Patel: Maths teacher to Y10, n.patel@kingsolomonacademy.org

Samuel Dolan: Head of Middle School, Maths teacher to Y11 and Y13, .org