Mathematics

Introduction

As a department our vision is to ensure all students have access to an exciting curriculum delivered to them in a way that maximises each individual’s ability to learn and progress. Mathematics is a creative and highly inter-connected discipline where we want to show students how Maths has a massive part to play across the academy in other subjects from the sciences through to food technology, as well as the influence it will have in their future career paths. Our enthusiasm and passion for the subject filters into the lessons we deliver, this along with our state of the art classrooms and the wide variety of resources we use allows us to create a high-quality mathematics education that therefore provides a foundation for understanding the world, the ability to reason mathematically and problem solve, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

 

Our subject area seeks to develop the following in all our students:

  1. A positive attitude towards mathematics by:
  • seeing it as an interesting and attractive subject
  • helping them to appreciate the creative and aesthetic aspects of the subject
  • ensuring that persistence through sustained work is rewarded
  • giving credit and praise to improve confidence
  • encouraging students to set themselves challenging targets
  1. Sound numerical skills by:
  • ensuring that calculators are used sensibly and efficiently
  • the use of starters and plenaries to promote the use of mental skills
  • insisting that they learn relevant concepts and facts
  1. A willingness to use algebraic skills by:
  • exploring mathematical patterns and sequences
  • identifying functional relationships
  • using correct and appropriate mathematical notation and language
  • using mathematics to model real-life situations

 

Our expectations:

If you encourage your child to do the following then it will help them achieve a better grade in Mathematics:

1) Attendance and Punctuality. Attendance and punctuality to Mathematics lessons is essential as Mathematics is like a ladder. If a rung is missing, or if you don’t get a good grip on it, you’ll struggle to reach the next rung. If enough rungs are missing, it will be difficult to climb higher. If you do miss a lesson for a good reason, please see your teacher and catch up with the work missed.

2) Maximum effort in lesson. Come to lesson with the correct equipment and be mentally prepared to learn. Follow your teacher’s instructions, listen attentively to explanations, and put in maximum effort in the classwork. Ask your teacher for help if you do not understand. At the end of the lesson you should have learnt something, ask yourself what you have learnt.

3) Do your homework. Homework may seem like torture, but it is really designed to help you learn. The key to learning Mathematics is practice: do enough problems on solving linear equations, and you will eventually be able to do it in your sleep. Plus, as you do your homework, you will be able to identify concepts you do not understand and then you can ask your teacher for help.

During year 7 and 8 students will be taught the foundations that will be required to begin their GCSE in Mathematics. Our scheme for learning is split into three tiers allowing us to ensure work is suitable for the students and for us to differentiate accordingly. Our mathematics KS3 is split into 5 categories

Areas of study covered in KS3:

  1. Number
  2. Algebra
  3. Geometry and Measures
  4. Statistics
  5. Ratio and Proportion

These are then split into specific topics and sub-units, with students completing ten units per year. Students are assessed after the end of each unit allowing us to monitor progress closely as well at the end of the term to gain a holistic overview of the terms learning. This allows us to set specific targets for individual students in order for rapid progress and improvement.

At KS4 students will take the foundations learnt in year 7 and 8 and begin to develop them in the GCSE setting. More emphasis on problem solving as well as breaking down components of questions is required at this stage. The areas of study covered are the same as in KS3 but students will begin to deepen their knowledge across 20 more units.

The GCSE course is split into Higher and Foundation and our tracking of the students from year 7 as well as teacher input will allow us to decide which tier each student will be entered for.

More specification details can be found here:
https://qualifications.pearson.com/content/dam/pdf/GCSE/mathematics/2015/specification-and-sample-assesment/gcse-maths-2015-specification.pdf

At the end of the course students will sit 3 exam papers.

  • Paper 1 – Non-Calculator 1hr 30 mins
  • Paper 2 – Calculator 1hr 30mins
    Paper 3 – Calculator 1hr 30mins

All papers are worth 80 marks and total scores across all 3 papers are added together.

 

Below is a breakdown of how much of each branch of Mathematics is assessed in each tier

 

 

 

 

 

 

 

 

 

 

 

Those who wish to take Maths further can have careers in the following areas