Mathematics

Mathematics

The Faculty of Mathematics aims to develop the whole child and equip them with the numeracy and maths skills which enable them to perform to the best of their ability in all subjects, not just Mathematics.

Rationale and aims:

As teachers we aim –

To provide all of our students, regardless of ability or age, with opportunities to become independent, motivated learners with high levels of numeracy and mathematical capability ready for the next stage of their education or career.  

To acknowledge the relevance of students’ own experiences, and to value and promote their individual contributions.

To develop confident students who have skills which are transferable not only to other subjects within our College setting, but also in the real world.

To develop a keenness and appreciation for enquiry, engagement, problem solving, and all areas of maths up to and including some of the more abstract concepts and theories.

 Focus for year 7 students

All students follow a departmental transition scheme of learning which is based around the main areas of maths:

Developing fluency, reasoning mathematically and solving problems

Number

Algebra

Ratio, proportion and rates of change

Geometry and measure

Probability

Statistics

We combine a wide range of activities and tasks designed to meet the needs of individual students providing them with sufficient support and challenge and enabling them to discover and understand maths across all of these areas.

We have built, and continue to adapt, a programme of assessment which matches the scheme and is tailored to individual students. This enables the student, parent and teachers to monitor progress made and areas for further development. All of these assessments are targeted at both Foundation and Higher content so that progress can be mapped across both of these. There are changes within groupings as we feel appropriate throughout the year, parents/carers will be informed of any changes.

Focus for year 8 students:

In year 8 students will start to follow our GCSE programme. This scheme of learning is set up to cover all the areas of maths (as in year 7) however at much greater depth. The scheme is separated into smaller sections (modules) which each have a focused assessment in order to monitor progress for each student. The highest ability grouping will follow Higher only, and the lower ability group will follow Foundation only. For all other groups students will cover both Higher and Foundation work. Both tiers allow students the opportunity to achieve a 4 or 5 grade – and we are extremely proud of our improving levels of students achieving this threshold each year. Students may move between groups throughout the year if we feel it is appropriate to their progress and outcomes. 

Focus for year 9 students:

During year 9 students will continue to follow the scheme of learning started in year 8, again movement between groups is possible as achievements are monitored.

Focus for year 10:

During year 10 students will continue following our scheme of learning. At the end of year 10 all students will sit an ‘in-house’ mock exam which consists of a full set of GCSE papers taken in exam conditions. This allows us as staff to plan for year 11 and also allows each student a very realistic idea of exactly which grade they are currently attaining. We use this to create an individual analysis for students to identify areas of strength, and those needing further development.

Focus for year 11:

As students move into year 11, they are entering the final stages of their GCSE and examination preparation becomes the primary focus.  Students will use their individual breakdown from their mock exam to support them in their focus for revision. All lessons are aimed at reviewing the content of the whole syllabus with an increased exam focus, particularly for the work which is graded at the ‘top end’ of each of the relevant tiers of entry. Teachers use the analysis of all assessments and mocks to determine the long term plans for each group and individual. As teachers we also aim to provide students with practical and helpful tips on managing their revision load, alongside real strategies for how to revise for maths. We can also offer sessions for parents and carers where needed so that they are best enabled to support their child through the maths exam process.

GCSE Edexcel 9-1    Specification code  1MA1

Equally weighted papers
Paper 1 80 marks 1 hour 30 mins No calculator allowed
Paper 2 80 marks 1 hour 30 mins Calculator allowed
Paper 3 80 marks 1 hour 30 mins Calculator allowed

Focus for A level

In maths at the start of year 12 students will consolidate and extend some of the concepts and techniques covered at GCSE. These include surds, transformations, algebra and functions. They will then move on to core maths topics including calculus, advanced trigonometry, polynomials, and logarithms. They will spend time delving into the links between all areas of functions and will also learn about lots of the applications of maths to real world problems, and discover the beauty of maths. There are also elements of both Statistics and Mechanics in this course. These will cover distributions and hypothesis testing, as well as kinematics, forces and Newton’s Laws. All students are expected to spend a similar amount of time to contact with their teacher working independently on ensuring that the content covered is consolidated and understood thoroughly. This level of independence in their study is paramount for the transition to University.

 A Level AQA  Specification code: 7357

Equally weighted papers
Paper 1 100 marks 2 hours Core maths only
Paper 2 100 marks 2 hours Core and Mechanics
Paper 3 100 marks 2 hours Core and Statistics

Useful websites and revision tools

https://corbettmaths.com/

http://mrbartonmaths.com/students/legacy-gcse/past-papers/edexcel.html

http://mrcartermaths.com/

https://justmaths.co.uk/?s=problem+solving+questions

https://www.missbsresources.com/teaching-and-learning/mathspassports

www.mymaths.co.uk 

https://www.bbc.co.uk/education/examspecs/z9p3mnb

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