Mathematics

The Maths’ Department’s biggest desire is to help all students make progress with their own Mathematics. We would like to make our subject enjoyable and accessible to everybody.

The Mathematics’ Department has built its curriculum on several intertwining foundations. *All students should become fluent in the fundamentals of Mathematics in order to be Mathematically confident and successful. This is secured through a cyclical scheme of work straddling Years 8 to 10 that encourages practice, recall, and improved conceptual understanding with increased depth of problem solving and rigour. This approach ensures all concepts are met at least three times and addressed though different approaches and levels of complexity, enabling students to meet unfamiliar questions with suitable strategies and more thoughtful approach.

Year 7 is the bedrock of this curriculum so the first term devoted to securing and re-discovering numerical skills and understanding. These skills are strengthened and practiced regularly using Numeracy Ninjas over the following terms. Term 2 is focussed on recalling and introducing the basics of data and geometry The final term is primarily designed to facilitate the move from the concrete to abstract with 10 weeks of foundation algebra.

All students should have a fair and equal chance to progress and feel prepared by the curriculum to follow the Mathematical flight path they envisage for themselves. Where deemed necessary, additional support is available while well-prepared lessons and good teaching should reduce obstacles to progress that stem from issues with literacy and oracy

Year 7 are taught in tutor groups in the first few weeks while they make the transition to secondary school, all other students are taught in ability groups that can be slightly changed after key assessment stages each year. This means students who might find Maths a challenge are often taught in smaller groups, while other are stretched at a time that suits their stage of mathematical development.

Students will follow a pathway through Mathematics that will offer them the best chance to attain a 5 or above on which ever paper suits their individual needs. If a student is at risk of not attaining a 5 on the Higher Tier paper they will are very likely to be entered for the Foundation Tier. This decision is made by January Year 11, after the majority of the course has been delivered, and after the winter mock exams.

As well as the final formal assessment at the end of the course, we also have half-termly module assessments throughout Year 10, an end of year assessment in summer, and a school mock in Year 11. Year 10 started GCSE just after Easter in Year 9 and have already completed their first assessment. After assessment they are given an analysis sheets with some topics that might need more revision.

There is some fine tuning to sets during Year 10 but only if absolutely necessary, and some movement in September of Year 11. After that we aim not to move students if at all possible.

The course content for Maths GCSE has increased by 40% with new topics appearing on both Higher and Foundation papers. There is a bigger emphasis on students knowing what Maths to apply at the right time, as well as being able to show an understanding of why they are applying a given method. Students will need to be able to use traditional methods for numerical calculations, and recall a greater body of mathematical formulae. Fluency with tables and numerical methods are absolutely essential and weekly practice really benefits all students.

Mathematics A level is a highly regarded qualification in demand by both employers and universities. The ability to problem solve and understand logical arguments, as well as being extremely numerate, is a much sought after quality and is useful in almost any career, particularly the sciences, finance and business. Many degree courses do not require specific A-level subjects, but, of those that do, mathematics is by far the subject most commonly required. The course builds on the learning from GCSE mathematics, but also extends and enhances the subject. Students with an enthusiasm and aptitude for mathematics are very likely to enjoy the course.

We also offer an A Level course in Further Mathematics which is a very demanding but hugely rewarding subject which is highly valued by universities, particularly for mathematics and science courses. It is studied together with A Level mathematics and will broaden, extend students learning and deepen their understanding of algebra and calculus.

Key Stage 3

Year 7 are taught in tutor groups in the first few weeks while they make the transition to secondary school, all other students are taught in ability groups that can be slightly changed after key assessment stages each year. This means students who might find Maths a challenge are often taught in smaller groups, while other are stretched at a time that suits their stage of mathematical development.

Key Stage 4

Students will follow a pathway through Mathematics that will offer them the best chance to attain a 5 or above on which ever paper suits their individual needs. If a student is at risk of not attaining a 5 on the Higher Tier paper they will are very likely to be entered for the Foundation Tier. This decision is made by January Year 11, after the majority of the course has been delivered, and after the winter mock exams.

As well as the final formal assessment at the end of the course, we also have half-termly module assessments throughout Year 10, an end of year assessment in summer, and a school mock in Year 11. Year 10 started GCSE just after Easter in Year 9 and have already completed their first assessment. After assessment they are given an analysis sheets with some topics that might need more revision.

There is some fine tuning to sets during Year 10 but only if absolutely necessary, and some movement in September of Year 11. After that we aim not to move students if at all possible.

The course content for Maths GCSE has increased by 40% with new topics appearing on both Higher and Foundation papers. There is a bigger emphasis on students knowing what Maths to apply at the right time, as well as being able to show an understanding of why they are applying a given method. Students will need to be able to use traditional methods for numerical calculations, and recall a greater body of mathematical formulae. Fluency with tables and numerical methods are absolutely essential and weekly practice really benefits all students.

Key Stage 5

Mathematics A level is a highly regarded qualification in demand by both employers and universities. The ability to problem solve and understand logical arguments, as well as being extremely numerate, is a much sought after quality and is useful in almost any career, particularly the sciences, finance and business. Many degree courses do not require specific A-level subjects, but, of those that do, mathematics is by far the subject most commonly required. The course builds on the learning from GCSE mathematics, but also extends and enhances the subject. Students with an enthusiasm and aptitude for mathematics are very likely to enjoy the course.

We also offer an A Level course in Further Mathematics which is a very demanding but hugely rewarding subject which is highly valued by universities, particularly for mathematics and science courses. It is studied together with A Level mathematics and will broaden, extend students learning and deepen their understanding of algebra and calculus.

Additional Information

We would like students to see Maths as a useful tool for their future lives and as a medium through which they can foster a love of learning, stimulate their curiosity, encourage independent thought, and delight in developing problem solving skills.

There is a bigger emphasis on students knowing what Maths to apply at the right time, as well as being able to show an understanding of why they are applying a given method. Students will need to be able to use traditional methods for numerical calculations, and recall a greater body of mathematical formula. Fluency with tables and numerical methods are absolutely essential and weekly practice really benefits all students.

Specialist equipment required is a scientific calculator, protractor and a pair of compasses.