The Mathematics Department is located on the first floor of the building and comprises 7 rooms and 8 members of staff. Students are taught in sets across all year groups. At Key Stage 3 (year 7 & 8) they get taught 500 minutes of Maths a fortnight and 600 minutes in Key Stage 4.
Mr Stuart Pritchard (Head of Department)
Mr Matthew Moseley (Second in Charge)
Miss Louise Woodhall (Head of Careers and Enterprise)
Mrs Rosemarie Morley-Addison (Head of Year 9)
Mrs Michelle Lewis
Mr Amandeep Singh-Uppal
Mr Micheal Kirby
Mr Peter White (P/T)
Students are setted as soon as they enter school using prior assessment data. Depending on their set and their performance in assessments, they will follow a curriculum map which is suited to their needs. A typical student will follow a map such as this one in year 7, and will move to the next stage up in Year 8
Students will have 500 minutes of Maths per fortnight at KS3
Typical KS3 programme in Year 7 and 8
Numbers and the number system
Counting and comparing
Visualising and constructing
Investigating properties of shapes
Algebraic proficency: tinkering
Exploring fractions, decimals and percentages
calculating fractions, decimals and percentages
Solving equations and inequalities
Checking, approximating and estimating
We use a variety of resources, but the main textbooks are as stated below:
Set 5 – uses pupil book 1 Sets 3 and 4 – use pupil book 2 Sets 1 and 2 – use pupil book 3
Sets 5 and 6 – use pupil book 1 Sets 3 and 4 – use pupil book 2 Sets 1 and 2 – use pupil book 3
General Scheme in Years 9,10 and 11 (AQA Mathematics 8300)
Key Stage 4 students are following the new linear course. The detailed programme of study (specification) for Higher and Foundation is available from the link below. Students follow the AQA examination board.
In Years 9,10 and 11
Students are using the AQA Collins Linear as their main textbook. Both sets of books are in Foundation and Higher tiers. There are also a significant number of additional textbooks also available.
Mathematics is separated into six specific areas for assessment:
3) Ratio, proportion and rates of change
4) Geometry and measures
These in turn are split into 3 question strands called AO1,2 and 3 which determine how questions are set and answered:
Students should be able to:
o accurately recall facts, terminology and definitions
o use and interpret notation correctly
o accurately carry out routine procedures or set tasks requiring multi-step solutions.
Students should be able to:
o make deductions, inferences and draw conclusions from mathematical information
o construct chains of reasoning to achieve a given result
o interpret and communicate information accurately
o present arguments and proofs
o assess the validity of an argument and critically evaluate a given way of presenting information.
Students should be able to:
o translate problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes
o make and use connections between different parts of mathematics
o interpret results in the context of the given problem
o evaluate methods used and results obtained
o evaluate solutions to identify how they may have been affected by assumptions made.
Elements of all of these appear at regular intervals in the curriculum at both Key Stages 3 and 4. Students will come across concepts in Year 7 that may be revisited and deepen their understanding as part of the GCSE course.
Concepts taught across Key Stage 4 are:
- Calculator methods
- Equations, formulae and identities
- Basic simultaneous equations
- Fractions, decimals, percentages, ratio and proportion
- Frequency trees
- Geometrical reasoning: lines, angles and shapes
- Integers, powers and roots
- Interpreting and discussing results
- Measures and mensuration
- Perimeter area and volume
- Mental methods and rapid recall of number facts
- Number operations and the relationships between them
- Numbers and the number system
- Place value, ordering and rounding
- Processing and representing data, using ICT as appropriate
- Sequences, functions and graphs
- Specifying a problem, planning and collecting data
- Basic trigonometry ratios
- Compound Interest Calculation
- Higher order Algebraic Calculations including factorising and solving quadratic equations.
Students who take the Higher GCSE course will also meet topics such as:
Other Courses we offer:
Entry Level Certificate in Mathematics (5930)
A small number of students may benefit from taking this course alongside the GCSE Maths. This course reinforces basic skills and processes which will help students, who would otherwise have more difficulty accessing the GCSE course.
AQA Level 2 Certificate in Further Maths (8360)
For the most able students, there will be an opportunity to take an additional GCSE in Statistics, and a Level 2 qualification in Further Maths. Students will take two papers as described below. Content is similar to the GCSE Higher Maths examination, but questions are designed to increase the depth and difficulty of learning.
AQA GCSE Statistics (4310)
This course contains many of the aspects covered in the statistics element of the GCSE Maths course, plus some new concepts that students will meet for the first time. Assessment is in two tiers (Higher and Foundation) of which 75% is a single examination and 25% controlled assessment (see below).
Unit 1 : Statistical Written Paper
Foundation Tier 43101F
Higher Tier 43101H
Compulsory questions with a combination of short answer, structured and free response questions. Some questions will include stimulus materials, and some will require calculations.
Unit 2 : Statistics in Practice
Candidates must complete an investigation worth 20 marks and an associated Written Assessment worth 20 marks.