Curriculum

Mathematics

Department Philosophy: We do our best to ensure students whatever their ability or backgrounds have the opportunity to develop their mathematical talents to the full. We aim to develop lively enquiring minds that are continually seeking answers to problems. Our students work towards developing logical approaches to problem solving and are taught the skills necessary to support this. We aim to show students that mathematics is both an abstract and a practical discipline, and ensure that students leave school with a mathematical qualification that reflects their true mathematical ability.
We want our students to be successful, see the relevance of Maths in their future lives and to enjoy mathematical learning.

Department Staff: Melissa Thomas (Head of Department), Jane Hannan (Second in Department), Sally McGlynn, Lisa Kane and Michael Fox.

Department Facilities: There are 5 Mathematics classrooms all equipped with computers and projectors and an ICT suite with 20 networked computers, projector and InterWrite pad.

Structure at KS3: All students follow the revised National Framework for Mathematics, which involves five strands: Mathematical Processes and Applications, Number, Algebra, Geometry and Measures and Statistics. The Framework identifies yearly learning objectives that encourage ambition and provide challenge for all pupils, showing progression in the subject. The objectives ensure full coverage of the programme of study at Key Stage 3 and establish a minimum expectation for the progression of most pupils.
The introduction of a Functional Skills element to GCSE means that students must use the mathematical skills learned in each of the five strands to solve problems and to investigate within Mathematics. To have mathematical skills which are useful in the workplace and general life students are given the opportunity to:

  • Develop and use flexibly a range of methods of computation
  • Develop mental arithmetic skills and those of estimation and approximation
  • Use their own scientific calculator accurately and efficiently
  • Understand and use different systems of measure in practical situations
  • Recognise patterns and structures in a variety of situations and form generalisations
  • Use algebra to model real life situations and solve problems
  • Explore the properties of shape and space in 2D and 3D through drawing, practical work and using a computer
  • Collect, represent, analyse and interpret a wide range of data both manually and using ICT
  • Recognise that data can be represented in a misleading way
  • Study both practically and theoretically the principles that govern random events
  • Extend and develop their ICT skills in both the use of generic software applications and specific mathematical modelling using dynamic graphing, geometry and statistical packages

The Framework for Mathematics has these skills built in to the learning objectives in a progressive manner to ensure they are taught, learnt, revisited and developed to a level which allows the student to be successful at GCSE level Mathematics and in the future, Functional Skills.

Structure at KS4:

The GCSE Course develops and extends the skills and knowledge gained in Key Stage 3.  The Framework for Mathematics builds on work covered in Key Stage 3 and runs along side the GCSE syllabus.  It ensures that Functional Skills is integral to the GCSE course rather than additional to.  This is an important distinction and reinforces the relevance to general life and mathematics as a problem solving tool.  The addition of the Functional Skills element to GCSE necessitates targeted teaching on specific using and applying skills. 
All students follow the AQA syllabus B Modular course. There are 2 tiers of entry: Foundation and Higher level.
The course is divided into 3 Modules:
Module 3 – Number 27% (Exam March –Year 10)
Module 1 – Statistics 18% (Exam -June Year 10)
Module 5 – Algebra and Shape and Space – 55% (Exam – June Year 11)
Students must achieve a pass in each module in order to be awarded a final GCSE grade.

Coursework is no longer a part of GCSE Mathematics.  However the introduction of Functional Skills as part of GCSE is a major development in mathematical education. There will be many changes in the future which will significantly impact on teaching and learning in mathematics and the way this happens.