Mathematics

Subject: Mathematics

Mission and Values

The mission of the Mathematics Department is to:

  • Achieve academic excellence, enhance career opportunities and to gain greater insight into mathematics.
  • Provide all students with an appreciation and understanding of mathematics
  • Teach students about the contributions made by all cultures to mathematics and respect the diversity of the Academy Community

Mathematics Department’s Values

Success comes from understanding. Students should always try to make sense of what they are doing and be encouraged to explain the purpose of what they are doing, the logic of their procedures, and the reasonableness of their solutions.

Building mathematical power. To develop and extend their understanding maths lessons should probe students’ thinking with outstanding questioning such as: Why do you think that? Why does that make sense? Convince us. Prove it. Does anyone have another explanation?

Communication is essential for learning. Providing students with interaction helps clarify their ideas; get feedback for their thinking, and hear other points of view. Giving students a minute or so to talk with a neighbour also helps them get ready to contribute to a discussion.

Present maths activities in contexts. Real-world contexts or contexts created from imaginary situations can give students access to otherwise abstract mathematical ideas.

Support learning with manipulatives. Manipulatives help make abstract mathematics ideas concrete. They give the students a chance to “play” with mathematical ideas and view them in different ways.

Don’t cover a subject; uncover it. The curriculum should be deep, rather than wide. Students’ understanding is fundamental and doesn’t happen according to a set schedule.

The best activities meet the need of all students. Rich tasks in mathematics are accessible to students with different levels of interest and attainment. Activities should allow for students to seek their own level and pose their own questions for further investigation.

Confusion is part of the process. The classroom culture should reinforce the belief that errors are opportunities for learning and should support students taking risks without fear of failure or embarrassment.

Encourage different ways of thinking. Students should be encouraged to share their ideas especially if they have thought about it in a different way. There is no definitive way to thinking about any mathematical problem.

The curriculum is not discrete. Topics should not be taught as distinct or disconnected entities but can be mapped out under 10 big ideas:

i.            Number and Place Value

ii.            Arithmetic

iii.            Ratio and Proportion

iv.            Patterns

v.            Algebra

vi.            Estimation

vii.            Measures

viii.            Shapes and Solids

ix.            Geometry

x.            Statistics and probability

Year 7

Year 7 Curriculum Overview Autumn Half Term 1

Year 7 Curriculum Overview Autumn Half Term 2

Year 7 Curriculum Overview Spring Half Term 1

Year 7 Curriculum Overview Spring Half Term 2

Year 7 Curriculum Overview Summer Half Term 1

Year 7 Curriculum Overview Summer Half Term 2

 

Year 8

Year 8 Curriculum Overview Autumn Half Term 1

Year 8 Curriculum Overview Autumn Half Term 2

Year 8 Curriculum Overview Spring Half Term 1

Year 8 Curriculum Overview Spring Half Term 2

Year 8 Curriculum Overview Summer Half Term 1

Year 8 Curriculum Overview Summer Half Term 2

 

Year 9

Year 9 Curriculum Overview Autumn Half Term 1

Year 9 Curriculum Overview Autumn Half Term 2

Year 9 Curriculum Overview Spring Half Term 1

Year 9 Curriculum Overview Spring Half Term 2

Year 9 Curriculum Overview Summer Half Term 1

Year 9 Curriculum Overview Summer Half Term 2

 

Year 10

Year 10 Foundation Curriculum Overview

Year 10 Higher Curriculum Overview

 

Year 11

Year 11 Foundation Curriculum Overview

Year 11 Higher Curriculum Overview

 

Edexcel GCSE (9-1) Mathematics

Main Course Content

The aims and objectives of the Pearson Edexcel Level 1/Level 2 GCSE (9 – 1) in Mathematics are to enable students to:

  • Develop fluent knowledge, skills and understanding of mathematical methods and concepts
  • Acquire, select and apply mathematical techniques to solve problems
  • Reason mathematically, make deductions and inferences, and draw conclusions
  • Comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.

Assessment

Each student is permitted to take assessments in either the Foundation tier or Higher tier. The table below illustrates the topic areas covered in this qualification and the topic area weightings for the assessment of the Foundation tier and the assessment of the Higher tier.

maths-table-1

 

The qualification consists of three equally-weighted written examination papers at either Foundation or Higher tier:

maths

 

All students are expected to bring a black pen, pencil, ruler and scientific calculator (Casio fx-83 is recommended) to all of their lessons. A geometry set including a protractor and a pair of compasses would be favourable.Recommended Resources

Additional Support

The department offers support to students; after Academy hours, during holiday revision classes and through one-to-one mentoring sessions all in addition to their regular mathematics lessons. Students can access online lessons via www.MyMaths.co.uk and video tutorials are also available on the Academy’s VLE.

Further Study/Career Pathways

GCSE Mathematics prepares students for progressions to further study of mathematics at AS and A level, and also to the study of Core Mathematics. These Level 3 qualifications prepare students for a variety of further progression routes.

GCSE Mathematics is a requirement for progression to a wide range of courses at Level 3. Students are expected to continue with their study of GCSE Mathematics after the age of 16 if they have not achieved the qualification at Key Stage 4.

Where can additional information about the curriculum be found?

EdExcel GCSE Mathematics