Mathematics invites students to engage in numeric problem solving developing their confidence in numeracy and thinking skills through working together.
Key Stage 3 – 4 x 1hr per week
Key Stage 4 – 4 x 1hr per week
In KS3 the new Pearson 11-19 progression scheme of work is followed. Students are setted in all years according to ability with three different schemes of work are followed according to ability.
With full timetable flexibility and an integrated of the scheme of work students are able to move into between groups and schemes of work during the year based on their half termly assessment scores.
Fractions / decimals / percentages
Area and volume
Statistics and graphs
Ratio and proportion
Angles and lines
Number and arithmetic skills re-enforcement
Indices and standard form
Formulae and expressions
Circles, Pythagoras’ Theorem, prisms
Sequences and graphs (linear and non-linear)
Number skills re-enforcement
Powers and roots
Quadratic functions and non-linear graphs
Equations, inequalities, formulae
GCSE Mathematics AQA (9-1)
The new Mathematics GCSE examination comprises three 80 mark papers. There are two non-calculator papers. The highest possible pass is a grade 9. All papers are taken at the end of the two year course.
Higher tier: grade 9 to grade 4
Foundation tier: grade 5 to grade 1
Students are entered for the appropriate tier according to ability. This is decided during KS4 based on ongoing assessments (usually two per term) and mock examinations.
The new grade 4 is equivalent to a former ‘low C grade pass’ with the grade 5 equivalent to a ‘high C grade pass’. A grade 9 is equivalent to a level beyond the former A* grade.
GCSE Further Mathematics AQA (A**- C)
This qualification is offered in addition to GCSE Mathematics for more able students and is currently ‘letter graded’.
Some GCSE Mathematics topics are developed to a greater depth along with a number of additional topics. The qualification provides a grounding for A level Mathematics. Additional topics include:
Grade 4 – 9 2017 71%
All students are issued with two class work books for use in Mathematics lessons.
The main book (currently yellow) is used by students in class for ongoing class work, self-marking and revision / self-evaluation notes. This process is designed to help with preparation for the half termly Mathematics assessments.
Each student also has an ‘exit book’ (currently orange). This will be used in an average of two lessons each week to assess depth of learning for each student.
The main class book will be marked in class by the teacher using a coded marking system with development advice / examples. The coded marking allows for a greater spread of review in each lesson by the class teacher and more students will receive instant feedback and an opportunity to improve on the spot. In addition the self-marking and self-evaluation process undertaken by students provides the ownership over development comments to feed into assessment preparation.
The ‘exit book’ will be formally marked by the class teacher providing additional independent feedback to all students regarding the security of their learning for individual topics.
Standards and expectations of students in class and also the marking and feedback process are measured against the Mathematics ‘Super 7’ standards. These standards underpin the feedback and marking process and are displayed in each Mathematics classroom.
All students have access to Mathswatch, an excellent on line resource. A preview of this can be found at www.vle.mathswatch.com
We also have licenses for other software to support learning and progress within the Faculty.
There are various intervention programmes in place across all year groups in order to provide additional support to students where required. The programmes are tailored, take place at various times in and after school and are targeted at students who require additional support. This may be to secure a desired GCSE grade or support in a specific area of Mathematics to boost personal progress.
Mr M Bevilacqua - Director of Mathematics