|Head of Faculty||Mrs A Ndewere|
|Deputy Head of Faculty & Key Stage 4 Coordinator||Mr E Roman|
|Key Stage 5
Gifted &Talented Coordinator
|Mr D Lee|
|Key Stage 3 Coordinator||Mr J Silk|
What we aim to do:
The faculty aims to provide students with knowledge and understanding of the mathematics necessary to function in a world very dependent upon the application of mathematics. Furthermore, students with deficit skills will be reinforced through explicit intervention that would close the gap and better prepare them their courses.
Pedagogically, this goal translates into three components: (1) conceptual understanding, (2) skills or procedural fluency and (3) problem solving. Individually, each of these components is necessary but not sufficient for a student to be mathematically proficient. They are not, however, independent of each other. They are integrally related, need to be taught simultaneously and should be a component of every lesson.
We believe that mathematically proficient students are students who:
- Understand the concepts of and become proficient with the skills of mathematics;
- Communicate and reason mathematically;
- Become problem solvers by using appropriate tools and strategies.
Key Stage 3 Curriculum and Assessment:
Students learn mathematics for 7 hours per fortnight during Key Stage 3. Students are mostly placed in mixed ability sets where they develop their depth of understanding of the subject by looking at the ‘Big Ideas’ in Mathematics. They are encouraged to discuss and present arguments as well as reflect upon and deepen their understanding of these key concepts. It inspires students towards mathematical thinking and discovery.
There are 7 modules starting with the introductory module ‘0’. Modules 1-6 are intended to fit into a school year split into six terms. The lessons in module ‘0’ provide an introduction to the course. Modules 1 to 6 are then split into opening lessons to establish the theme and intermediary lessons to explore the ideas further.
Students are assessed on their progress in analysing and modelling problems in mathematics as well as their communication and presentation of arguments and solutions.
There will be formal tests sat roughly every half term. There are regular in class informal tests that allow the teacher to give detailed feedback on how each individual can improve.
Homework is set weekly and may be set as a project or tasks from a homework booklet. Homework may also be set on Mymaths, for which every student has their own set of login details.
Key Stage 4 Curriculum and Assessment:
Key stage 4 students are taught in ability groups. Students study GCSE Maths from Year 9, hence we follow a three year GCSE. They follow a course in Mathematics based on the National Curriculum leading to the GCSE exam set by the Edexcel Examination Board. There are two tiers: Higher Tier or Foundation Tier. Students follow the course best suited to their ability and their tier of entry for the exams is made after considering what would be best for each individual student or Functional skills.
For the more able students in Key Stage 4, they also follow the FSMQ (OCR) Additional Mathematics or GCSE Further Maths course alongside the GCSE, giving them experience of A Level work. These courses are provided by OCR and AQA respectively. Those students who cannot access the curriculum are entered for the Entry Level Certificate.
This is a linear course which means that students’ knowledge will be assessed through a final examination which is made up of two written papers, a calculator and non – calculator.
There are two tiers of assessment – Higher (A* - D) and Foundation (D – G). Candidates can only be entered for one tier.
KEY STAGE 5 Curriculum and Assessment:
In Years 12 and 13 AS/A Level students are entered for the Edexcel Modular Mathematics scheme and the more able for the OCR MEI scheme.
AS and A2 Maths includes the study of Algebra, Calculus, Geometry and Trigonometry. Additionally students will study either Mechanics (forces and physical objects move or stay still) or Statistics (principles and methods of statistical analysis).
Students who are studying Further Mathematics complete the additional modules over the two years:
- Further Core 1, Further Core 2, Mechanics 2, Statistics 2, Numerical Methods, Differential Equations.
All exams take place in May/June.
Students are encouraged to broaden their mathematical horizon and have various opportunities to do so as they pass through the school. Many of our students enter the UKMT Maths Challenge every year at Junior, Intermediate and Senior Level.
Each year students have the opportunity to take part in the UK National Maths Challenges. We have had winners at all levels including students who went on to participate in international challenges.
We also have a variety of activities and events such as Maths emotion, Maths club for all abilities, World Maths, etc.