Mathematics

Head of Subject: Mr M. Nixon

 

Subject overview:

Our aim is to prepare students for more than their GCSE. We want our students to be numerate, problem solvers and capable of taking reasoned decisions. We firmly believe that teaching by sharing common misconceptions and placing Maths in context leads to a deeper understanding.

The year 7&8 curriculum is based on developing fluency of the basics whilst looking to develop understanding in new areas and application of methods to unfamiliar situations.

 

Year 7:

Place value, Ordering Decimals, Directed Numbers
Sequences & patterns
Length & Perimeter (2D), Volume (3D)
Basic FDP equivalences, Adding & Subtracting Fractions, Equivalences
Averages, Statistical Diagrams
Probability scales, sample space
Introduction to algebra
Single and combined transformations

 

Year 8:

Percentage and percentage change
Ratio and proportion
Equivalence between fraction, decimal and percentage
Plot graphs of linear functions
Algebraic techniques
Angle rules to include those associated with parallel lines, construction of bisectors
Enlargement
Averages, Statistical Diagrams with grouped data
Probability of mutually exclusive events

 

Key Stage 4:

Edexcel GCSE Mathematics
click here for Key Stage 4 course details and guidance

 

Post-16:

Edexcel A-level Mathematics
Edexcel A-level Further Mathematics
GCSE Mathematics
click here for post-16 (sixth form) courses and information

 

Useful information / weblinks:

www.mymaths.co.uk

http://www.kangaroomaths.com/index.php

 

FAQs

How can I help my child?

The very nature of Maths is to provide challenge and so it is unsurprising that we all find it difficult from time to time. The priority in these stuations is to remain positive and to provide the student with options rather than telling them 'I found it hard' and providing them with an excuse.

Options:
1. Look the topic up on MyMaths.
2. Ask the student to explain what they do know.
3. Ask the student to talk through an example for their book
4. Get the student to seek support from a Maths teacher prior to the lesson. Our lunch and breaks are happily given to those that seek additional help.

For those parents who wish to support students with the Maths itself then MyMaths is excellent at providing tutorials on the 'way things are done now'.

We do expect all our students to have a good grasp of the 4 basic rules of adding/subtracting/multplication and division. It is also often surprising as to how few students have good recall of their times tables.

A simple cover up method will help with this
eg. Ask the student to read
2, 4, 6, 8, 10, 12, 14...
Then cover the first answer
...., 4, 6, 8, 10, 12, 14...
then cover the first 2 answers and so on. There is no substitute for regular practice.

Does my child need a calculator?

All students, regardless of ability, need to bring a scientific calculator to every lesson. The ideal versions are solar powered produced from well-known brands.

Why is my child in a particular set?

Setting is the source of most queries to the Maths department. Whilst it is natural to aspire to the top set, the best progress is made when students are in the appropriate set. Regular meetings take place to discuss the progress of all students. Our aim is to place the student in the right place according to their current ability and pace of working. Students can move groups at any time throughout the year but typically take place after end of term tests.
We normally move students on the basis of class work and two formal assessments to avoid any 'knee jerk' reactions.
Certain timetable restrictions are placed on the formation of sets, these are currently
Year 7: Two half year groups, sets based on KS2 results in Maths, English and Science.
Year 8: Two half year groups, sets based on Year 7 Maths and Science assessments
Year 9: Sets 1 to 6 based on Year 8 Maths assessments linked to English groups
Year 10 & 11: Sets 1 to 7, Maths assessments only

Does my child need a Maths Tutor?

Your child’s maths tutor is the best person to advise you. Occasionally a student or parents wish to seek additional support outside of the school. A tutor should only be sought if the pupil is willing. Very often the student just needs to focus and work a little harder, which if addressed saves time and money for all concerned. Parents should be aware that there is a high degree of inconsistency in terms of tutor quality and we will only recommend a tutor if we have observed them teach. We currently have no recommend tutors.

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