Maths
Head of Department - Mrs A McLeonards
Lower School
Outline of Subject
The maths curriculum provides a foundation for understanding the world and an ability to learn mathematically. The programme of study for Years 7, 8 and 9 is organised into five key areas.
The areas are: Number, Algebra, Ratio, Proportion and rates of change, Geometry and measures, Statistics and probability.
Learning Content
Topic Title
|
Year |
Term 1 |
Term 2 |
Term 3 |
|---|---|---|---|
|
7 |
Analysing and Displaying Data (means from tables, scatter diagrams) Number Skills** (long x /,neg nos, HCF intro Venn, roots powers) Algebra (intro to simplify,sub,brackets,write exp) Fractions** (four ops, mixed, problems)
|
Angle Relationships and Polygons** (parallel lines, polygons intro) Decimals (four ops, equiv, % finance rates) Solving Equations (two step +, trial & improve)
|
Ratio and Proportion** (simplify, share, unitary, best buy) Perimeter, Area, Volume** (trapez, compound, cuboids) Sequences and Graphs (patterns, nth term,x=, y=, x=y) |
|
8 |
Factors and Powers (Venns, laws of indices,SI form intro) Simplifying, Factorising, Substituting and Solving (x both sides) Area and Volume of Prisms (circles, cylinders) Pythagoras' Theorem |
Real Life Graphs (distance/time) Transformations (all four, some combinations) Percentages (change,profit/loss,compound int) Constructions and Loci |
Probability (comp, mut exclusive,expected, experimental,diagrams) Scales, Bearings (maps,similar shapes,congruency intro) Graphs y = mx + c (parallel/perpendicular lines) |
|
9 |
Indices and Standard Form (fractional,neg indices surds) Manipulating Expressions, Substitution and Solving Equations Interpreting and representing data (BtoB S&L,freqpoly,scatter) |
Averages (estimate mean) Fractions, Ratio, Percentages (problems, currency convert) Solving Equations and Inequalities |
Angles in Parallel lines and Polygons Sequences and Graphs (linear, draw quadratic & use to solve) Trigonometry |
Skill Development
1. Fluency in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, in order to develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
2. Reasoning mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
3. Solving problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Assessment Styles
Assessment is a continual process and not exclusively conducted through the use of tests. Formal and informal assessments are used throughout the course. We use our assessment data to place students in sets. However, Year 7 students spend the first 4 weeks of term in mixed ability tutor groups until they are banded.
Additional Information
Students who grasp concepts quickly are challenged through problem solving activities rather than being accelerated though the new KS4 content. There are opportunities for individual and group work as well as interactive and practical tasks using a variety of resources. There are also a variety of cross curricular projects and activities involving functional maths which develop key skills such as communication, team work and problem solving.
Upper School
Exam Board: EDEXCEL
Outline of Subject
Outline of Subject:
The Mathematics course is designed to support 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.
The areas of Mathematics covered are:
Number, Algebra, Ratio, proportion and rates of change, Geometry and measures, Probability, Statistics
Course Content
Higher Tier
| Year | Term 1 | Term 2 | Term 3 |
|---|---|---|---|
| 10 |
Area and Volume (prisms,pyramids,cones,spheres) Transformations and Constructions (combinations,using eqns of lines) Quadratic Equations |
Simultaneous Equations Inequalities (representing, double) Probability (tree diagrams, conditional) |
Multiplicative Reasoning (compound measures,kinematics) Similarity and Congruence Further Trigonometry Statistics: Cumulative Frequency, Histograms |
| 11 |
Graphs and Solving Equations graphically Circle Theorems Algebraic Fractions Surds Functions |
Algebraic Proof Vectors and geometric proof Proportion Transforming Graphs |
Foundation Tier
| Year | Term 1 | Term 2 | Term 3 |
|---|---|---|---|
| 10 |
Averages (estimating means) Area and Volume (1) (surface area, prisms) Graphs y=mx+c |
Transformations (combinations) Ratio and Proportion (recipes,best buys,convert) |
Pythagoras and Trigonometry Probability (tree diagrams, venn diagrams) . |
| 11 |
Multiplicative Reasoning (compound measures,% change,profit/loss,compound int) Constructions, Loci, Bearings Quadratic Equations and Graphs |
Area and Volume (2) (circles,cylinders,cones,spheres) Indices and Standard Form (2) Similarity and Congruence Vectors (basic geometry) |
Simultaneous Equations Proof |
Skill Development
​Many areas of mathematics are connected and understanding always builds on previous knowledge and skills. There is an emphasis on problem-solving, communication, proof and interpretation. Lessons will be varied throughout the course to promote and develop these skills. There will be whole class teaching, pair or group work and individual working. A variety of resources will be used including ICT and other practical activities.
Assessment
The assessment consists of three equally weighted written papers at the higher and foundation tier of entry. The first paper is a non-calculator paper. All papers test the subject content across the full range of grades available and questions will be set in both mathematical and non-mathematical contexts. There is no requirement for a formal coursework element within the GCSE.
The qualification will be graded on a nine-point scale from 9 to 1 using the total mark across all three papers where 9 is the highest grade.
Additional Information
Students in Years 10 and 11 are taught in groups according to ability. Students are entered for the GCSE in Mathematics at one of the two levels i.e. Higher (grades 9-4) or Foundation (grades 5-1). They will be entered for the appropriate level of the examination in January of their Year 11, after the results of the trial examinations are known.