KEY STAGE 3
Programmes of study are primarily based on the National Curriculum and GCSE Mathematics Specification A (AQA).
The curriculum content is split into three broad areas: Number and Algebra, Geometry and Measure, and Statistics. Pupils study material from each of these areas throughout the Key Stages at a level appropriate to their ability. They are expected to apply their knowledge in a variety of contexts.
At the end of KS3 our pupils sit the statutory SAT tests but our focus in KS3 is about setting firm foundations for GCSE and beyond. Thus, by the end of Year 11, the majority of pupils are ready for Higher tier GCSE entry.
We extend our top sets beyond NC expectations, both in depth and breadth of study. In some cases, exceptionally able pupils follow an individualised programme of study leading to qualifications such as Additional Mathematics (OCR) or AS level Mathematics (MEI). Some pupils are also involved in the Olympiad mentoring enrichment programme.
Pupils have been successful in a variety of national competitions in recent years including the National Cipher Challenge, the various UKMT Maths challenges and Olympiads.
KEY STAGE 4 (GCSE)
GCSE Mathematics -Dual Award (AQA)
GCSE specifications in Mathematics have changed for 2010. Students will continue to study the four main areas of the subject:
Problem solving accounts for 50% of the marks. Students will need to choose and use an appropriate method to solve problems when in fact there might be several correct ways of solving them. They will also need to be able to analyse problems for which there is no standard method and come up with strategies to solve them.
Students will be given plenty of practice through classwork, homework, problem solving assignments, tests and examinations. The use of ICT will be encouraged to enhance the learning process and to develop wider skills.
AS and A Level
Board: Oxford & Cambridge (MEI)
MEI – Mathematics in Education and Industry
Why choose Mathematics?
Mathematics combines both with the Sciences and with the Humanities. In addition to the obvious relevance of mathematics to engineering, medicine, business and commerce, the use of quantitative techniques is becoming increasingly important in history, geography and the study of language. Both the wide application of the subject and the recognition that an A level pass is a mark of rigorous academic training imply that, when it comes to choosing a career, many opportunities will be open if Mathematics is included in your A level combination.
Three modules are required for AS and six for a full A level. The following modules are taught:
C = Pure Mathematics, M = Mechanics, S = Statistics
Examinations are in January and June each year. The first examination, C1, is taken in the January of Year 12, with C2 and M1/S1 taken in June. C3 is taken in the January of Year 13, with the remaining modules taken the following summer. Modules may be retaken.
Pure Mathematics includes Algebra, Calculus, Geometry and Trigonometry. It contains a body of knowledge that can be studied and enjoyed for its own sake and it is used in the applied modules.
Mechanics is the study of forces and how physical objects either move (such as the working of a nutcracker) or stay still (an erect building). It is about developing the critical faculties required to approach problem solving across a wide range of activities, using the effect of forces as the main context.
Statistics involves the study of the principles and methods of statistical analysis. It provides a good basis for all subjects requiring data collection and analysis.
The course is designed to teach students to apply the Mathematics taught in a real world context. Module C3 has a coursework component in which students use graphical calculators and computers to solve a variety of equations. Module C4 includes a comprehension paper on a mathematical topic.
Mathematics is so important that it is the only traditional subject with a second A-level.
An A level qualification in Further Mathematics is highly regarded as a measure of intellectual ability when applying for any undergraduate course. In particular, it provides an excellent preparation for subjects with a strong mathematical content such as Mathematics, Economics, Physics, Engineering and Computing.
Applicants for these Mathematics –related courses will be at an advantage if they have studied Further Mathematics to at least AS level. This is particularly the case if seeking admission to courses at the more prestigious universities such as Cambridge, Oxford, Warwick, Durham, Imperial, Bath, Birmingham, UCL, Manchester and Leeds. All of these universities state that they prefer or recommend candidates to have taken the subject for entry to at least one of the above courses and will, in some cases, make a reduced offer if the subject has been taken at AS or A2 level.
Further Mathematics is an AS/A level qualification designed to extend the standard A level in both breadth and depth and is intended to provide a stimulating experience for the most able students who are likely to achieve an A* at GCSE level.
The course requires the study of a further 3 modules for AS and 6 modules for the full A level. The choice of Applied modules depends on which modules are being studied in the single subject.
FP = Pure Mathematics, M = Mechanics, S = Statistics, D = Decision Mathematics
Decision Mathematics introduces a range of methods used to find the optimal solution to a variety of problems that occur in computing, business and project management.
Higher Education and Career Opportunities
It is possible to study for a degree in Mathematics at most universities. Mathematics itself has many different branches and most degree courses allow some choice in the later stages. It is also possible for Mathematics to be offered as part of a joint degree as Mathematics combines well with almost any other subject.
It is a good basis for many careers as it shows evidence of a sound logical mind and of a person who is able to think analytically and lucidly. These are qualities which are essential in a variety of careers such as Engineering, Architecture, Economics, Business Studies, Computing, Accountancy, Psychology, Management, Education, Law, Medicine and Scientific Research.
Employers find A Level Mathematics an attractive qualification even if it is unlikely that the work will involve Mathematics to any great extent. On the other hand there are many areas of industrial or commercial employment where a mathematical background is very useful and does actually enter into the job being done.
These are revision links to notes and interactive questions for Years 7 - 9.
Your teacher will tell you how much detail is needed for each unit.
Remember that mymaths.co.uk is also an excellent revision resource.
Your teacher will remind you which level work you should be revising if you have forgotten.
Click on the following links for revision:
Revision for Year 7
Revision for Year 8
Revision for Year 9
Year 10 students should use Mymaths, their notebooks and the practice papers provided to prepare for their exams.
Students are expected to have a ruler, compasses, set square, protractor and a scientific calculator.
The school is taking part in the AQA pilot dual award GCSE course in Mathematics. The course content is similar to the single award GCSE, but the examinations are structured differently, leading to two GCSE’s: one in Applications of Mathematics and one in Methods in Mathematics.
GCSE Methods in Mathematics acknowledges the subject as challenging and fulfilling in its own right, by concentrating on Maths technique and problem solving within Maths.
GCSE Applications of Mathematics focuses on Maths as an essential tool for life and work, including everyday and financial contexts.
We believe that the course will be challenging and interesting for our Higher tier students and that they will be well rewarded by two GCSEs for their efforts. The Foundation tier has little additional content over the single award. We feel, therefore, that the course structure offers our borderline students two separate opportunities to achieve a grade C.
Students will sit four modules. In Year 10 they will take their first modules in June:
Methods 1: Algebra and Probability (50%). Calculator and non-calculator sections - 1 hour 30 minutes
Applications 1: Finance and Statistics (50%). Calculator paper – 1 hour 30 minutes
The remaining papers will be taken in June of Year 11:
Methods 2: Geometry and Algebra (50%). Calculator paper - 1hour 30 minutes
Applications 2: Geometry and Measures (50%). Calculator paper – 1 hour 30 minutes
Students may resit a Year 10 module in Year 11. However, they will do best if they concentrate on achieving excellent grades at their first sitting.
There are two tiers of assessment available:
Students may be entered at different tiers for different units. Their marks for each unit are then combined to give an overall grade. All decisions as to tier of entry are made so as to achieve the highest possible final grade for each student.
Mr. M. Milejski - Head of Mathematics
Mrs. S. Spindler - Key Stage 3 Co-Ordinator
Mrs. O. Selby - Key Stage 4 Co-Ordinator
Mr.Z.Christo - Key Stage 5 Co-Ordinator
Mrs. T. Basger
Mr. B. Levy
Mr. S. Vincent
I was recently roped into joining some friends for a pub quiz. I hate pub quizzes. For a start, I don’t watch soaps or football or take any interest in divorcing celebrities. The sum total of my contribution is usually a question about the periodic table and another about some obscure ’90’s one-hit wonder.
At the end of this particular quiz there was a competition to win a pot of dosh. Those optimistic enough to enter first had to be lucky enough to have their number drawn from a hat, and then attempt to win the ominous game of Higher or Lower, or “Play Your Cards Right” as it is sometimes known, via a crudely written flash program running on the host’s laptop. If you win the game, you win the cash. Easy? Apparently not. Two players failed in succession and then the host declared that the contents of the pot would roll over to next week. Almost everyone in the pub had just lost a quid. Would anyone ever win the money? I didn’t know, but I was alarmed and it was my duty to discover the probability of winning this game.