Mr D. Watkins,
Head of Mathematics
Mrs K Allin
Mr D Hague
Mr V Clooney
Mrs G Roberts
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
The national curriculum for mathematics aims to ensure that all pupils:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve 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
Taken from The National Curriculum in England, 2014
Mathematics is taught in five rooms at the college, by a team with a combination of experience and enthusiasm. The latest teaching methods and technology are used to bring maths alive and enthuse students. We also offer a variety of extra-curricular activities and run a full course of interventions throughout both key stages.
Mr Dave Watkins,
Head of Mathematics Faculty.
Please note that there have recently been changes to the National Curriculum and so these pages will soon be out of date. They will be updated when we have had time to reflect on the changes being introduced.
During year 7, students have their first exposure to some of the concepts that they will study in greater depth as they progress through school. The main topics that they cover are: – algebra and its uses, mental arithmetic methods, calculating with fractions, sets, co-ordinates and probability amongst other things. Students will be arranged into two bands, each comprising of two tutor groups.
The students will revisit many of the topics first studied in year 7, and will consolidate and expand their knowledge of those areas. We try to use as many real life and practical examples as possible to introduce the importance of Mathematics to everyday life. Students are set prior to the start of the year, from set 1 to 5. This ensures that our more able students are challenged every lesson and that those who find maths difficult get the support they need.
Students again revisit topics from the year 7 & 8 programmes of study, in addition to meeting new topics such as Pythagoras’ Theorem. They will follow a transition unit which bridges the gap between key 3 and 4, with a view to starting the GCSE course proper in the summer term.
From September 2015, the GCSE course changes and the emphasis becomes much more on application of knowledge. There has been a shift of emphasis from previous years and so the attainment targets are now Number, Ratio and Proportion, Algebra, Shape and space, Handling data and Probability. Grading has also changed, now being a number scale from 1 to 9.
Broadly speaking, a current A* grade will be equivalent to a grade 8 on the new system, with a grade C being equivalent to a 4. We are working with the exam boards and other agencies to ensure that our students are fully prepared for the biggest change to the GCSE exams since they were introduced.