WHAT IS MATHEMATICS ?
Mathematics is fundamental to life in the sense that it’s unique
language and forms of notation help us to calculate, estimate and
problem solve. It informs many of the decisions we make about real
life challenges and influences the actions we subsequently take.
The Maths department aims to engage with issues and topics which have current and future relevance for our young people when responding to their environment, to develop their potential for life and work skills to meet the demands of today’s society.
Especially relevant is the link of financial capabilities with mathematics enabling all young people in our teaching and learning tasks to come into contact with situations where they may develop knowledge, skills and confidence to effectively engage in financial decision making.
Aims of the Maths Department
The subject content is divided into four areas of study listed below:
• Using and Applying Mathematics
• Number and Algebra
• Shape, Space and Measures
• Handling Data
The 5 year course should enable students to:
1. develop their mathematical knowledge and oral, written and practical skills in a manner which encourages confidence;
2. read mathematic, and write and talk about the subject in a variety of ways;
3. develop a feel for number, carry out calculations and understand the significance of the results obtained;
4. apply mathematics in everyday situations and develop an understanding of the part which mathematics plays in the world around them;
5. solve problems, present the solutions clearly, check and interpret the results;
6. develop an understanding of mathematical principles;
7. recognise when and how a situation may be represented mathematically, identify and interpret relevant factors and, where necessary, select an appropriate mathematical method to solve the problem;
8. use mathematics as a means of communication with emphasis on the use of clear expression;
9. develop an ability to apply mathematics in other subjects particularly in science and technology;
10. develop the abilities to reason logically, to classify, to generalise and to prove;
11. appreciate patterns and relationships in mathematics;
12. produce and appreciate imaginative and creative work arising from mathematical ideas;
13. develop their mathematical abilities by considering problems and conducting individual and co-operative enquiry and experiment, including extended pieces of work of a practical and investigative kind;
14. appreciate the interdependence of different branches of mathematics;
15. acquire a foundation appropriate to a further study of mathematics and of other disciplines.
Pupils will be required to:
• recall, apply and interpret mathematical knowledge in the context of everyday situations;
• set out mathematical work, including the solution of problems, in a logical and clear form using appropriate symbols and terminology;
• organise, interpret and present information accurately in written, tabular, graphical and diagrammatic forms;
• perform calculations by suitable methods;
• use an electronic calculator;
• understand systems of measurement in everyday use and make use of them in the solution of problems;
• estimate, approximate and work to degrees of accuracy appropriate to the context;
• use mathematical and other instruments to measure and to draw to an acceptable degree of accuracy;
• recognise patterns and structures in a variety of situations and form generalisations;
• interpret, transform and make appropriate use of mathematical statements expressed in words or symbols;
• recognise and use spatial relationships in two and three dimensions, particularly in solving problems;
• analyse a problem, select a suitable strategy and apply an appropriate technique to obtain its solution;
• apply combinations of mathematical skills and techniques in problem solving;
• make logical deductions from given mathematical data;
• respond to a problem relating to a relatively unstructured situation by translating it into an appropriately structured form.
We continue to promote maths as a fun and challenging subject. Year 9 pupils enter Maths Challenge at Junior Level and Year 11 pupils at Intermediate level [see attached results]
S.E.N.T.I.N.U.S. organise a FUN DAY for all Year 9 pupils this has been a very successful event and we hope to do the same this year.
This year we brought a group of yr 8 pupils to a maths seminar in the Odyssey called Murderous Maths. All pupils attending expressed a high level of enjoyment and were able to look around the exhibitions floors in W5.
With the innovation of a Numeracy Focus Group we intend to reward the pupils’ endeavours with a Christmas trip.
***** PUPILS ARE REQUIRED TO BRING THEIR OWN SCIENTIFIC CALCULATOR DURING EXAM TIMES *****
We expect all pupils to have the following items of stationary:
• Scientific calculator, these can be purchased in school.
• Blue/Black/Red pens
YEAR 8 – Classes in year 8 are streamed for Maths after an initial 8 week period during which all pupils cover the same curriculum and sit the same tests. Their placement in the streamed classes is decided on their topic test results and a review test which all pupils sit in October.
This placement is fluid and all pupils’ subsequent progress in Maths is regularly monitored. Placements would be altered where necessary after the January exams and at Easter time.
YEAR 9/10 – All classes work towards end of Key Stage 3 exams at suitable entry levels. We would hope that most of our top band would enter at Tier D aiming for levels 5, 6 or 7, middle band entering at Tier B or C aiming for levels 4, 5 or 6 and that the Tutorial band entering at Tier B aiming for level 3 or 4.
All pupils will follow a two year course accredited by CCEA.
This is a two tier scheme based on modules for both High and Foundation levels.
Pupils will be entered at the most appropriate tier to suit their level of ability.
Course content and possible grades are dependant on modules taken.
Pupils will sit modular exams twice during Year 12 allowing for progression. There will also be a completion module at the end of their two year course in June of Year 12.
The course includes skills in both calculator and non calculator work.
This course does not have a coursework element, success will be based on examination only.
All pupils will be entered at the highest level they demonstrate their ability in, providing their work and effort is of a sufficiently high standard.
Two Tier Modular Maths
Higher Tier: T4: A* A B
T3: B C D
Foundation Tier: T2: C D E
T1: E F G
Completion Papers T6: A* A B C D
T5: C D E F G
Mathematics is essential for today’s world and pupils will be encouraged to think and work independently while developing life skills as they study the above course.
Additional Maths for GCSE
-You can only take Additional Mathematics if you achieve a high enough mark in the year 10 exam and have proven your mathematical ability through continual assessments throughout year 10.
This course is suitable for those pupils who have shown potential in Mathematics during Key Stage 3 and may wish to study this subject further into Higher Education.
It will involve study beyond the limits of the GCSE Modular requirements.
There are two exam papers.
Paper 1: Pure Maths
Paper 2: Mechanics and Statistics [both 50%]
Grades available: A* – E
This is an essential foundation for ‘A’ Level maths.