Mathematics is central to a student’s knowledge across wide aspects of reality such as special and quantitative aspects of the world. From this, and through the use of symbolic representation / modelling / observation / reasoning, the study of mathematics reveals the awe-inspiring wonder of the design and order of reality – that includes mathematics itself. In an age of economic rationalism, the use of mathematics has great potential for corrupt use. The student of mathematics should be equipped to stand away from the intricacies and beauty of calculations and technical problem-solving and to look at problems also from an ethical perspective. Mathematics, used rightly, is a powerful tool in our role of stewardship particularly in the areas of science, technology, economics and geography and environment.
What goals do we desire for our students in their study of this subject?
a. Recognise the orderliness of reality that is revealed through mathematical inquiry, and appreciate its cultural origins from societies such as Chinese, Egyptians, Iraqis, Greeks, French;
b. Gain understanding of number (including algebra and statistics) and space, and of their inter-relationships and patterns. This understanding is required on both the conceptual and procedural levels;
c. Appreciate and apply in service mathematical reasoning and techniques in solving everyday problems in diverse settings;
d. Experience, in later years, mathematics as a developing science rather than misconceiving it as a fixed body of knowledge that is complete;
e. Link mathematics with other curriculum areas in order to develop students’ appreciation of the unity of knowledge whilst also enriching their deeper understanding of mathematics and other subjects.
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Students are taught the necessary skills to develop into confident mathematicians who are able to use mathematics as a tool in a wide range of activities both in and out of the Academy. The teaching and learning of a wide mathematical vocabulary allows clear communication of ideas using precise mathematical language
The teaching and learning of mental strategies to calculate independently is given high priority. Mental methods of calculation are encouraged from early years and continue to be emphasised throughout Key Stage 2. Students are encouraged to use their own efficient methods of mental calculation. These methods are practised to improve speed of mental responses through ‘Beat the Clock’ homework and ‘Simmering’ activities, outside of mathematics lessons. As calculations become increasingly complex, students learn to support mental methods with informal jottings. There is a systematic approach to problem solving that is taught consistently throughout Key Stage 1 and 2. Students are given opportunity to use and apply mathematical skills in solving problems related to everyday life.
Key Stage 3
From the beginning of Year 7 to around February in Year 9, Mathematics follows the Key Stage Three National Curriculum. This includes Number, Calculation, Algebra, Data Handling and Shape, Space & Measure. Each class is taught at a level and pace that accurately matches the ability of the students in the class but also provides a challenge for them to achieve beyond what would be expected.
Key Stage 4
After the examinations in Year 9, students begin to study the Key Stage Four GCSE Edexcel curriculum, which builds on what has already been learnt in Key Stage Three and aims for the highest possible grades for each student. The course is examined in full at the end of Year 11, by means of two papers: one calculator and one non-calculator.
Key Stage 5
In Years 12 and 13 students study Edexcel Modular A Level course. All students on the course study Pure Mathematics and then opt for either Statistics or Mechanics. Three modules are taken at the end of Year 12 and three more at the end of Year 13. There is an opportunity to study Further Mathematics, which is an extra A Level, pitched at a higher academic level and provides an excellent preparation to study Mathematics at University.
Every year, the top sets take part in the Junior, Intermediate and Senior Maths Challenges. Students also take part in World Maths Day at the beginning of March.
|Mathematics Department Teaching Staff|
|Miss S Hindhaugh||Head of Mathematics|
|Mr M Lee||Primary Years Lead – Mathematics|
|Mrs L Dawson-Rogers||Teacher of Mathematics|
|Mrs S Maughan||Teacher of Mathematics|
|Mrs E Thompson||Teacher of Mathematics|
|Mr S Elsworth||Teacher of Mathematics and Senior Strategic Director|
|Mrs J Tian||Teacher of Mathematics|
|Mr A Moore||Teacher of Mathematics and Assistant Vice Principal|
|Miss E Tipper||Teacher of Mathematics|
|Mr S Read||Teacher of Mathematics and Assistant Vice Principal|
|Mrs S Kyle||Teacher of Mathematics|
|Mr A Heslington||Teacher of Mathematics (P/T)|