We believe the Maths is a crucial subject for 3 reasons;
- Basic number sense and confidence with calculations is important if individuals are to operate successfully in today’s society
- Many further and higher education courses, along with most careers, require a Maths qualification.
- Maths provides an opportunity to develop the problem solving and reasoning skills so valued by employers, at the same time as developing fluency with the relevant skills and techniques.
Students all study Mathematics at Key Stages 3 and 4, leading to a GCSE qualification at the end of Year 11. A large number of our students always progress through to A levels in Mathematics and Further Mathematics at Key Stage 5
We believe that independent study is a key ingredient for success in maths, and we try hard to support students in this.
- Homework tasks are always available on www.showmyhomework.co.uk
- We encourage students to use www.mathswatchvle.com to follow up any problems they encounter in class
- We have made a variety of resources, including past papers and mark schemes, available on www.iacmaths.weebly.com
Year 7 and 8
Students have 3 hours of maths each week in these years. Now that students are not externally assessed at the end of Key Stage 3, we have the freedom to properly bridge the gap between numeracy lessons at Junior school and GCSE in Years 10 and 11.
We cover the whole Key Stage 3 programme of study over the 2 years, and make regular use of ‘rich tasks’ which develop problem solving and reasoning skills whilst building on the fluency that students developed at their last school.
We also try to get students into good habits of independent study by setting regular but varied homework tasks.
Students continue to have 3 hours of maths each week in Year 9. This is a key transition year as we seek to reinforce the concepts from Years 7 and 8 as well as preparing students for GCSE.
During the year, we revisit the whole of the Key Stage 3 programme of study. For some students this gives an opportunity to plug gaps in understanding, whilst for others it gives the opportunity to extend ideas into GCSE content.
We continue to make regular use of ‘rich tasks’ which look to develop students’ problem solving and reasoning skills as well as their fluency with the relevant methods and techniques.
Students will continue to be set regular but varied homework tasks.
Years 10 and 11
In Years 10 and 11 students have 4 hours of maths each week. Students follow the Edexcel specification of the new maths GCSE, graded 9-1.
This new maths GCSE is a more substantial and challenging qualification than previous versions, with more content and a greater emphasis on solving problems. This means that students need to be able to select which techniques they need to use, and solutions will often involve several steps of calculation. Students will be expected to learn key mathematical formulae by heart.
However, we are confident that our Key Stage 3 scheme of work has prepared students for this.
Maths will continue to be tiered, with the Foundation tier covering grades 1–5 and the Higher tier covering grades 4–9.
GCSE maths is a linear course with 3 examinations taken in the summer of Year 11.
- Paper 1 is a non- calculator paper
- Papers 2 and 3 are calculator papers
With 2 of the 3 examinations requiring a calculator and students will benefit from being able to practice on their own calculator. We recommend a Casio FX-83GTplus or Casio FX85GTplus, although students hoping to go on to study maths at A level would benefit from having a Casio FX-911ESplus.
Independent study is vital for success at GCSE, and we continue to set regular homework, as well as encouraging students to follow up any issues they encounter.
Key Stage 5
The value of studying A level Maths cannot be over-stated, and it is a vital requirement for many university courses.
Maths allows you to understand and manipulate statistics. It is at the core of science subjects. It enables you to make sense of the economy, medicine and law.
We offer A levels in both Maths and Further Maths, and these are both suitable for students who have followed a higher GCSE course.
Both these courses still follow the old A level model, with 3 modules examined in Year 12 leading to an AS qualification, and a further 3 modules in Year 13 leading to an A2 qualification. Each exam is 1 hour 30 minutes long.
Students complete 6 modules of work over the 2 years, covering a range of both pure and applied aspects of Maths. The modules are:
- Core Maths 1
- Indices and surds, Polynomials, Coordinate geometry and graphs, Differentiation.
- Core Maths 2
- Trigonometry, Sequences and series, Algebra, Integration
- Core Maths 3
- Algebra and functions, Trigonometry, Differentiation and integration, Numerical methods
- Core Maths 4
- Algebra and graphs, Differentiation and integration, Differential equations, Vectors
- Probability and Statistics 1
- Representation of data, Probability, Discrete random variables, Bivariate data
- Decision Mathematics 1
- Algorithms, Graph theory, Networks, Linear programming. Algebra and graphs, Differentiation and integration, Differential equations, Vectors.
Further Mathematics A-Level
This qualification can only be taken alongside A level Maths. It covers an additional 6 modules split across the 2 years, these are:
- Further Pure Maths 1
- Summation of series, Mathematical induction, Roots of polynomial equations, Complex numbers, Matrices
- Further Pure Maths 2
- Rational functions and graphs, Polar coordinates, Hyperbolic functions, Differentiation and integration, Numerical methods
- Mechanics 1
- Force as a vector, Equilibrium of a particle, Kinematics of motion in a straight line, Newton’s laws of motion, Linear momentum.
- Mechanics 2
- Work, energy & power, moments, centre of mass, equilibrium, impulse & restitution; motion of projectiles, circular motion
- Probability and Statistics 2
- Continuous random variables, The normal distribution, The Poisson distribution, Sampling and hypothesis tests.
- Decision Mathematics 2
- Game theory, Flows in a network, Matching and allocation problems, Critical path analysis, Dynamic programming.
For further information please contact the Head of Department:
Content updated January 2017