Mathematics

CURRICULUM RATIONALE

In mathematics, the overarching vision is:

“Creating good people who are confident in maths; equipped with strong procedural and conceptual understanding for future education and for life”

We aim to ensure that all students have fluency, a growing ability to reason mathematically and the tools to apply mathematics to solve problems with increasing sophistication. The mathematics students’ encounter will stretch and challenge them appropriately in order for them to reach their true potential. They will develop awareness of the importance of mathematics outside the classroom, have the necessary skills to be able to thrive in life after college, and our aim is for all students to leave with a qualification that helps them in their future life.

Mathematics has many more uses than you might think.  It is more than a subject in its own right – it supports learning in the sciences, humanities and arts.  A GCSE grade 6 in mathematics is also a prerequisite for certain A-Level courses, such as the sciences, and students require a strong mathematical background in careers such as medicine.

 

Exam Board

AQA Level 1 or 2 GCSE (9-1) in Mathematics

Specification Code:

8300

 

Selected students will have the opportunity to take the Level 2 Certificate in Further Mathematics.

Exam Board

AQA Level 2 Certificate Further Mathematics

Specification Code:

8365

 

AQA Entry Level Certifications (ELC) level 1,2 and 3 are offered in Year 10 and Year 11 to some students which show a clear progression of skills to support with their GCSE Mathematics.

Exam Board

AQA Entry Level Certificate - Mathematics

Specification Code:

5930

 

CURRICULUM PLAN

 Like English, the mathematics journey we plan is over 5 years. Students need to understand and apply all topics and techniques that they have learnt through years 7 to 11 in order to be successful at GCSE. The majority of content throughout years 9-11 will build on what has already been learnt (including at Key Stage 2) becoming more challenging through the years.

The table below is an overview of how the course is taught.

 

 

Year 10

Year 11

Autumn Term

Non-Linear Algebra

Statistics and Probability, Sequence

Spring Term

Number and Statistics

 

Transformations and Vectors, Kinematics,

and Functions

Summer Term

Geometry and Probability

Revision


Curriculum assessment

Years 10 will have regular, low stakes diagnostic tests to check understanding and allow teachers to address misconceptions. They will also have two synoptic tests in the year to allow teachers and students to identify areas of strengths and areas to improve.

Students in Year 11 will complete assessments at the end of each topic (roughly every half term) to check their understanding. This will predominantly be made up of the most recent topic, but previous topics will also feature to ensure students are using their long term memory too. 

The primary aim of all of the assessments is to address any areas that students do not fully understand through feedback, retrieval and re-teaching if necessary. Students will receive verbal feedback regularly in class as well as written and class feedback on an assessment.  Assessments used are both formative and summative. The formative assessments are short topic tests which assess a block of work covered within a term. The summative assessments are mainly 2 synoptic tests in year 10 and 3 trial exams in year 11.

GCSE Examination:

Students will be entered at one of two tiers: Foundation or Higher. This will be dependent on their progress over the course. This decision will be made at the end of year 10 or after the trial assessments at the latest in year 11.  

 

The tiers of entry are as follows:        Tier                                 Grades Available

                                                                             Foundation                              1 - 5

                                                                             Higher                                        4 - 9

The course is linear with all exams at the end of Year 11.

There will be three examination papers: one non-calculator and two calculator. Each exam is out of 80 marks and takes a duration of 1 hour 30 minutes.  There is no coursework or controlled assessment.

EXTRA-CURRICULAR OPPORTUNITIES

There is a weekly Maths club where students take the opportunity to complete online tasks and challenges set by their teachers on drfrostmaths, the VLE or beehive.