Mathematics

Head of Faculty:
Mr Simon Pyle
Consultant:
Mr Derek Robinson
Faculty Coach:
Miss Emma Arnold
Team Leader KS3 Maths:
Mrs Sallie Callaghan
Team Leader KS4 Maths:
Mrs Nicola Stallard
Teacher of Maths:
Mrs Shona Charge
Mrs Jenny Darlow
Mr Jonathan Hood
Mrs Finola Hyland
Mr Andrew Jackson
Mr Neil Marshall
Mr Neil Topley
Mr Matt Healy

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The overarching aim of the Mathematics Faculty is that “Our students will become independent thinkers (learners) who enjoy working together to produce creative solutions in unfamiliar situations.”

Key Stage 3

Consequently the KS3 Mathematics curriculum is designed to ensure that every pupil spends most of their time tackling interesting work that is useful, challenging, intriguing or provocative. Much of this work is based on international evidence as to what constitutes “best practice” in teaching and often involves whole class interactive teaching interspersed with short periods of individual work. We are developing a scheme of work which builds on the Mathematics Enhancement Programme (MEP) which is supported by the Centre for Innovation in Mathematics Teaching (CIMT) at Plymouth University. This link with CIMT ensures that we are constantly seeking to improve our own understanding of “great Maths teaching” and that our pupils’ experience encompasses “problem solving” based on Japanese approaches and “mathematical modelling” based on the Singapore method.

KS3 Maths Steps

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Key Stage 4

At KS4, we currently follow the OCR GCSE Mathematics J560 syllabus. This is a linear course which gives us the freedom to teach the content how we want, in the order we want. This means we can seamlessly move from KS3 to KS4 with no obvious changes in our approach and continue with our overarching aim mentioned above. In this way we hope to inspire our pupils and help them to develop confidence in, and a positive attitude towards, mathematics and to recognise the importance of mathematics in their own lives and to society. Wherever possible we try to introduce new topics through problem solving often in a real world context. We make extensive use of formative assessment to help us to identify strengths and areas for improvement, as well as giving us an indication of the current level of performance in relation to the whole tier. In this way our pupils can monitor their own progress, and gain an indication of their current performance and likely final grade. Mathematics is popular throughout the school, the results are outstanding and as many as 80 students continue their mathematics studies in the sixth form.

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 For further details follow this link - GCSE Mathematics exam specification