Mathematics Faculty Staff
Mr Derek Robinson – Head of Maths Faculty
Mr Simon Pyle – Faculty Coach
Mrs Shona Charge – Team Leader KS3
Miss Emma Arnold – Team Leader KS4
Mr Neil Topley – Teacher of Mathematics
Mrs Jen Miller – Teacher of Mathematics
Mr Neil Marshall – Teacher of Mathematics
Mrs Nicola Stallard – Teacher of Mathematics
Mrs Sue Hine – Teacher of Mathematics
Mrs Jenny Kiddle – Teacher of Mathematics
Mr Pat Emery – Teacher of Mathematics
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 contexts’
Throughout KS3 we follow the Maths Enhancement Programme textbooks from the Centre for Innovation in Mathematics Teaching at Plymouth University. The approach is based on the Hungarian style of teaching, so there is a great deal of discussion of mathematical ideas with an emphasis on the correct use of mathematical language.
Pupils are encouraged to explain their mathematical thinking and will often show their working at the board with other pupils discussing these ideas.
We supplement the work from these textbooks with open ended questions of a style that was developed in Japan. These approaches allow students to recall ideas they have previously met and then develop them in order to apply them to new and varied situations. Again the pupils are encouraged to discuss their ideas until a consensus is reached.
As well as this ongoing assessment in lessons, our pupils also sit more traditional assessments at 3 points in the year, these assessments can be used to help us monitor the pupils’ progress and ensure that they are working at the right level and pace. Early in year 7 the pupils are split into groups by ability with parallel groups in each half year (4 tutor groups). This grouping remains flexible and there is regular movement between the groups following discussions between the teachers of the different groups.
At GCSE, all of our pupils follow the OCR B Mathematics linear course. At each tier there are four stages of content allowing weaker students within the tier to start at ‘the beginning’ and stronger ones to start part way through, as there is no need to repeat content that is already well understood. Students are able to take responsibility for their own learning and, with the assistance of their teachers, use the stages to produce individual plans and monitor progress throughout the course – promoting assessment for learning in mathematics.
As Mathematics B is a linear GCSE, candidates will be assessed at the end of the course on the entire content for their tier of entry.
This course consists of two tiers: Foundation Tier and Higher Tier. Foundation Tier assesses Grades C to G and Higher Tier assesses Grades A* to D (E).
In June of year 11, candidates take either foundation tier Papers 1 and 2 or higher tier Papers 3 and 4. All the components are written examination papers of 100 marks. There is no coursework.
Pupils eventually have to be entered for a specific tier but this can be changed at various points over the two year cycle. The overlap of two grades between tiers allows pupils to achieve their potential. However, if a pupil is entered at too high a tier and fails to achieve the lowest grade available on it, they will receive a U (unclassified) grade.