Mathematics 2017-11-07T09:39:44+00:00

Mathematics

“Do not worry about your difficulties in Mathematics. I can assure you that mine are greater still.” – Albert Einstein

Welcome & Ethos

Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology, engineering and necessary for financial literacy and most forms of employment. We aim to provide a high-quality mathematics education that provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

Context of the Subject

Mathematics is the means of looking at the patterns that make up our world and the intricate and beautiful ways in which they are constructed and realised. Numeracy is the means of making that knowledge useful.

Mathematics contributes to the school curriculum by developing students’ abilities to calculate; to reason logically, algebraically, and geometrically; to solve problems and to handle data. Mathematics is important for students in many other areas of study, particularly science and technology. It is also important in everyday living, in many forms of employment, and in public decision-making. As a subject in its own right, mathematics presents frequent opportunities for creativity, and can stimulate moments of pleasure and wonder when a problem is solved for the first time, or a more elegant solution to a problem is discovered, or when hidden connections suddenly manifest.

Mathematics enables students to build a secure framework of mathematical reasoning, which they can use and apply with confidence. The power of mathematical reasoning lies in its use of precise and concise forms of language, symbolism and representation to reveal and explore general relationships. These mathematical forms are widely used for modelling situations; a trend accelerated by computational technologies.

The subject transcends cultural boundaries and its importance is universally recognised. Mathematics helps us to understand and change our World.

For the students here at Nunnery Wood High School the Mathematics Department aims:

  • To create an environment where our students enjoy, and rise to, the challenges of mathematics.
  • To offer a variety of approaches to teaching and learning that engage, motivate and demand the active participation of all our students.
  • To set and monitor challenging targets with high expectations for all our students.
  • To develop our students’ abilities in all aspects of their mathematical thinking.
  • To explore enrichment opportunities outside the curriculum to enhance our students’ enjoyment of mathematics.
  • To ensure a smooth progression in teaching and learning throughout our students’ journey at Nunnery Wood High School.
  • To endeavor to ensure that all of our students reach their true potential in mathematics.

Staffing Structure

Curriculum Leader
Mr D Westhead
Email: d.westhead@nunnerywood.worcs.sch.uk
Phone: 01905 363686

Team Structure
Curriculum Leader
3 Assistant Curriculum Leaders
6 full-time members of staff
2 part-time members of staff
1 full-time teaching assistant.

Curriculum Facilities

Mathematics is housed in a collection of ten well-equipped classrooms in the main body of the school with a central departmental office. Each classroom has an interactive whiteboard and teaching is supported by up-to-date textbooks that match the new specification GCSEs and the KS3 National Curriculum. Staff and students have ready access to online materials that are used to enhance the teaching and learning of mathematics both in and outside of the classroom.

KS3

KS3 Description of the key skills, knowledge and understanding that are a prime focus of KS3 teaching in the subject area

Throughout KS3 (Years 7 & 8) students build upon their prior knowledge but are gradually introduced to new and more challenging areas of mathematics. All students follow core units (differentiated by ability) based upon: number; algebra; probability; statistics; geometry and measures; and ratio, proportion and rates of change.

The aims of our curriculum at KS3 broadly follow the aims of the new national curriculum for mathematics. In all of the units taught our curriculum aims to ensure that all of our students:

– become fluent in the basics of mathematics through “intelligent practice”. That the questions asked of students become more complex over time, that common misconceptions are explored by students within lessons and that students are being challenged in their own learning.

– can reason mathematically by using learnt skills in new or more demanding contexts. Students should be able to visualise and verbalise their thinking within mathematics.

– can solve problems by applying their mathematical skills to a variety of routine and non-routine problems. We want our students to show determination and resilience in solving such mathematical problems.

– can explain areas for development in their mathematical understanding. Our students should be familiar with what it is that they can do in each topic area and what it is they cannot do yet.

Organisation of the KS3 curriculum and how students are assessed (brief summary of long term plan of units and very approximate timings

All students in KS3 follow a tailored scheme of work that is based upon previous attainment and achievement. Throughout the year all KS3 students cover core content from the curriculum that has been broken down into 10 smaller separate units of study.

Each of these units require 3/4 weeks teaching time and each unit has a set of core learning intentions attached to it. These are shared with students as the unit begins and teaching is then focused solely upon these shared objectives. Each unit is then assessed via a small unit test with time given for review, reflection and extension. Continual teacher and student-led feedback also highlight areas for development within each unit.

Once a term students will complete larger assessments that test content across several units. Time is again given over for review, so that students can develop areas identified as needing improvement. At the end of the teaching year, students will take exams that cover content from the whole year.

Sources of information that may be useful

For further information or for revision materials the following websites are highly recommended:
www.mrbartonmaths.com
www.corbettmaths.com
www.mymaths.co.uk (ask your teacher for the school username/password)
www.diagnosticquestions.com

Mathematics – KS4

GCSE Mathematics 9 – 1, Pearson Edexcel, 1MA01

KS4 Description of the key skills, knowledge and understanding that are a prime focus of KS4 teaching in the subject area

Throughout KS4 (Years 9, 10 & 11) students begin their GCSE Mathematics 9 – 1 course. The GCSE course requires students to demonstrate a good understanding of topic areas whilst also ensuring that students are able to link areas of the curriculum together. Review and extension are fundamental in achieving this aim throughout our GCSE curriculum. All students, whether they follow the Higher Tier or Foundation Tier courses, will be taught units based upon: number; algebra; probability; statistics; geometry and measures; and ratio, proportion and rates of change.

Whilst the KS4 curriculum is driven by external examinations we still want our students to continue to become the best mathematicians that they can be. We try to ensure that our students continue to develop their fluency and skills in reasoning, problem solving and explanation of mathematical solutions.

Organisation of the KS4 curriculum (brief summary of long term plan of units and very approximate timings)

All students in KS4 follow the GCSE Mathematics 9 – 1 course. This is a tiered course. Higher Tier covers content from grades 4 to 9 and the Foundation Tier covers content from grades 1 to 5. Grade 5 is considered a “good pass” and is the standard students should be striving to achieve.

Each tier has an associated syllabus. Throughout Years 9, 10 & 11 all students cover core content from the syllabus that has been broken down into smaller separate units of study. Each of these units require approximately 4 weeks teaching time and each unit has a set of core learning intentions attached to it. These are shared with students as the unit begins and teaching is then focused solely upon these shared objectives. Each unit is then assessed via a small unit test with time given for review, reflection and extension. Continual teacher and student-led feedback also highlight areas for development within each unit.

In Years 9 & 10 students will complete larger assessments that test content across several units. These generally take place once a term. Time is again given over for review, so that students can develop areas identified as needing improvement. At the end of the teaching year, students will take exams that cover content from the whole year. These may take the form of past GCSE examination papers/questions so that students begin to familiarise themselves with the format of the GCSE course.

In Year 11 students will sit two full formal mock examinations. Students should have covered the entirety of their GCSE syllabus by the first of these mock examinations which takes place in December of Year 11. Individual feedback will be given to students that will help inform and guide revision. A second mock examination will then take place in March of Year 11. Past or practice examination papers will also be used in the preparation of Year 11 students for their GCSE examinations.

Assessment

GCSE Mathematics 9 – 1, Pearson Edexcel, 1MA01
All examinations are taken at the end of Year 11. There is no coursework component.
Each Tier has 3 examinations that have equal weighting:
Paper 1 (calculator not allowed): 80 marks/ 1 hour 30 mins.
Paper 2 (calculator allowed): 80 marks/ 1 hour 30 mins.
Paper 3 (calculator allowed): 80 marks/ 1 hour 30 mins.

Sources of information that may be useful

For further information or for revision materials the following websites are highly recommended:
www.mrbartonmaths.com
www.corbettmaths.com
www.mymaths.co.uk (ask your teacher for the school username/password)
www.diagnosticquestions.com