Mathematics Department

 

 

 


Just another day in the maths department!

 

 

 

 

 

 

 

 

PHILOSOPHY.

 

The aim of the department is to enable pupils to develop their knowledge and understanding of mathematics to the full extent of their capabilities, to have experience of mathematics as a means of solving practical problems and to develop confidence in their use of mathematics.

 

The department is forward looking and progressive with a preparedness to adapt to new situations and to develop new methods of teaching and ideas, in keeping with the ethos of the School.

 

The schedule of work forms a rigid framework, but is meant to be applied thoughtfully, taking into account the needs of the individual, in order to nurture an interest and sense of achievement in the subject.

 

 

The National Curriculum for Maths

Key Stage 3

The Maths curriculum throughout Key Stage 3 is that outlined in the Key Stage 3 strategy. This has been divided into units of work each lasting approximately two weeks. An effort has been made to link the subject matter covered in these units across the different year groups so that, where possible, all Key Stage classes are working on the same strand of the National Curriculum at any given time 
 
The Year 7 scheme builds on work done during Key stage 2 with more able pupils covering aspects of work taken from the Year 8 scheme and lower groups revisiting Year 6 work. This continues throughout Key Stage 3 with sets being moved through the scheme at a pace which best suits their ability. At set point in the scheme of work pupils are tested and given feedback, related to National Curriculum levels, on their progress.

Students are set on arrival in year 7 into top, middle and bottom sets using information from Primary Schools, internal tests, classwork and homework. Lessons follow the structure outlined in the Key Stage 3 strategy with each lesson beginning with a mental and oral activity and ending with a plenary session.

Student’s progress is continually monitored and setting reviewed at key points throughout years 7,8 and 9 but setting arrangements within each year are designed to fit the ability profile of that particular cohort.

Once the end of KS3 Teacher Assessment has been completed students begin working on Key stage 4 in order to make a good start towards GCSE.

National Curriculum:

There are four maths attainment targets in the National Curriculum:

MA1

Using and applying maths

MA2

Number and algebra

MA3

Shape, Space and measures

MA4

Data handling

MA’s 2, 3 and 4 are assessed via the regular tests whereas MA1 is assessed via investigational projects and questions to test mathematical reasoning within the other 3 areas.

 

St Peter Port Mathematics Department

KS4 Aims

Mathematics is essentially a holistic subject, and as such should be taught in this way with appropriate connections being made between the sections on Number and Algebra, Shape, space and measures, and Handling Data, as required in the National Curriculum. For example Number underpins the whole of Mathematics. Modular Mathematics Specification B is designed to be more reflective of the way candidates are likely to revise for examinations when they tend to cover just one area of Mathematics at a time.

 

Mathematics Specification B builds on prior attainment and recommended prior learning at KS3. There is progression of material through all levels at which the subject is studied.

 

The aims of St Peter Port Secondary School are set out below and are consistent with the 1999 National Curriculum Order for Mathematics and the GCSE Criteria for Mathematics.

 

Specification B encourages candidates to:

 

  • Consolidate their understanding of mathematics;
  • Be confident in their use of mathematics;
  • Extend their use of mathematical vocabulary, definitions and formal reasoning;
  • Develop confidence to use mathematics to tackle problems in the work place and everyday life;
  • Take increasing responsibility for the planning and execution of their work;
  • Develop an ability to think and reason mathematically;
  • Learn the importance of precision and rigour in mathematics;
  • Make the connections between different areas of mathematics;
  • Realise the application of mathematics in the world around them;
  • Use ICT appropriately;
  • Develop a firm foundation for appropriate further study.

 

Specifications Mathematics B (Modular) GCSE 4307

There are two tiers of assessment, Foundation (C-G) and the Higher (A*- D).

Module 1

 

Written papers 18% of the total assessment

2 x 30 minutes (both tiers)

Section A – Calculator

Section B – Non-calculator

Module 3

 

Written papers 27% of the total assessment

2 x 45 minutes (both tiers)

Section A – Calculator

Section B – Non-calculator

 

 

Module 5

 

Written papers 55% of the total assessment

 

Paper 1 Non-calculator

Foundation Tier 1hour 15 minutes

Higher Tier 1 hour 15 minutes

 

Paper 2 Calculator

Foundation Tier 1 hour 15 minutes

Higher Tier 1 hour 15 minutes