At Bishop Challoner we aim to develop enthusiasm, interest and expertise in maths. To equip students with the required skills to engender success across the curriculum, for further study, essential life skills and employment.
We seek to provide an environment that enables each student to:
· discover for themselves patterns and relationships between mathematical ideas and operations;
· establish techniques that are appropriate to logical reasoning and problem-solving;
· master key mathematical facts and operations and their practical applications;
· understand the impact and use of calculators and other technologies so that both mathematics and technology can be used together in the students’ daily environment, now and in the future.
Students learn mathematics at different rates and in different ways. It is our aim to provide all students with a common core of mathematical knowledge, with individual differences addressed by differing teaching approaches and speeds. Consequently, students are broadly banded to ensure effective learning occurs in an appropriately supported manner.
In KS3 there are three broad bands, and two broad bands in KS4 which lead to the GCSE qualification:
The Higher tier is aimed at pupils who intend to study STEM at A Level or university.
The Foundation tier focuses on core maths skills to support logical processes and problem solving in the work place.
We strive to provide each student with the tools for independent thinking and problem solving, to encourage a positive and successful mathematics experience and to develop the competency necessary to meet future aspirations.
Aims and Rationale
The aim of the Bishop Challoner Mathematics Department is to develop an approach towards mathematics in which students, both individually and in groups, explore the concepts of mathematics under the teacher’s guidance.
We aim to provide an environment so that each student will:
cover each of the areas of mathematics during each term i.e. Number, Algebra, Shape and Space, Data Handling, Problem Solving in order to experience a range of different topics and to re-visit these regularly to reinforce and deepen learning;
discover for themselves patterns and relationships between mathematical ideas and operations;
establish techniques that are appropriate to logical reasoning and problem-solving;
master basic mathematical facts and operations and their practical applications;
understand the impact and use of calculators and other technologies so that both mathematics and technology can be used together in the students’ daily environment, now and in the future;
Students learn mathematics at different rates and in different ways. It is the aim of the mathematics department to provide all students with a common core of mathematical knowledge, with individual differences addressed by differing teaching approaches and speeds and students assigned to a group following an appropriate pathway for their needs.
It is the intent of the department to provide students with the tools for independent thinking and problem solving to encourage a successful mathematics experience and competency necessary for further secondary and post-secondary pursuits.
Throughout Key Stage 3, students experience a curriculum that encompasses the 6 areas examined at GCSE:
Number
Algebra
Geometry and Measures
Ratio and Proportion
Probability
Statistics
The various topics are arranged to ensure coverage of each of the strands of the curriculum each term. These strands are revisited and extended throughout the Key Stage in order to reinforce, extend and broaden knowledge and understanding.
The table below illustrates the topics generally covered in each half-term. It should be noted that different classes will progress through the topics at different paces and may have content enhanced, extended or reduced/re-ordered, based on their particular needs or abilities and this table should, therefore, be interpreted as a guide only.
HALF TERM
Y7
Y8
Y9
1
Initial Module of Units across number, algebra, shape and space, handling data topics to reinforce work undertaken from KS2.
Angles, Polygons, Directed Numbers, Reading and Interpreting Data
Formulae, Probability, Algebra, Rounding
2
Averages, Fractions, Decimals, Percentages, Angles, Rules of Algebra.
Fractions Decimals and Percentages, Solving Equations, Bearings, 2 Step Formulae.
Ratio and Proportion, Circles, Handling Data, Pythagoras’ Rule
3
Coordinates, Arithmetic Calculations, Decimals, Properties of Numbers, Straight Line Graphs, Handling Data, Probability, Applications to Problem Solving.
Number Patterns, Area and Perimeter, Probability, Transformations, Ratio and Proportion.
Equations, Iterative Solutions, Loci, Correlation
4
Constructions, 2d Shapes, Percentages, Proportion and Ratio, Negative Numbers, Algebra.
Averages, Grouped Data, Straight Lines, 3d Work.
Straight Lines, Percentages, Volume, Probability Tree Diagrams, Simultaneous Equations.
Metric and Imperial Units, Relative Frequency and Probability, Volume, Iterative Methods.
Probability, Tree Diagrams, Equations and Simultaneous Equations
6
Further Equations, Sequences, Metric and Imperial Units, Angles, 3d Objects.
Pythagoras’ Rule, Algebra, Sets and Venn Diagrams.
Inequalities, Transformations, Solids.
Throughout Key Stage 4 we follow the AQA GCSE Mathematics Syllabus 8300.
Assessment of pupil progress is via classwork, homework and in class tests across the two-year course. There are end of year exams in Year 10 and mock exams near the end of the Autumn Term in Year 11.
Grades are awarded by the exam board following completion of 3 external exams.
The details of the course are outlined under Exam Board Criteria with a link to the specification.
The following tables provide a route map of the Foundation and Higher courses. Please note that the order of teaching may vary at times.
Higher – Year 1
Sept.
Surds
Pythagoras Theorem and Basic Trigonometry
Basic Number, Factors and Multiples
Fractions and Decimals
Oct.
Basic Probability
Collecting and Representing Data
Basic Algebra review
Nov.
Scatter Graphs
Algebra: Quadratics, Identities and Rearranging Formulae
Circle Theorems
Rounding
Dec.
Statistical Measures
Angles, Scale diagrams and Bearings
Jan.
Real life graphs
Coordinates and Linear Graphs
Congruence and Similarity
Feb.
Indices
Equations
Mar.
Standard Form
Sketching Graphs
Basic Percentages
Properties of Polygons
Apr.
Further Equations and Graphs
Vectors
May.
Simultaneous Equations
Probability
June.
Transformations
Summer Examinations and Revision
July.
Ratio and Proportion
Higher – Year 2
June Examinations
Sept.
Sine and Cosine Rules
Functions
Growth and Decay
Algebraic Fractions
Oct.
Circumference and Area
Numerical Methods
Calculating with Percentages
Nov.
Sequences
Measures
Transforming Functions
2D Representations of 3D Shapes
Dec.
Mock Exams and Revision
Inequalities
Direct and Inverse Proportion
Jan.
Constructions and Loci
Perimeter and Area
Volume
Feb.
Equation of a Circle
Gradients and Rate of Change
Pre-calculus and Area Under a Curve
Mar.
Revision and Past Papers
Apr.
Revision and Past Papers
May.
Examinations
In Key Stage 4, we follow the course leading to the AQA GCSE (9-1) in Mathematics (Syllabus code 8300).
Assessment throughout Key Stage 4 is by appropriate topic tests undertaken throughout the two years. End of year testing also takes place in Y10.
Details of the method and form of assessment in the GCSE is also contained in the same document.
The following tables provide the route maps we use through the Foundation and Higher content:
Foundation Year 1
Sept.
Basic Number
Rounding
Basic Algebra
Collecting and Representing Data
Oct.
Angles
Factors and Multiples
Basic Probability
Nov.
Equations
Scatter Graphs
Circumference and Area
Basic Decimals
Dec.
Statistical measures
Properties of Polygons
Jan.
Ratio and Proportion
Basic Fractions
Transformations
Probability
Feb.
Perimeter and Area
Measures
Scale Diagrams and Bearings
Mar.
Sequences
Basic Percentages
Standard Form
Apr.
Indices
Pythagoras’ Theorem
Calculating with Percentages
May.
Coordinates and Linear Graphs
Congruence and Similarity
Real Life Graphs
June.
Summer Examinations and Revision
Constructions and Loci
July.
2D Representations of 3D Shapes
Foundation Year 2
Sept.
Volume
Sketching Graphs
Trigonometry
Oct.
Algebra: Quadratics, Identities and Rearranging Formulae
Nov.
Inequalities
Vectors
Simultaneous Equations
Dec.
Mock Examinations and Revision
Direct and Inverse Proportion
Jan.
Algebra and Graphs (1 and 2)
Solving Quadratic Equations
Feb.
Quadratic Graphs
Growth and Decay
Mar.
Revision and Past Papers
Apr.
Revision and past papers
May
Examinations
Jun.
Examinations
Exam Board Criteria
Exam Board
AQA Specification 8300
Key content
AO1: Use and apply standard techniques
• accurately recall facts, terminology, and definitions
• use and interpret notation correctly
• accurately carry out routine procedures or set tasks requiring multi-step solutions.
AO2: Reason, interpret and communicate mathematically
• make deductions, inferences and draw conclusions from mathematical information
• construct chains of reasoning to achieve a given result
• interpret and communicate information accurately
• present arguments and proofs
• assess the validity of an argument and critically evaluate a given way of presenting information.
AO3: Solve problems within mathematics and in other contexts
• translate problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes
• make and use connections between different parts of mathematics
• interpret results in the context of the given problem
• evaluate methods used and results obtained
• evaluate solutions to identify how they may have been affected by assumptions made.
Assessment
Assessment is by examination via two tiers; Foundation and Higher.
On the Foundation tier the grades awarded span 5 – 1 and the Higher tier awards grades between 9 – 4.
Each tier is assessed via three examination papers of 1h 30 min duration and each paper is worth 80 marks.
Paper 1 Non-calculator
Paper 2 Calculator
Paper 3 Calculator
The Mathematics Department determines the tier of entry for each student based on performance in class, homework and regular assessments in test conditions.
Very little information is given to pupils in the exam in the form of a formula sheet, hence there will be a requirement to learn and recall many formulae. Consequently, pupils are required to undertake regular, focused and planned revision of Mathematics in their own time, both to improve their skills and to learn the required content.
Full details of the content, assessment objectives and the balance of those objectives within the overall assessment can be found in the specification document by following the link below.
This is a collection of ‘old’ past papers we have which may be of some use to you. You should note the following points:
The HIGHER papers cover SIMILAR content to the current syllabus but there are a few topics missing and the odd one (such as moving averages) which are not on the new syllabus.
The FOUNDATION ones are old INTERMEDIATE papers, which have similar content but not identical.
IN BOTH CASES, IF YOU’RE NOT SURE ABOUT PARTICULAR QUESTIONS/TOPICS, PLEASE ASK YOUR MATHS TEACHER WHETHER YOU SHOULD BE DOING THAT TOPIC OR NOT.