Mathematics


Meet the Department


 

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Mrs F Porter Second in Mathematics
Mr Assuon Teacher
Mr M Dorricott Teacher
Mr M Hickey Teacher
Mr R Jarrett Teacher
Mr C Kalikwani Teacher
Mr J Macasaddu Teacher

Subject Overview


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.
5 Rotation, Symmetry, Translation, Number Review, Probability, Interpreting Graphs, Algebra Review, Rounding. 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.

All assessment is by examination.

The details of the content can be found here: http://filestore.aqa.org.uk/resources/mathematics/specifications/AQA-8300-SP-2015.PDF

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.

 

AQA Specification:

https://filestore.aqa.org.uk/resources/mathematics/specifications/AQA-8300-SP-2015.PDF


Downloads


Please Read This BEFORE Using Past Papers

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.

Feb 2018

CLICK HERE to download past Maths papers.

For further information on the curriculum please email adminoffice@bcs.hants.sch.uk

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