Maths Schemes of Work

Opposite Corners (pdf)

Richard Humphreys presentation (ppt)

A good understanding of mathematics to at least GCSE level is essential for virtually every career in today's rapidly changing, technological world. Every product you buy or use has made use of mathematics at some stage in the production. Even an apparently simple 'phone call involves a huge amount of mathematics.

Aims

To enable each student to develop the mathematical skills and understanding required for adult life, for employment and for further study and training.

To provide each student with such mathematics as may be needed for the study of other subjects.

To help each student develop his appreciation and enjoyment of mathematics itself and the role which it continues to play in the development of science and technology.

To give each student the confidence to use whatever mathematics he or she may be familiar with and help them recognise their own knowledge and achievement.

To develop in students the personal and mathematical skills needed for solving problems and investigation in a variety of situations.

To equip students with a powerful and concise means of communication.

To develop in students lively and enquiring minds with the ability to question, argue rationally, exercise judgement and structure their thoughts.

In all, the teaching of mathematics contributes significantly to the development of the general skills and qualities - communication, reasoning, creativity, co-operation with which the school aims to equip students to meet the responsibilities of later life, and helps students to get the most from their lives. 

Key Stage 3 

All year groups are ability set (Y7 setting introduced in 1997).  In year 7 the groups are determined by (i) entrance tests (ii) KS2 SATS where available (iii) diagnostic testing in September (iv) other information including CAT’s.  One group of the most able students will follow the Maths Frameworking text along with the Active Maths text; set 2 will follow solely the Maths Frameworking text book 3,sets 3, 4 and 5  will follow Maths Frameworking text book 2 and set 6 will follow Maths Frameworking text book 1.  The National Numeracy Strategy has been linked to the Maths Frameworking text and Folens worksheets.  Where possible an overlap of the work between adjacent groups is provided to allow for easy movement.  SMP booklets may be used as introductions or as a means of filling in gaps should there be the need.  IT worksheets have also been incorporated into the schemes of work to enhance these skills.

In year 8, one group of the most able students will follow the Active Maths text along with the Maths Frameworking text book 3 the second set will follow Maths Frameworking text book 3; sets 3 and 4 will follow the Maths Frameworking text book 2 and set 5 will follow Maths Frameworking text book 1.The pace of their work may vary within a group and as a consequence they will be exposed to more extension or support materials as necessary. Where possible an overlap of the work between adjacent groups is provided to allow for easy movement.  SMP booklets may be used as introductions or as a means of filling in gaps should there be the need.  IT worksheets have also been incorporated into the schemes of work to enhance these skills.

 One group in year 9 will use Active Maths 3, with the Key Maths 9³ , 9² and 9¹ scheme used across the remainder of the year. Active Mathematics by Turner et al., and is of an intensive, fairly traditional nature. The texts are designed for the most able students and are challenging by nature. The text provides a core and also indicates some additional activities particularly computer orientated, plus coursework and puzzles. A non-textbook approach is envisaged for the delivery of the IT and investigational elements of the course. There is a large emphasis on student self-discipline with major responsibility for marking of exercises and formative assessment falling on the students.

Key Stage 4

The current arrangements for years 10 and 11 are that these year groups have been broadly set to fall in line with GCSE tiers of entry.

There are either three or four sets studying towards the Highest tier of mathematics. The higher tier students (sets one two, three and four for year 10) will follow the AQA text: Higher Mathematics for GCSE. The intermediate students (sets 4 and 5 for year 11 and sets 5 and 6 for year 10) will follow the Edexel Text book: GCSE Mathematics for Intermediate GCSE, and the foundation students (set 6 students if applicable) will follow the AQA Foundation text. All students are encouraged to pursue mathematics at the highest level of which they are capable and examination tiers of entry are decided, after negotiation after the GCSE Mock examinations in the January of the year of examination.

Post 16

Year 13

 Advanced mathematics examination is made by Edexcel and is based on the Modular syllabus. The modules currently available, that can be delivered in the College that constitute an A Level are:  P1, P2, P3 plus application modules of either M1, M2 and M3 or S1, S2 and S3 or D1, D2 and S1.  A minimum grade B at GCSE is necessary to join an ‘A' level course, preferably from the Higher tier. Decision Mathematics has  been introduced and offers some compatibility in courses with those who study IT and/or Business Studies at ‘A’ level

The core materials for ‘A’ level study are the Heinemann texts written specifically for the syllabus. There are ample additional resources. 

Year 12

The course has changed this year. In year 12 students are following the AS course and need to complete 3 modules to achieve an AS and 6 to achieve an ‘A’ level. Students will choose C1 and C2 and an application from M1, S1 or D1 for AS, and add C3 and C4 and one other applications (including no more than three AS modules) for an ‘A’ level. 

General

Although students will work individually for periods there will be opportunity for cooperation with others either in pairs or small groups.

Similarly, although text books form the basis of the scheme, games, computer programmes, puzzles, display work, oral work, investigations feature prominently, developing both mathematical and social qualities.

The department aims to have a split in the use of time relating to textbook exercises and non-textbook activities (IT, investigational work, mental arithmetic etc., with the bias heavily toward the former.  With the introduction of non-calculator examination papers from 2000, there has been a stronger emphasis on mental methods for arithmetic. However calculators still play an important role in the curriculum and therefore students are expected to provide their own calculators and are given tuition in their efficient use. Scientific calculators are recommended beyond year 8 and are available locally . College computer facilities are used in the maths lessons and are also available to students at other times. Homework and coursework prepared by a word processor or using a spreadsheet is encouraged.

Students are expected to keep a well presented and complete record of their work. The principle of others being able to follow the mathematical processes of the student is stressed and some tasks are chosen to give practice in presentation and explanation. The department are keen to encourage students to structure their work appropriately and to use correct mathematical language and terminology.

Extended pieces of work may be done on A4 paper, but the bulk of their exercises will be in exercise books. Students are made aware that keeping an accurate record will

            i) help in clarifying their own thinking 

            ii) act as a note for future reference 

            iii) communicate with others           

            iv) provide evidence of their work. 

In years 12 and 13, students record notes and solutions in A4 files or in exercise books. Some will be direct copies of teacher notes but at times students will be expected to compose their own.

"Our aim is that students should achieve their full mathematical potential through increasing enjoyment and confidence in the subject."