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## An Introduction to Mathematics

As a department we strive to foster a positive attitude towards maths and its applications. We provide pupils with the knowledge of how to use and apply maths, along with encouraging pupils to explore its potential to enrich the wider aspects of education. Problem solving is actively encouraged and where possible pupils are faced with real life tasks, requiring them to use their maths based knowledge to find a solution.

##### Year 7

Pupils will cover aspects of number, shape, algebra, ratio, proportion and data handling.

Lessons are engaging, interactive and use a wide range of assessment for learning tools to inform future learning.

All pupils have a dedicated numeracy lesson each week during year 7.  Pupils work to become numeracy ninjas, working up through the graded belts, aiming for the prestigious award of grand master.  This is achieved through fluency in numeracy.  Numeracy tasks are functional during these lessons and draw on their learning throughout the year.   Pupils will undertake a variety of tasks, such as designing a chocolate bar, costing the product, looking for the most cost effective advertising strategies for an event.

##### Year 8

Pupils build on their prior learning, developing their knowledge further and exploring the world of mathematics.

##### Year 9

Pupils sit a baseline assessment at the end of year 9 to determine the initial tier of entry for their GCSE entry.  This will be sat before the school year is promoted.

## Key Stage 4 – GCSE Edexcel Mathematics

The table below illustrates the topic areas covered in this qualification and the topic area weightings for the assessment of the Foundation tier and the assessment of the Higher tier.

### Foundation Tier

 Number 22 – 28% Algebra 17 – 23% Ratio, Proportion and Rates of change 22 – 28% Geometry & Measures 12 – 18% Statistics & Probability 12 – 18%

### Higher Tier

 Number 12 – 18% Algebra 27 – 33% Ratio, Proportion and Rates of change 17 – 23% Geometry & Measures 17 – 23% Statistics & Probability 12 – 18%

All three papers must be at the same tier of entry, higher or foundation.

• Paper 1 is a non-calculator assessment
• Paper 2 & 3 are calculator assessments
• Each paper is 1 hour and 30 minutes long.
• Each paper has 80 marks.
• Each paper has a range of question types; some questions will be set in both mathematical and non-mathematical contexts.
##### A01 style questions

Use and apply standard techniques (Foundation – 50%/Higher 40%)

Pupils should be able to:

• Accurately recall facts, terminology and definitions
• Use and interpret notation correctly
• Accurately carry out routine procedures or set tasks requiring multi-steps solutions.
##### A02 style questions

Reason, interpret and communicate mathematically (Foundation – 25%/Higher-30%)

Pupils should be able to:

• Make deductions, inferences and draw conclusions from mathematical information
• Construct chains or reasoning to achieve a given result
• Interpret and communicate information accurately
• Present arguments and proofs
• Access the validity of an argument and critically evaluate a given way of presenting information.
##### A03 style questions

Solve problems within mathematics and in other contexts (Foundation-25%/Higher-30%)

Pupils should be able to:

• 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.