Mathematics is taught in ability sets that are organised as a result of pupils’ performance in the Key Stage tests and our own internal assessments. In addition, we measure attainment at the point of entry such that the progress of students is monitored according to their current ability as well as historical. Students can move up and down teaching groups on academic grounds if necessary. At the end of the Key Stage we will have a great deal of information about the student’s ability and in consultation with pupil and parents we will be able to select the best tier of entry to maximise their chance of success in the next Key Stage.
At KS3 all students study four main strands in mathematics – Number & Calculating, Algebra, Geometry & Measure as well as Statistics. The curriculum is supported by excellent materials including course books, workbooks and ICT packages as well as many engaging and enjoyable resources incorporating many of the necessary skills required to develop good numerical & mathematical proficiency.
All students in KS3 follow a structured curriculum in Mathematics where they will learn a variety of skills across the four strands. All students follow a ‘Minimum 3 Levels Progress’ program in the school which tracks their ability across the keystages and attempts to ensure they make what governmental policy has deemed to be a suitable expected improvement between primary school exit & entry to further education or a working life. As well as knowledge based mathematics, we attempt to enhance higher order thinking skills, mathematical understanding and ICT skills to encourage their overall development .
At Key Stage 4, students will follow the Edexcel Mathematics (Linear) syllabus (IMA0F/H) from June 2013.
The course incorporates a full range of topics across the previously described strands of Mathematics with elements of problem solving to challenge the students as well as prepare them for mathematical thinking in later life.
Links to Edexcel info.
As of June 2014, all examinations at GCSE will require to be undertaken as terminal or Linear assessments. That being a final exam (or set of exams) after a period of study (usually 2 years at GCSE). The mathematics department commence this program of study in Y9 as the ‘Minimum 3 Levels Progress’ initiative is not tied to a particular Key Stage & is Linear in structure. The current government is undertaking reforms of the KS3 & KS4 curricula at the time of writing & as such, more information will be posted as it is known.
For current students already commenced on a course, a number of historical specifications will continue. These include the Linked Pair Pilot Study specifications for Methods in Mathematics & Applications of Mathematics. Both of these are studied simultaneously and offer students a number of alternative approaches to their GCSE qualification. Each is a whole GCSE and as such, if both are attained, the student benefits from the dual nature of the award. These specifications are being trialed until 2016 where after the government will legislate whether they will continue. Reasoning for their inception is to give parity to Mathematics with the potential of a double award, similarly to English & Science GCSE qualifications.
For all external examinations, the content of the of the question paper mirrors the following guidelines
(Overall Weighting of AOs, % = 50-60, New weighting as of 2017, % = 35-45 with at least 40% AO1 marks – 14-18% overall marks – contained within questions assessing AO2/3)
(Overall Weighting of AOs, % = 15-25, New weighting as of 2017, % = 30-40)
(Overall Weighting of AOs, % = 20-30, New weighting as of 2017, % = 20-30)
How do we practise these skills?
From the table above, the GSCE reform clearly aims to enhance students’ capability in mathematical problem solving.