Maths is highly regarded by post-16 institutions as well as employers, so helping all of our students to achieve success is of paramount importance to us. More importantly however, we believe that studying this subject enhances students’ logical reasoning abilities and problem solving skills.
When teaching Maths, we feel there are three key factors that contribute massively to student success; innate mathematical ability, retention ability and motivation. We believe the third factor to be the most important. Regardless of a student’s ability, we constantly endeavour to motivate students and instill a personal sense of desire. At Alderbrook, we take great pride in the work ethic and tenacity that students show in Maths, and we feel that it is the heightening sense of desire that has produced the results of recent years.
The Mathematics team consists of 12 dedicated, full-time members of staff, all of whom are qualified with a Degree in Mathematics or a Mathematics-related Degree. We also have our very own Lead Practitioner, who is currently working on the implementation of challenge and progress in lessons. Our team is very diverse and each teacher possesses a somewhat unique teaching style. However, ensuring pupil learning and progress is essential. All members uphold the belief that high expectations and a clear and consistent framework to manage behaviour for learning are integral in a successful learning environment.
Students should be exposed to a variety of different teaching and learning styles. We aim to make lessons as enjoyable as possible, interesting and engaging. All staff have access to modern technologies and different staff will employ them in different ways. We empathise with students who may not readily enthuse with this subject, and we do our utmost to give all of our students a positive learning experience.
We aim to support all students, regardless of their level of ability. For students who find Mathematics very difficult, we are very fortunate to have the support of the Learning Support Department. For higher ability students, we provide the opportunity to enter UK Maths Challenges and the like. At Key Stage 4, our higher ability students are given the opportunity to study the Further Maths GCSE, which bridges the gap between GCSE and As Level.
We can summarise our key objectives as follows:
At KS3 pupils in years 7/8 pupils will follow the National Curriculum.
The programme of study for Key Stage 3 is organised into apparently distinct domains, but pupils should build on Key Stage 2 and connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge in Science, Geography, Computing and other subjects.
Curriculum Content includes,
The National Curriculum for mathematics aims to ensure that all pupils:
Pupils are put into sets dependent on their ability. Assessments for learning are regular throughout the year and pupil progress is monitored against their starting threshold.
The exclusive delivery of the Key Stage 4 curriculum commences in January of Year 9 where pupils follow a two year scheme of work. Fundamental concepts are covered in the first term of Year 9. Due to the overlap in the Key Stage 3 and 4 curricula, Year 9 inevitably covers many of the grade 4 and 5 aspects of GCSE, topics such as:
In Year 11, students will either sit the Higher or Foundation exam. The tier depends on the ability of the students. Tenuously speaking, sets 1 to 3 are typically entered for the Edexcel Higher . Students not suited to Higher Tier are entered for the Edexcel Linear Foundation. The program of study for linear GCSE spans from January of Year 9 till the end of Year 11.
The most able pupils are also entered for the AQA Further Maths level 2 Certificate. The Further Maths is an exceptional GCSE to have; the content covers several aspects of the AS Maths curricula and serves as a fantastic bridge between Key Stage 4 and Key Stage 5.
Edexcel Linear (Higher and Foundation)
|
Non Calculator Paper |
33.3% (80 marks) |
Written Exam |
1 hour 30 minutes |
|
Calculator Paper |
33.3% (80 marks) |
Written Exam |
1 hour 30 minutes |
|
Calculator Paper |
33.3% (80 marks) |
Written Exam |
1 hour 30 minutes |
AQA Level 2 Certificate in Further Mathematics
The most able students and those considering A level Maths may be entered for the Further Mathematics Qualification. Weightings and timings are outlined in the table below:
|
Calculator Paper 1 |
50% (100 marks) |
Written Exam |
2 hours |
|
Calculator Paper 2 |
50% (100 marks) |
Written Exam |
2 hours |
Note* – Occasionally (for exceptional students), we may offer the OCR Additional Mathematics course. This course culminates in a single 2-hour examination and consists of several aspects of the As curriculum, including Differentiation and Integration, Coordinate geometry of circles, cubic polynomials, and As-level probability (binomial distribution).
Extra-curricular activities include Gifted and talented events such as UKMT Maths Challenges and team challenges. Challenge events at Birmingham University and Maths Feast for year 10s at Solihull Sixth form College.
We also staff who are member of NCETM and who rum the fun Maths roadshow at the Big Bang national event at the NEC and Alderbrook is a lead school involved in transition projects with several local primary school. Homework clubs are run on Tuesdays and Thursdays for all year groups and specific revision classes are available for pupils who are taking exams.
In Maths, students will develop their problem solving skills, tenacity and determination and their ability to self – manage and reflect.
A Grade 4 in Maths (in some instances a Grade 5) is often a minimum requirement for college courses and further training schemes.
Possible careers
Mathematicians can apply their logical reasoning abilities to numerous fields. Common career paths include:
University degrees that require or often prefer A level Maths include:
Studying Mathematics at A-Level lends itself to numerous potential degree courses, including:
*It is worth noting that research has shown a 10% increase in earning relative to those who do not study A Level Maths.
For further information, please contact Mr C. Ogan : s201cogan@alderbrook.solihull.sch.uk
