Ercall Wood Technology College

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Maths

Teaching Groups Students are set according to results in primary school and on general performance in Secondary School.

Extra Curricular The department is committed to increasing the success of our students, improving motivation and as such will continue to make ourselves available to students who need extra assistance. In addition on examination days we will run early morning breakfast revision sessions providing toast, hot chocolate, drinks and croissants for those who wish to come in for some last minute revision. In the preceding 6 or so weeks we will run revision sessions after school for those who wish to attend. Parents will be notified by posted letter of these events several weeks in advance where possible.

Resources The department has a range of resources including maths equipment, textbooks and ICT software. In Key Stage 3 students follow a Scheme of Learning using numbered stages identifying the next steps in their learning. Collins New Maths Framework is the main textbook but many other resources are available and staff are free to use additional material, or make their own where they feel appropriate to ensure students progress.

Enrichment

Students have many opportunities for enrichment in Maths. We use the website http://www.nrich.com/ to plan wide ranging activities to deepen the understanding of Mathematics

Some students in Years 7-10 will have the opportunity to try the annual UKMT Maths Challenge, which gives them an opportunity of gaining a Gold, Silver or Bronze certificate and possible entry into the Maths Olympiad for the very highest performers!

The department has also developed links with the Fujitsu organisation, and we have seen several students in Year 8 undertake a project with their funding help to develop skills further. This involved a ‘Dragons Den’ style task to present in front of an audience.

Stuart Pritchard Head of Maths
Matthew Moseley Second in Maths
Michelle Lewis
Peter White
Rose Morley Addison
Louise Woodhall
Alex Ward

What will be studied? Mathematics is separated into five specific areas: Analysing and interpreting, number, algebra, geometry and statistics. Elements of all of these appear at regular intervals in the curriculum at both Key Stages 3 and 4. Students will come across concepts in Year 7 that may be revisited and deepen their understanding in later years.

Key Stage 3 Students are setted as soon as they enter school using prior assessment data. Depending on their set and their performance in assessments, they will follow a curriculum map which is suited to their needs. A typical student will follow a map such as this one in year 7, and will move to the next stage up in Year 8, and 9 respectively.

Textbooks We use a variety of resources, but the main textbooks are as stated below:

Year 7 Set 5 – uses pupil book 1 Sets 3 and 4 – use pupil book 2 Sets 1 and 2 – use pupil book 3

Year 8 Sets 5 and 6 – use pupil book 1 Sets 3 and 4 – use pupil book 2 Sets 1 and 2 – use pupil book 3

Year 9 Sets 5 and 6 – use pupil book 1 Sets 3 and 4 – use pupil book 2 Sets 1 and 2 – use pupil book 3

In Key Stage 4Students are using the AQA Collins Linear as their main textbook. Both sets of books are in Foundation and Higher tiers. There are also a significant number of additional textbooks also available.

General Scheme in Years 10 and 11Year 11 are following the new linear course which was described in the first paragraph. The detailed programme of study (specification) for Higher and Foundation is available from the link below:

http://www.aqa.org.uk/subjects/mathematics/gcse/mathematics-8300

What examinations will be taken in Years 10 and 11? The majority of students will sit the AQA GCSE Linear Examination.  This will take place at the end of Year 11, with plenty of assessments and mock exam practice in the lead up to the final assessment.  Students taking the Linear exam will do two calculator and one non calculator paper all with equal weighting. 

How will this approach benefit the students? This differs from the previous model by assessing different combinations of mathematical topics. This gives greater opportunities for students to develop their skills of identifying, reasoning and evaluating and thus improve transference of strategies into real life later on.