Richard Feynman

"To those who do not know mathematics it is difficult to get across a real feeling as to the beauty, the deepest beauty, of nature ... If you want to learn about nature, to appreciate nature, it is necessary to understand the language that she speaks in." 

What is our curriculum intent?

GCSE Mathematics is a qualification which serves different purposes at different levels. For students who achieve a grade 3 or below, the qualification equips you with the numerical, statistical and reasoning skills you need for modern life and tells future employers that you have reached a level of competence in calculation and understanding figures and diagrams. For those who achieve higher grades it is a sign of the capacity to deal with abstract reasoning, the ability to learn and use theory and formulae about numbers, shape and space, handling data and algebra. For students intending to go on to A-Level Mathematics it provides a foundation for the greater depth, breadth and rigour of more advanced mathematics.

How do we implement our curriculum?

Students will have 7 lessons of mathematics over a two-week period, Students will also get 1 or 2 pieces of homework each week, which will be particularly important, and should take 30 to 90 minutes depending on the amount set. There will be no requirement to do coursework for this subject.

The course is organised under six broad headings which are Number, Algebra, Ratio, proportion and rates of change Geometry & Measures Probability and Statistics. At the Foundation tier there is a greater emphasis on number skills whilst at the Higher Tier the emphasis leans towards algebra skills.

How do we measure the impact of the course?

All students take a linear course assessed through three written examinations normally taken in June of Year 11. One of these papers will be a non-calculator examination whilst the other two will be calculator allowed examinations.

Smaller assessments are regularly set throughout the course to help students consolidate their understanding of the key concepts and allow regular teacher assessment. It is essential that all these assessments are completed to the best of their ability, as they will greatly assist students’ understanding.

How are students grouped?

In Key Stage 4 students are broadly banded. Each half of the year has groups working to achieve a Grade 7+, Grade 5-6 and a Grade 4. We carefully select the right tier of entry for students in order to maximise their performance based on emerging national performance patterns, and we keep parents fully informed of all decisions on this.

How can students be supported through learning at home?

The abilities and experiences of students will vary greatly depending on the level of progress they have made up to this point in time. However, there are some common ways in which students can be supported no matter their group. The first is to make sure they are equipped to succeed with specialist maths equipment including protractors, compasses and a scientific calculator. (preferably a Casio Classwiz fx-83GTX), encouraging students with their numeracy work and mental mathematics would also be beneficial – we firmly believe that if basic number skills (times tables) are secure then they provide a good platform for other mathematical learning to take place.

The best method in mathematics is the one which students feeling happiest using to get the best results and this may not always be the one that you have learned or are familiar with. However, if you can get your son/daughter to explain what they are doing to you and how and why they are using different methods, this would be very valuable.

What websites do we recommend?

The current examination board specification can be found at:

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/mathematics-2015.html

Students looking to consolidate, enrich or extend their knowledge and understanding might start at:

Contact

Miss Allwright: Dallwright@wilmslowhigh.com