Maths Department
At Yavneh College, we believe that our pupils can achieve a high level of success in mathematics, whilst developing the arithmetical and problem-solving skills needed for their everyday lives. Pupils are expected to achieve their full potential and encouraged to enjoy the subject and the mental exercise it provides. The mathematics programme is structured to allow for differences in ability and allows pupils to take part in nationally recognised accreditation schemes and competitions.
Curriculum
Key Stage 3:
The curriculum is designed to:
- teach pupils the necessary mathematical skills to cope with everyday life
- teach pupils that mathematics provides a powerful means of communication
- teach pupils that mathematics can be used to present information in many ways
- teach pupils the importance and usefulness of mathematics in many other fields
- help pupils to develop powers of problem-solving, logical thinking, accuracy and spatial awareness
Mathematics is allocated three one-hour lessons per week at Key Stage 3. A variety of teaching strategies and materials are used in an effort to accommodate the learning styles of all pupils. Homework is set twice a week, occupying around 30 minutes in Year 7 and increasing thereafter to 40 minutes.
AfL (Assessment for Learning) is used throughout the school. In mathematics, AfL is made an integrated part of the learning experience:
- through oral/written starters
- through questions and answers in the main part of the lesson
- through appropriate classwork which tests pupils’ understanding, as well as allowing time to practice fundamental skills and routines
- through appropriate plenaries which test pupils’ understanding
- through appropriate homework which is marked according to AfL principles
- through peer assessment and sharing good work
Pupils are encouraged to use calculators only where it is appropriate to the task. They are taught a range of mental and paper-and-pencil methods of calculation.
The curriculum includes all the learning objectives from the National Numeracy Strategy, but is extended to achieve a high level of arithmetical and problem-solving skills. The top set in Year 8 and the top two sets in Year 7 follow a very challenging programme aiming at achieving Level 8 in Key Stage 3 SATs, which is a level designed for pupils with outstanding mathematical ability.
Topics taught in Year 7 are:
Autumn Term |
Spring Term |
Summer Term |
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Topics taught in Year 8 are:
Autumn Term |
Spring Term |
Summer Term |
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All sets are taught the same topics at different levels to allow movement of pupils up or down sets, when appropriate. Although the same topics are repeated every year, they are taught to a higher level each time.
GCSE (GCSE cohort 2009-11)
Syllabus: Edexcel 1380.
There is no coursework in mathematics.
TIERS
There are two tiers of entry:
Tier |
Grades |
Foundation |
C to G |
Higher |
A* to D |
ASSESSMENT
Foundation Tier
Paper |
Weighting |
Time |
Calculator |
Paper 1 |
50% |
1 h 30 min |
No |
Paper 2 |
50% |
1 h 30 min |
Yes |
Higher Tier
Paper |
Weighting |
Time |
Calculator |
Paper 1 |
50% |
1 h 45 min |
No |
Paper 2 |
50% |
1 h 45 min |
Yes |
A SAMPLE OF THE TOPICS
NUMBER AND ALGEBRA |
SHAPE, SPACE AND MEASURES |
HANDLING DATA |
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DISTRIBUTION OF MARKS
Assessment objective |
Weighting |
Using and applying mathematics |
20% |
Number and algebra |
50-55% |
Shape, space and measures |
25-30% |
Handling data |
18-22% |
Note: The 20% allocated to Using and applying mathematics is distributed across the other topics
Many pupils will have an extra lesson a week in Mathematics; they will do either Functional mathematics or GCSE Statistics.
FUNCTIONAL MATHEMATICS
- One lesson per week throughout years 10 and 11
- Year 10 and first term of year 11 will be used to enhance understanding of how mathematics is used in a variety of real life problem solving situations e.g. Disaster relief (see below).
- The rest of year 11 will be used for extra revision and exam practice
STATISTICS
Edexcel 1ST0
Higher Tier – Grades A* to D
2 h exam - 75%
Controlled conditions task - 25%
DISASTER RELIEF – Fractions, decimals, percentages, ratio and proportion
In this unit, pupils are asked to plan the relief aid for a fictitious tsunami along the South-American Pacific coast. The project will be centred on Concepción, Chile’s second largest urban conurbation. This was the scene of an actual tsunami in 1960, after an earthquake off the Chilean coast.
Pupils will consider a variety of facts and then use various strategies to establish how many people may be affected by the disaster, what food, water and shelter are needed and how it could all be transported.
There are clear cross-curricular links that could be made with geography in the introduction phase.
Options Evening PowerPoint Slides
Click here to view the KS4 slides from last year's options evening.
GCSE (GCSE cohort 2010-12)
Syllabus: Edexcel 1MA0.
There is no coursework in mathematics.
TIERS
There are two tiers of entry:
Tier |
Grades |
Foundation |
C to G |
Higher |
A* to D |
ASSESSMENT
The GCSE is examined by two written examinations which pupils will sit in May/June of Year 11.
Paper |
Weighting |
Time |
Calculator |
Paper 1 |
50% |
1 h 45 min |
No |
Paper 2 |
50% |
1 h 45 min |
Yes |
A SAMPLE OF THE TOPICS
NUMBER AND ALGEBRA |
SHAPE, SPACE AND MEASURES |
HANDLING DATA |
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|
|
DISTRIBUTION OF MARKS
Assessment objective |
Weighting |
Recall and use knowledge of the prescribed content |
45-55% |
Select and apply mathematical methods in a range of contexts |
25-35% |
Interpret and analyse problems and generate strategies to solve them |
15-25% |
Note: 20-30% of each higher tier paper and 30-40% of each foundation tier paper will assess the functional elements of mathematics
ADDITIONAL LESSONS
Many pupils will have an extra lesson a week in Mathematics; they will do either Functional mathematics or GCSE Statistics.
FUNCTIONAL MATHEMATICS
- One lesson per week throughout years 10 and 11
- Year 10 and first term of year 11 will be used to enhance understanding of how mathematics is used in a variety of real life problem solving situations.
- The rest of year 11 will be used for extra revision and exam practice
STATISTICS
- One lesson per week throughout years 10 and 11 to learn the extra topics that are a requirement of GCSE Statistics
- Syllabus: Edexcel 1ST0
- Higher Tier – Grades A* to D
- 2 hour exam - 75%
- Controlled conditions task - 25%
Sixth Form
Students joining the new Yavneh College Sixth Form in September 2008 will be able to study Mathematics A level specification EDEXCEL 8371/9371.
Mathematics is an essential qualification for a wide number of careers and university courses and is highly valued by employees because of the problem-solving nature of the discipline.
A level mathematics students study three units at AS Level and three units at A Level. There are a variety of combinations of these units which lead to a full A Level in Mathematics some of which are compulsory. Each unit is assessed by a 1½ hour written paper, all of which are equally weighted.
Students at Yavneh College will study units C1, C2 and M1 in Year 12, and C3, C4 and S1 in Year 13. C1 is one of the compulsory papers and is the only non-calculator paper.
C1: Algebra and functions; coordinate geometry in the (x, y) plane; sequences and series;
differentiation; integration.
C2: Algebra and functions; coordinate geometry in the (x, y) plane; sequences and series;
trigonometry; exponentials and logarithms; differentiation; integration.
M1: Mathematical models in mechanics; vectors in mechanics; kinematics of a particle moving in a straight line; dynamics of a particle moving in a straight line or plane; statics of a particle; moments.
C3: Algebra and functions; trigonometry; exponentials and logarithms; differentiation;
numerical methods.
C4: Algebra and functions; coordinate geometry in the (x, y) plane; sequences and series;
differentiation; integration; vectors.
S1: Mathematical models in probability and statistics; representation and summary of data; probability; correlation and regression; discrete random variables; discrete distributions; the Normal distribution.
Note: C = Core (pure) mathematics, M = Mechanics, S = Statistics.
Business and Enterprise Status
Following our successful bid to become a specialist Business and Enterprise School, mathematics and problem-solving skills will be further embedded within the school. Included in the plans is a cross-curricular day of mathematics, business and enterprise and ICT for Year 9.
Facilities
The campus has been designed to provide the Mathematics Department with a suite of six classrooms.
Teaching and learning in mathematics are enhanced by the use of ICT. Each classroom has a data projector linked to a computer and a visualiser. This enables the class teacher to easily display information from the computer and to demonstrate in detail, for example, how to use a protractor and compass, and to share and discuss pupils’ work.
Enrichment
The department provides a number of activities as part of the school’s Enrichment Programme:
- History of number and mathematics
- Games
- Problem-solving
- Mathematical patterns
- Catch-up Arithmetic
- Gifted and talented maths
Every year, pupils participate in the UK Maths Challenge, which is a problem-solving competition for able mathematicians. This leads to certificates and the possibility of taking part in the European competition or the International Olympiad.
To further develop problem-solving skills, the monthly school newsletter contains problems for all pupils and parents to try and top set pupils have been introduced to the Problem Solving Journal.
Example Problems
An example of a gifted talented and talented activity:
- These additions are all correct, can you explain why?
Some problems from the school newsletter.
- A very fast growing sun-flower grows to a height of 12 feet in 12 weeks by doubling its height every week. If you only want your sun-flower to be 6 feet tall, after how many weeks should you stop it growing?
- Find the smallest possible number that leaves a remainder of 1 when divided by 2, 3, 4 or 6, but which can be divided by 5 exactly.
- Find the smallest possible number that leaves a remainder of 1 when divided by 2, 3, 4, 5 or 6, but which can be divided by 7 exactly.