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Maths at Key Stage 3:
Students follow the National Numeracy Strategy. It is based on a yearly teaching programme which includes a half termly assessment and review.

A typical lesson includes a mental and oral starter whose aim is to develop and encourage an enthusiastic and responsive environment in the whole classroom in order to develop and sharpen mathematical skills. Leading on from this the main part of the lesson is designed to meet the requirements of the National Curriculum: covering knowledge, skills and understanding across the four attainment targets – using and applying, number and algebra, shape, space and measures and handling data. Work set is differentiated to cater for individual students needs and can include whole class, small group and individual work. The work involves the use of all forms of mathematical equipment including calculators and computers. The plenary, at the end of the lesson, summarises key facts, ideas and vocabulary and stresses what needs to be remembered. It is also used to make links to other work and to set work to do at home. All lessons aim to engage and motivate students and demand their active participation. Targets are set and there are high expectations of what individuals can achieve.

Maths at Key Stage 4:
Students learn their mathematics through a scheme which involves working as a class, independently and in groups. They follow the Edexcel's modular GCSE course, which covers a wide range of basic mathematical knowledge and skills, grouped into four areas:

• Number and Algebra

• Shape, Space and Measure

• Data Handling

• Using and Applying Maths

Students will have to sit two module tests during their course each worth 15% of their total marks and one at the end of their course worth 50% of the total marks. All students will be required to produce a minimum of one coursework task demonstrating their ability to 'Use and Apply Mathematics' and one piece of coursework that demonstrates their ability to 'Handle and Compare Data' The coursework aims to develop understanding and enjoyment of mathematics and will carry a total of 20% of the final GSCE mark. It requires a mature, self-disciplined approach to study and organisation. 

Importance is given to the application of problem solving and investigative methods rather than the repetition of arithmetic rules. The work involves the use of all forms of mathematical equipment including calculators and computers. Homework is a vital aspect of the course. There are two tiers of entry: Foundation and Higher.

Staffing:
Parmbir Dhillon - Head of Department
Jamal Ahmed
Roger Barrett
Syeda Begum
Herman Crause
Tracy Mabaya
Paul McGarr
Mark Sokhal
Adrian Swain
Denis Swaine

Further Detail:
Year 8 Scheme of Work
Year 9 Scheme of Work
Year 10 & 11 Scheme of Work

Mathematics Weblinks