Within these pages, you will find lots of information about the subject and how the department operates. If you have any queries regarding Mathematics, please do not hesitate to get in touch with me.
Andrew Orton, Director of Mathematics
Mr Orton – Director of Mathematics
Miss C Miller – Second in Department
Maths is an inspiring and thought-provoking subject and the Maths department at St John Henry Newman School are dedicated to encouraging our pupils to engage in lessons and become excellent mathematicians.
Pupils should come fully prepared for lessons and should always have a pen, pencil, ruler, a protractor, compass and calculator. All of the above can be purchased from the Maths department.
Throughout the year, there will be an opportunity to come along to revision sessions in preparation for any exams. There will also be an opportunity to take part in a maths challenge.
In KS3 we follow the White Rose Mastery Learning Scheme of work. The yearly framework and ‘small steps’ progression, guide students through the processes and skills needed to be succesful in Mathematics. The scheme is widely used in primary schools throughout the area and the style will be familiar to many students. Half termly assesments allow staff and pupils to see how they are progressing. The scheme focusses on promoting an in depth understanding of the processes needed to solve problems, using the maths they meet in class, and promotes a mastery of the subject.
During Year 7, pupils build upon their numeracy work from primary school, developing mental calculation skills and written methods to solve number problems. We introduce algebra skills, study number topics in more depth and explore a range of shapes, learning about their properties. Pupils learn more advanced ways to collect, display and analyse data. Teaching groups are organised by ability and pupils are regularly assessed to monitor progress.
During Year 8, pupils cover a wide range of topics in maths and learn to solve an increasing variety of problems. Pupils continue to practise their mental calculation skills, developing written methods and algebra skills to study number topics in more depth. We explore a range of shapes in both 2- and 3-dimensions, learning about their properties. Pupils learn more advanced ways to collect, display and analyse data and interpret their results. Teaching groups are organised by ability and pupils are regularly assessed to monitor progress.
In Year 9, pupils continue to study a broad range of mathematical topics, building on the knowledge gained in previous years. Number skills are consolidated and extended through the use of algebra. Geometrical concepts are explored involving a range of shapes and their
properties. In data handling topics, we look at more sophisticated ways to analyse and interpret statistics.
Teaching groups are organised by ability and each pupil’s progress across Key Stage 3 is monitored and regularly assessed throughout the year. In the summer term, the pupils are given one final assessment to complete the Key Stage and then pupils begin work on the first unit of the GCSE course.
Following the new Maths curriculum, we are now following the new Essential Maths GCSE textbooks in addition to current textbooks and resources. We now complete 3 external examinations at the end of Year 11, which all contain a full range of number, proportion, algebra, shape, probability and statistics. Each examination is worth 33.3% of the final grade. Paper 1 is non-calculator, both Papers 2 and 3 are calculator. There is no longer any formulae given to pupils in the exam booklets; they must learn these prior to the exams.
Students are expected to build on their KS3 knowledge with a focus on applications of Mathematics and Problem Solving.
The new papers are tiered and graded in a different way to the old GCSE. A*-G grades no longer exist and are replaced with a number system of 9-1. 9 being the highest, representing the top half of A* grades. Previously there was very little overlap between the Higher and Foundation papers (grades E/D/C). Now, there is more overlap, with pupils able to achieve the equivalent of a grade B (now approximately a 5) on the Foundation tier. This however comes with the added expectation of Foundation pupils. Higher tier pupils are also challenged further, and could be expected to answer questions with new material which is brought down from the old A-level Maths course.
Students who choose to continue with Maths after GCSE will take final A-Level examinations in the course at the end of the two-year course (summer of year 13). In order to be accepted onto the course, students are required to have a grade 6 or above at Higher GCSE. We use a mixture of materials to support the Edexcel specification.
A cohesive mixture of ‘core’ Maths topics (algebra and geometry based) are studied alongside the prescribed Mechanics and Statistics (both of which will now be taught in both years at KS5).
A further advanced selection of Core Maths topics will be studied alongside the higher level Mechanics and Statistics, which are both now compulsory aspects of the course.
*Examinations will be taken at the end of the two-year course. This will consist of three 2-hour examinations of equal weight. Paper 1 is on core topics, Paper 2 on Mechanics and Paper 3 on Statistics.
**There is also the option to study A-level Further Mathematics for years 12 and 13. 40% of the modules are prescribed but the rest are chosen tailored to the pupil and include options in Pure Maths, Statistics, Mechanics and Decision.