As a department we have a very proud record of success at GCSE and A level, as well as in the various National Mathematics competitions. It is important to note that although our results are very good, they do not tell the whole story of what the department offers.

 

 

We aim to encourage all our pupils to develop:

 

1     a positive attitude to mathematics, including self-confidence, enjoyment and perseverance;

 

2     an appreciation of the historical and cultural importance of mathematics;

 

3     an appreciation that mathematics is a continually changing subject with new branches being developed at an ever increasing rate;

 

4     an ability to understand mathematical ideas and to communicate them in a variety of different ways;

 

5     an ability to think mathematically - precisely, logically and creatively;

 

6     a willingness and ability to work both independently and within a group;

 

7     an appreciation of the interdependence of different branches of mathematics;

 

8     an awareness of the use of mathematics in other disciplines:  for example, science, engineering, geography and economics;

 

9     the knowledge, skills and understanding needed to apply a range of mathematical concepts to situations which may arise both inside school and the world beyond;

 

10   the skill to investigate mathematical ideas, and to test and prove their own hypotheses;

 

11   a firm foundation for further study of mathematics, or other subjects requiring a mathematical foundation;

 

12   an ability to use ICT, where appropriate, in their study of mathematics.

 

 

In Year 7 students are taught in forms but from Year 8 upwards students are set according to ability, with all sets following the same course, though lower sets benefit from a slightly slower pace of working.  All year groups have homework set twice a week and tests set every half-term to assess progress.  Coursework (extended investigational tasks) and ICT tasks are integrated into each year’s programme.  At the end of each year an exam and non-calculator paper are set to measure overall progress.

 

Throughout Years 7 and 8 a small group of students who are identified as having difficulties with mathematics join Buddy Scheme.  This is a weekly session where help is given on a one to one basis by Sixth Formers.  Students receiving this help find it very beneficial in helping them to make better progress.

 

 

Maths Club for Years 7, 8 and 9 meets once a week. Games, model making and puzzles are examples of the activities undertaken.

 

In Year 8 all students sit the Junior Mathematical Challenge, an exercise in problem solving.  Each year around 30 of our students gain Gold Certificates and the best 4 or 5 of these proceed into the next round of the competition, the Junior Mathematical Olympiad, which consists of more challenging problems.  We have a good record of medal winners in the JMO.

 

Year 7 and 8 also can have a go at a puzzle sheet set for them each half-term, with prizes available for the best solutions.  This is an extension of our already popular series of problems for older students in the school. (Some examples of the problems set appear below.)

 

 

1.       “Small Brian”, Big Ben’s younger brother, was correct at 12 midnight but gains 51 minutes every hour.  You look at the clock and see that it now shows 9.15am.

 

      If “Small Brian” stopped 2 hours ago, what is the correct time now?

(Year 7 and 8)

 

 

2.       A Normal duck has 2 legs.

      A lame duck has 1 leg.

      A sitting duck has no legs.

      Ninety-nine ducks have a total of 100 legs.

 

      Given that there are half as many sitting ducks as normal ducks and lame       ducks put together, find how many lame ducks there are out of the ninety-nine ducks.

(Year 7 and 8)

 

3.       What is the probability that the first day of any century is a Wednesday?

      (The 1^st January 2000 was a Saturday).

 

 

4.       Prove that is always divisible by 2304 for all integers .

 

 

 

 

 

 

 

 

Our results in mathematics at GCSE last year were as follows:

 

A* 50

A   46

B   23

C    2

 

We have six sets in Years 10 and 11, with lower numbers of students in the lowers sets so that they can be given more help in class.

 

During Year 10 all students sit the Intermediate Mathematics Challenge and again many gain Gold Certificates with the best 4 or 5 proceeding to the International Intermediate Mathematics Challenge and then possible invitation to a summer school for able mathematicians in Birmingham.

 

 

 

 

The majority of our GCSE students progress into the Sixth Form to study AS/A level Mathematics. We also have a number of enthusiastic students who decide to study Further Mathematics either at AS level or at full A2 level.

 

Most of our students have an impressive record of success and progress on to a wide variety of courses at university, again illustrating how useful an advanced grounding in mathematics is in many careers.

 

We also offer a twice weekly drop-in workshop for sixth formers to come along and discuss any problems they may be having with any part of their mathematical studies and to receive individual help from a member of staff.

 

In the Sixth Form, our students have, following on from the junior competitions, the opportunity to enter the Senior Maths Challenge. Our best candidates proceed to the two rounds of the British Mathematical Olympiad with the chance of being invited to train for the UK Olympiad Team as the ultimate reward. We also encourage our students to tackle the Student Problems in the Maths Spectrum and the Maths Gazette magazines and an internal problem sheet is produced about four times a year with prizes for the best entries.

 

Last Year 49 pupils took A Level Mathematics, 35 gained an A grade and 9 a B grade.

 

Last year 12  pupils completed the Further Maths course, 11 gained an A grade at A Level with 9 gaining an A at Further Maths.

 

We hope that you have found the above information useful.