Mathematics

Throughout Year 9, students have five lessons a week of core maths, covering all topics in algebra, number, data, shape, space and measure. Students are continually assessed in each area and work towards an end of year assessment.

During their lessons, a focus on using and applying mathematical skills and developing problem solving.

These engaging lessons will allow students to develop essential skills using maths in real life contexts not only in preparation for the GCSE course but also for use outside the classroom in everyday life.

During year 10 the foundation skills for the GCSE qualification are taught. The depth of understanding depends on the needs of each individual pupil. GCSE mathematics is split into 6 units: number; algebra; geometry and measures; ratio, proportion and rates of change; probability and statistics all of which have an importance in mathematics.

Students will study mathematics for 5 lessons during a week in a classroom environment and are expected to study outside of class to ensure that they achieve the best possible grade. The course will be internally assessed by examinations taking place at the end of Year 10 and this will prepare them for their final assessment sat the end of Year 11: Depending on students’ ability they will either take the foundation or higher tier.

Homework for the course is given in different ways, through online platforms and exam board resources, and it is the students’ responsibility to ensure that this is completed on a weekly basis. We increase the number of classes in year 11 so that focussed teaching with smaller groups can occur.

During the 2 years studying A-Level there are 3 papers to complete that are all sat in year 13. In year 12, Core mathematics needs to be completed for the AS qualification and in year 13 these are extended for the A-level. The third paper focusses on statistics and mechanics.

Students also can take Further Mathematics as an extra qualification, which Universities value for mathematics related degrees. This course is for able mathematicians that would like to study mathematics beyond A-levels.

Students can compete in the UKMT maths challenges that take place nationally against other schools. They will gain a gold, silver or bronze medal if they are successful. Over 100,000 students nationally take part each year and we have students that have achieved these medals in our school.

We work closely with local universities and often take trips there to see enrichment activities.

Through various projects, mini investigations and activities built into lessons, SMSC, (Spiritual, Moral, Social and Cultural) is being delivered in high quality lessons.

All maths lessons have team seating, developing the social aspect of SMSC.

Projects outside of a classroom consist of:

• A year 10 maths challenge at Birmingham University where students were involved in a quiz competing against students from other school and backgrounds.
• Sixth form students going to Warwick University where they were challenged to explore Fibonacci sequence and spirituality.

Spiritual Development in Mathematics

Developing deep thinking and questioning the way in which the world works promotes the spiritual growth of students. In Maths lessons students are always encouraged to delve deeper into their understanding of Mathematics and how it relates to the world around them. The skills of analysing data are taught from Year 9 to Year 11 to enable students to make sense of vast amounts of data available in the modern world around them. Sixth Form students can extend this knowledge through the study of Statistics. Sequences, patterns, measures and ultimately the entire study of Mathematics was created to make more sense of the world around us and we enable each of our students to use Maths as a tool to explore it more fully.

EXAMPLES OF SPIRITUAL LESSONS IN MATHS:

1. Students considering the development of pattern in different cultures including work on tessellations such as using Rangoli designs or the use of religious symbols for symmetry
2. Fibonacci pattern

Moral Development in Mathematics

The moral development of students is an important thread running through the entire mathematics syllabus. In Year 9 students spend an hour a week on various projects when students to use Maths in real life contexts, applying and exploring the skills required to solve various problems. Projects include designing an emergency shelter to protect people who have lost their homes due to natural disasters and applying their data analysis skills in a real-life context during projects focussing on the conservation of the rainforest and saving baby kangaroos.

EXAMPLES OF MORAL LESSONS IN MATHS:

1. Students conducting an opinion survey on a moral issue
2. Students to have an awareness of sexist, stereotypical bias in materials – for worksheets to include female builders, male secretaries etc.
3. Coordinates ‘Bomb or not to Bomb’
4. Why learn Algebra?
5. Population density – using the law in China for the number of children a family are allowed

Social Development in Mathematics

Problem solving skills and teamwork are fundamental to Mathematics, through creative thinking, discussion, explaining and presenting ideas. Students are always encouraged to develop their Mathematical reasoning skills, communicating with others and explaining concepts to each other. Self and peer reviewing are very important to enable students to have an accurate grasp of where they are and how they need to improve. Working together in pairs or groups and supporting others is a key part of Maths lessons.

EXAMPLES OF SOCIAL LESSONS IN MATHS:

1. Allowing discussion and debate on the use and abuse of statistics in the media
2. Students learning how mathematics is used to communicate climate change
3. Rowing Challenge
4. Revision day
5. Math’s department all in team seating
6. Math’s challenge at Birmingham university
7. Investigation when teaching questionnaires
8. Collaborative real-life learning through Maths projects in Year 9 and 10 – Smarties project, Olympics, Wimbledon project, holidays project etc.

Cultural Development in Mathematics

Mathematics is a universal language with a myriad of cultural inputs throughout the ages. At Arrow Vale we encourage the teaching of various approaches to Mathematics including the Chinese lattice method for multiplication. We also explore the Mathematics applied in different cultures such as Rangoli patterns, symmetry, tessellations and Islamic geometric patterns. The ability to use exchange rates for foreign travel are also important life skills students will learn.

Examples of Cultural lessons in maths:

1. Students investigating different number sequences and where they occur in the real world
2. Allowing discussion on the cultural and historical roots of mathematics, such Pythagoras’ theorem
3. Students discussing the use of mathematics in cultural symbols and patterns
4. Mathematics is a universal language
5. Use of the Chinese lattice method when teaching multiplication
6. Students to have the ability to use exchange rates for foreign travel