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Mathematics

Teaching Staff

 

Mr N Lennox, Head of Mathematics
Dr V Woods    Senior Teacher
Dr L O’Kane    Numeracy Coordinator
Mrs E Fullerton    Head of Year
Mrs K Branagh

Miss J Wilkinson

Introduction

All pupils can achieve in Mathematics, with hard work and a willingness to persevere. 

Mathematics is among the most fascinating of all intellectual disciplines, the purest of all art forms, and the most challenging of games.

The study of mathematics is not only exciting, but essential for everyday life and understanding our world. Mathematicians have an opportunity to make a lasting contribution to society by helping to solve problems in such diverse fields as medicine, management, economics, government, computer science, physics, psychology, engineering, and social science. It is therefore fundamentally important to ensure that all pupils have the best possible mathematics education. They need to understand the mathematics they learn so they can be creative in solving problems, as well as being confident and fluent in developing and using the mathematical skills so valued in the world of industry and higher education.

Teaching and Learning Aims

Aims:

·         To implement the school vision of Educating for Life.

·         To set challenging targets with high expectations for all pupils.

·         To offer a variety of approaches to teaching and learning to engage and motivate pupils and demand their active participation.

·         To smooth the transition for pupils between Key Stages and ensure progression in teaching and learning throughout their time at Antrim Grammar Schooll.

·         To ensure all pupils regardless of ability make two level progress between key stages.

·         To explore enrichment opportunities outside the curriculum to enhance pupils’ enjoyment of mathematics.

·         To prepare pupils for the further study of mathematics after their time at Antrim Grammar School.

 
These aims will be achieved through our department vision;

·         To provide and maintain a positive learning environment

·         To foster curiosity and interest in mathematics

 

Key Stage 3 Summary

Mathematics is fundamental to life in the sense that its unique language and forms of notation help us to calculate, estimate and problem-solve. It also informs many of the choices and decisions we make about real-life issues and challenges and the actions that we subsequently take. Through engagement with issues which have current and future relevance to young people, teachers can help pupils to see the relevance of mathematics and financial capability to real life

Year 8

 

Whole nos.

Nos. & Patterns

Parts of a Whole

Probability

Fractions & Decimals

Decimals

Metric & Imp

Formulas

Equations

Geometry

Symmetry

Triangles & Quads

Area

Parallel Lines

Solids

Coordinates & Straight Line

Statistics


Year 9

 

Number

– x ÷ fractions

Area of triangles/parallelograms

Circles

Polygons

Formulas

Ratio

fractions & percentages

Scatter graphs

Volume

reflection/rotation/ translation

enlargement

Algebra

Equations

Pythagoras

Travel graphs

Straight line graphs.

 


Year 10

 

Working with Numbers

Percentages

Areas and Volumes

Using Maths Project(s)

Algebraic Products

Algebraic Factors

Ratio and Proportion

Organising and summarising data

Inequalities

Probability

Easy Winnings

Simultaneous Equations

Formulae

Solving Quadratic Equations

Tangent of Angle

Sine and Cosine of Angle

Similar figures

 

 

GCSE mathematics

 

The course aims to encourage students to develop knowledge, skills and understanding of mathematical methods and concepts, as well as, use problem-solving strategies.  They have to select and apply mathematical techniques to everyday and real-world situations.  There is no Controlled Assessment required for this course.

Content

Assessment

Weighting

2 hour paper with calculator

T3 or T4

45%

2 hour or 2½ hour paper split into non-calculator and calculator parts

T5 or T6

55%

The subject content can be found here  http://www.ccea.org.uk/mathematics/

GCSE Further Mathematics

This GCSE Further Mathematics specification replaces our Additional Mathematics specification and retains much of the same content. First teaching is from September 2013, and we will make the first awards in summer 2014.

Further Mathematics involves studying mathematics at a level beyond GCSE Higher Tier. It can act as a stepping stone that gives students a sound basis for studying GCE Mathematics, introducing some of the mechanics and statistics topics that appear at AS/A2 level.

Further Mathematics can also help students progress to other studies that require mathematical knowledge and skills, for example higher level science, geography, technology or business.

Content

Assessment

Weighting

2 hour paper with calculator

T3 or T4

45%

2 hour or 2½ hour paper split into non-calculator and calculator parts

T5 or T6

55%

A Level Mathematics

 

Students are required to study 3 modules for AS level and 6 in total for A2. All Units carry EQUAL weighting of 33 1/3  % of AS and 16 2/3 % of A-Level

Year 13

Unit

Title

Mode of Assessment

C1

AS Core Mathematics 1

Examination 1 hour 30 minutes

No Calculator

C2

AS Core Mathematics 2

Examination 1 hour 30 minutes

M1

AS Mechanics 1

Examination 1 hour 30 minutes

Year 14

Unit

Title

Mode of Assessment

C3

A2 Core Mathematics 3

Examination 1 hour 30 minutes

C4

A2 Core Mathematics 4

Examination 1 hour 30 minutes

S1

AS Statistics 1

Examination 1 hour 30 minutes

 

 

Career Opportunities

Mathematics opens the door to numerous satisfying career prospects. It is considered essential for many key areas such as medicine, science, technology and engineering, and the advances in these fields on which our economic future depends.

http://www.ocr.org.uk/qualifications/by-subject

http://weusemath.org/?page_id=800

http://startingwright.cs.wright.edu/Teacher/ingut/21-seriously-cool-careers.pdf

http://www.dreambox.com/blog/7-dream-jobs-that-require-math