Mathematics Department

For an overview of the pathways through the curriculum, please see our information page here.

Welcome to the

Maths Department

Our Vision

Real Mathematics involves problem solving, creating ideas and representations, exploring puzzles, discussing methods and the different ways of working.
As a department we aim to produce individuals who have these skills in abundance and the ability to apply them to all situations in life.
Mathematics is the universal language that transcends all boundaries and we aim to make our students fluent.

Latest News

Curriculum

Students across all year groups have eight hours of mathematics lessons per fortnight. Students are grouped by attainment into four classes on each side of the year group, except in year 11 when an extra group is created to give students more support in preparation for their G.C.S.E exams. Students who sit the higher tier paper in year 11 also have the opportunity to study statistics in Year 11, allowing them to achieve an extra G.C.S.E.

Years 7 & 8 (KS3)
Years 9 – 11 (KS4)

There will be the opportunity for some pupils to also gain a GCSE qualification in Statistics and Further Maths. Click below for more information:
Additional GCSEs

Exam Board

For GCSE Mathematics, we use OCR as the exam board for higher tier and Edexcel for foundation tier. Links to both exam boards’ specifications can be found below:
OCR Mathematics (9-1) – J560
Edexcel GCSE Mathematics (9-1)

Further information

What can I do to support my child in this subject?
Revision and other useful links

Equipment

Students are expected to supply the following equipment for every one of their Maths lessons:

  • Pens
  • Pencils
  • Rubber
  • Ruler
  • Compass
  • Protractor
  • Scientific Calculator

We recommend as a department that pupils have a Casio Scientific calculator which can be purchased from the school bank for £5.50 (RRP £11.99).
An image of the calculator is shown below:

Assessment

Students in Year’s 7 and 8 will complete check out tests after every unit of work and they will be formally assessed using assessments developed in school, this will happen every half term. The assessments will be taken in school during maths lessons and students will be provided with a detailed breakdown of their attainment level, progress over time, strengths and areas for development. Tests are across 3 tiers and as such you will do the test that best suits your ability.

Students should ensure that they have discussed which tier test is most appropriate for them with their teacher beforehand. Results will be given in the form of AOB based on students end of year 11 target grades.

At the end of each year students will sit a terminal exam to judge progress throughout the year.

Students in Year 9, 10 and 11 will be formally assessed using past maths GCSE papers, this will happen every half term. The assessments will be taken in school during maths lessons and students will be provided with a detailed breakdown of their attainment level, progress over time, strengths and areas for development. Tests are across 2 tiers and as such you will do the test that best suits your ability.

Students should ensure that they have discussed which tier test is most appropriate for them with their teacher beforehand. Results will be given in the form of a 1-9 GCSE grade as well as an AOB based on students end of year 11 target grades.

At the end of year 9 and 10 students will sit a terminal exam, consisting of one non-calculator and two calculator papers. This will help students prepare for their GCSE exam and help to judge progress throughout the year.

Quality Teaching and Learning Entitlement

In order to ensure the highest quality mathematics education for every student, the ALNS maths department have developed a curriculum and assessment model that ensure students find lessons challenging and exciting.

To attain this vision:

  • Students develop an understanding of the importance of mathematics in everyday life.
  • Students will be able to solve problems by selecting and applying their mathematics to a range of problems. They will be able to break them down into smaller steps and persevere when seeking solutions.
  • Teachers encourage the development of problem solving and reasoning skills through the use of mathematical models and multiple representations (e.g., numerical, visual, graphical, algebraic, and verbal).
  • Students develop their conceptual understanding and the ability to recall facts and apply that knowledge rapidly and accurately.
  • Students are encouraged to express ideas fluently and talk about the subject using mathematical language.
  • Students are provided the opportunity to demonstrate and apply skills, knowledge, and understanding in a variety of formats.
  • Teachers select and implement mathematical tasks to engage students’ interest and intellect.
  • Teachers continuously evaluate and revise curriculum to ensure mathematical ideas are connected.
  • Teachers continuously create and implement assessments to monitor student learning and progress towards explicit learning targets.
  • Teachers make appropriate decisions about the use of technology to enhance instruction and learning of mathematical concepts and proficiencies.