Course Overview
The Light Hall School Mathematics Department has made great strides over the last few years. Achieving Specialist College
Status in Maths and Computing has spurred us on in supporting and developing the teaching of Mathematics in the School.
The Maths team currently consists of the Head and Deputy Head of Department and five full-time and one part-time qualified Maths teachers. The staff is experienced and work together closely. There is a strong sense of identity within the department which was described in the last OFSTED as an ‘effective team proud of what they do’.
Maths is taught in well appointed classrooms following the department move to the first floor of Light Hall’s magnificent new building in October 2008. Now, each member of staff has their own room equipped with a laptop computer, video projector and an interactive whiteboard. The department also has access to their own set of 30 new laptop computers for student use.
The Maths area is bright, bustling and cheerful. Pupils have a very positive attitude towards both the subject and the new setting which leads to their achieving excellent results.
For KS3 (Years 7 to 9), children in each year group are divided into two parallel bands and are usually placed in sets, one to five, according to ability. In 2008 88% of pupils achieved level 5 or better in KS3 SATs and 67% of pupils achieved grade C or better at GCSE.
The Edexcel exam board is used for GCSE with the pupils following the Modular course, taking either the Foundation or the higher level. Since 2004 GCSE Statistics has been offered as an option at KS4 (Years 10 and 11) and in 2008 94% of students achieved
grade C or better at GCSE. From 2008 Additional Maths has also been available as an option.
FAQs
What are the aims of the course?
To develop an ability to think clearly and logically; to approach problems with confidence; to decide what is correct, suspicious or wrong; to be able to develop a coherent argument; and above all enjoy the patterns and elegance of mathematics.
What topics will I study?
Number & Algebra, Shape & Space, Handling Data and the application of mathematics.
What skills will I develop?
You will develop independent thinking, logic and problem solving, computational and organisational skills, all of which help to meet the demands of other subjects and of society.
What examination will I take?
EDEXCEL Modular G.C.S.E. Mathematics (Foundation or Higher Tier)
What is involved with the examination?
The Mathematics GCSE is now wholly assessed through examinations, coursework no longer being required. The Modular approach means that pupils will not only be examined throughout the course, and thus be able to gauge their progress, but can also resit any examination they feel they could improve on.
The Modules are:-
- Unit 1 – Handling data (20%)
- Unit 2 – Algebra, Number, Shape & Space (30%)
- Unit 3 – Algebra, Number, Shape & Space (50%)
What independent study will I have to undertake?
The essence of learning mathematics is – a little and often always building and developing current skills. At least two amounts of homework per week will be set.
What career opportunities could the course help to give me?
A qualification in mathematics is regarded as a basic necessity for any educated person. In addition, increasingly mathematics or a module on Handling Data is seen to be an excellent subject to complement many further education courses like geography, psychology, geology, business studies, languages, and computer studies to name just a few, as well as the traditional science subjects. This will open up opportunities for careers in such areas as engineering, computing, medical research, meteorology, teaching and accountancy. A qualification in mathematics will increase your career choice.
Key Stage 3
Year 7 Overview
Outline of course content:
Simplify fractions by cancelling all common factors; identify equivalent fractions.
Recognise the equivalence of percentages, fractions and decimals.
Extend mental methods of calculation to include decimals, fractions and percentages.
Multiply and divide three-digit by two-digit whole numbers; extend to multiplying and dividing decimals with one or two places by single-digit whole numbers.
Break a complex calculation into simpler steps, choosing and using appropriate and efficient operations and methods.
Check a result by considering whether it is of the right order of magnitude.
Use letter symbols to represent unknown numbers or variables.
Know and use the order of operations and understand that algebraic operations follow the same conventions and order as arithmetic operations.
Plot the graphs of simple linear functions.
Identify parallel and perpendicular lines; know the sum of angles at a point, on a straight line and in a triangle.
Convert one metric unit to another (e.g. grams to kilograms); read and interpret scales on a range of measuring instruments.
Compare two simple distributions using the range and one of the mode, median or mean.
Understand and use the probability scale from 0 to 1; find and justify probabilities based on equally likely outcomes in simple contexts.
Solve word problems and investigate in a range of contexts, explaining and justifying methods and conclusions.
Assessment:
Assessment is an ongoing process which includes half-term assessment and end of year examination.
Year 8 Overview
Outline of course content:
Add, subtract, multiply and divide integers.
Use the equivalence of fractions, decimals and percentages to compare proportions; calculate percentages and find the outcome of a given percentage increase or decrease.
Divide a quantity into two or more parts in a given ratio; use the unitary method to solve simple word problems involving ratio and direct proportion.
Use standard column procedures for multiplication and division of integers and decimals, including by decimals such as 0.6 or 0.06; understand where to position the decimal point by considering equivalent calculations.
Simplify or transform linear expressions by collecting like terms; multiply a single term over a bracket.
Substitute integers into simple formulae.
Plot the graphs of linear functions, where y is given explicitly in terms of x; recognise that equations of the form y = mx + c correspond to straight-line graphs.
Identify alternate and corresponding angles; understand a proof that the sum of the angles of a triangle is 180° and of a quadrilateral is 360°.
Enlarge 2-D shapes, given a centre of enlargement and a positive whole-number scale factor.
Use straight edge and compasses to do standard constructions.
Deduce and use formulae for the area of a triangle and parallelogram, and the volume of a cuboid; calculate volumes and surface areas of cuboids.
Construct, on paper and using ICT, a range of graphs and charts; identify which are most useful in the context of a problem.
Find and record all possible mutually exclusive outcomes for single events and two successive events in a systematic way.
Identify the necessary information to solve a problem; represent problems and interpret solutions in algebraic, geometric or graphical form.
Use logical argument to establish the truth of a statement.
Assessment:
Assessment is an ongoing process which includes half-term assessment and end of year examination.
Year 9 overview
Outline of course content:
Add, subtract, multiply and divide fractions.
Use proportional reasoning to solve a problem, choosing the correct numbers to take as 100%, or as a whole.
Make and justify estimates and approximations of calculations.
Construct and solve linear equations with integer coefficients, using an appropriate method.
Generate terms of a sequence using term-to-term and position-to-term definitions of the sequence, on paper and using ICT; write an expression to describe the nth term of an arithmetic sequence.
Given values for m and c, find the gradient of lines given by equations of the form y = mx + c.
Construct functions arising from real-life problems and plot their corresponding graphs; interpret graphs arising from real situations.
Solve geometrical problems using properties of angles, of parallel and intersecting lines, and of triangles and other polygons.
Know that translations, rotations and reflections preserve length and angle and map objects on to congruent images.
Know and use the formulae for the circumference and area of a circle.
Design a survey or experiment to capture the necessary data from one or more sources; determine the sample size and degree of accuracy needed; design, trial and if necessary refine data collection sheets.
Communicate interpretations and results of a statistical enquiry using selected tables, graphs and diagrams in support.
Know that the sum of probabilities of all mutually exclusive outcomes is 1 and use this when solving problems.
Solve substantial problems by breaking them into simpler tasks, using a range of efficient techniques, methods and resources, including ICT; give solutions to an appropriate degree of accuracy.
Present a concise, reasoned argument, using symbols, diagrams, graphs and related explanatory text.
Assessment:
Assessment is an ongoing process which includes half-termly assessment and end of year examination. In May they take their Key Stage 3 SATS.
GCSE - Outline of course content:
The specification requires candidates to demonstrate their knowledge understanding and skills in the following.
AO1 Using and applying mathematics
Problem solving
Communicating
Reasoning
AO2 Number and algebra
Numbers and the number system
Calculations
Solving numerical problems
Equations, formulae and identities
Sequences, functions and graphs
AO3 Shape, space and measures
Geometrical reasoning
Transformation and coordinates
Measures and construction
AO4 Handling data
Specifying the problem and planning
Collecting data
Processing and representing data
Interpreting and discussing results
Assessment objective AO1, ‘Using and applying mathematics.
Assessment is an ongoing process which includes half termly assessment and an end of year examination. GCSE coursework is completed during the Summer Term.
Additional Mathematics
What are the aims of the course?
All pupils will be taking GCSE Mathematics at KS4. This year we are offering those pupils interested in studying Mathematics at a higher level the opportunity to take a qualification which will give them experience of ‘A’ level type work.
What topics will I study?
In addition to the basic work for GCSE, pupils will study such topics as Integration & Differentiation, Binomial expansion, Polynomials and Kinematics
What skills will I develop?
You will gain a sound basic knowledge of the work that is studied at ‘A’ level, and improve your overall Mathematical skills..
What examination will I take?
OCR Additional Mathematics Examination
What is involved with the examination?
This will be assessed in a single paper 2 hour examination at the end of year 11. No coursework is required.
Who is this course suitable for?
We will be talking to the top sets in year 9 about this course, and will suggest to students who might benefit from it. Students need to have the ability AND the interest if they are to follow this course successfully. If you have any doubts please talk to your maths teacher or Mr. Rogers
What independent study will I have to undertake?
When studying at this level, practising the skills learnt is vital. There will be homework set, but it is hoped that pupils will want to pursue the study of a concept until it is fully understood.
What career opportunities could the course help to give me?
It is presumed that any student opting for this course will want to study Mathematics at AS and/or A level on leaving Light Hall. It is important to remember that an A level qualification in Mathematics is looked on very favourable when making application to University courses, and does not commit the student to taking Maths. For example Medicine and Law are two careers that accept it as a suitable entrance examination for their courses. Following this course will also increase the students understanding of Mathematics, supporting their GCSE studies, and provide a useful qualification in its own right.
The Mathematics Staff:
Mr. M.A. Rogers
Head of Mathematics
Mrs. J. Slade
Mrs L. Cartwright
Mrs. M. Wilkes
Mr. D. Smallman
Mr. R. Hall
Mrs R. Balderson
Mr. A. Benton
Light Hall School 2010.
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