Mathematics
As a department, we fully believe in the statements described in the UK National Curriculum and the Middle Years Programme and the Diploma Programme of the IB.
It is our mission to ensure all students have opportunities to become fluent in mathematical skills and techniques such that they are able to consider the world around them in a confident, quantitative respect. They will be able to see relationships and be equipped with the tools to describe and calculate within their world. They will be challenged to think deeply and to use mathematics to lead richer lives. Real-world examples are used as hooks. Abstract ideas are introduced as soon as the student is ready.
Excerpt from the Mathematics MYP Subject Guide: The study of mathematics is a fundamental part of a balanced education. It promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. Mathematics can help make sense of the world and allows phenomena to be described in precise terms. It promotes careful analysis and the search for patterns and relationships, skills necessary for success both inside and outside the classroom. Mathematics, then, should be accessible to, and studied by, all students.
The Mathematics department supports the school's ethos of developing inspiring, knowledgeable, enquiring and caring global citizens through academic excellence within our broad & balanced curriculum by promoting our core values:
Inspiring
We seek and evaluate a range of points of view, and we are willing to grow from the experience. We thoughtfully consider the world and our own ideas and experience. We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Knowledgeable
We develop and use conceptual understanding, building on students prior knowledge. We engage with issues and ideas that have local and global significance, wherever possible.
Enquiring and caring global citizens
We nurture our curiosity, developing skills for inquiry and research.
Excellence in education
With the ten learner profiles always in mind, we strive to deliver an excellent education at all times.
Students are given opportunities to be Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-Minded, Caring, Risk-Takers, Balanced, and Reflective.
Lifelong Learning
We learn with enthusiasm and sustain our love of learning throughout life.
Concept-Based Student-led Inquiry
FORM, LOGIC and RELATIONSHIPS serve as the three big themes in mathematics which facilitate connection between topics. They also serve as links across other subject groups. We nurture our curiosity, developing skills for inquiry and research. Numerical and abstract reasoning, Thinking with models, Spatial reasoning, Reasoning with data are the main strands (and link closely to the subject content headings of the National Curriculum.)
Approaches to Learning
We promote learning through COMMUNICATION, SELF-MANAGEMENT, RESEARCH and THINKING throughout Key Stage 3 as part of our Middle Year’s Programme. Students are required to express their ideas by investigating patterns and making connections with the real-world and are assessed on these strands.
Approaches to Teaching
Our teaching is inquiry-based, concept-driven, contextualized, collaborative, differentiated and informed by assessment. We meet regularly as part of our Monday Meeting Schedule, but also for reviewing and planning units of work at Key Stage 3 and 5.
Interdisciplinary Connection
The study of mathematics is key to fluency and analysis in both physical and human sciences. We have worked with other faculty areas on enrichment activities such as the national census of 2021 with the Geography department (considering demographical issues) and bridge construction with the Science department. We will be moving back to teaching STEM in dedicated lessons from September 2022.
Literacy
We encourage students to use appropriate mathematical language (notation, symbols and terminology) in both oral and written statements whilst commenting on the limitations and degree of accuracy of a solution.
Numeracy
Emphasis is placed on students ability to use technology, but also for students to develop strong numeracy skills.
MYP Units are created with connections to the real-world in mind. As such, lessons focus on cultural As such, lessons focus on cultural We include Global Contexts such as identities and relationships, orientations in space and time, personal and cultural expression, scientific and technical innovation, globalisation and sustainability and fairness and development. Wherever relevant, we will discuss and promote international and domestic, cultural considerations.
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Year 7 |
Year 8 |
Year 9 |
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Unit 1 Title |
Statistics: Who am I? |
Probability Bingo |
Statistics Project |
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Key Concept Communication Global Context Identities and relationships Statement of Inquiry Use statistics to communicate mathematical relationships. ATL Focus Communication Skills Content Focus · Simple discrete data and classifications · Data visualizations and infographics · Data collections and generation (including surveys) · Graphical representations (including pie charts, bar charts, stem and leaf plots and pictograms) · Data processing: measure of central tendency (mean, mode and median) for discrete and grouped data · Measures of dispersion: range · Limitations and context in statistical enquiry |
Key Concept Communication Global Context Fairness and development Statement of Inquiry Investigate whether there is a fair and logical way to predict future events and justify it in a mathematical way. ATL Focus Communication, Thinking and Transfer skills, Research skills Content Focus · Qualitative handling of probability · Probability of simple events Sample spaces · Probability scale, including significance of number · Theoretical probability and experimental probability · Probability with Venn diagrams, tree diagrams and sample spaces · Mutually exclusive events · Combined events |
Key Concept Communication Global Context Fairness and development Statement of Inquiry Analysis of data to discover relationships that can be justified with fair mathematical concepts to develop understanding of a particular area. ATL Focus Communication, Thinking and Transfer skills, Research skills Content Focus · Simple discrete data and classifications · Data processing: measure of central tendency (mean, mode and median) for discrete and grouped data · Measures of dispersion: range · Measures of dispersion: interquartile range · Graphical representations (including: bivariate graphs, scatter graphs, box plots, cumulative frequency graphs) · Lines of best fit |
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Unit 2 Title - |
Stained Glass Windows |
Aunt Dot’s Garden |
Transformations and St Paul’s Cathedral |
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Key Concept Form Global Context Orientation in time and space Statement of Inquiry
ATL Focus
Content Focus · Metric conversions · Perimeter (circumference), area and volume · Angles and construction |
Key Concept Form Global Context Orientation in time and space Statement of Inquiry Approximations of geometric forms helps to manipulate space. ATL Focus
Content Focus · Classifying shapes and angles Calculations with angle properties · Parallel lines and transversals · Metric conversions · Perimeter (circumference) and area · Extension to volume
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Key Concept Form Global Context Orientation in time and space Statement of Inquiry
ATL Focus
Content Focus · Symmetry and reflection · Movement on a plane— isometric transformations, enlargements, and tessellations · Rotation around a given point · Enlargement around a given point · Enlargement by a rational factor · Metric conversions · Perimeter (circumference), area and volume · Surface area and nets
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Unit 3 Title - |
Giant Hand Mystery |
Cartesian Plane |
Trigonometry |
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Key Concept Relationships Global Context Identities and relationships Statement of Inquiry Investigating relationships and using simplification helps us understand different representations of equivalent amounts. ATL Focus
Content Focus · Factors of numbers · Integers · Number operations · Prime numbers and prime factors · Ratios · Exponents and powers · Squares and square roots · Forms of numbers (fractions, decimals and percentages) and transforming between them |
Key Concept Relationships Global Context Identities and relationships Statement of Inquiry By identifying relationships between variables, models can be generated and used to further develop our understanding of the connections, hence producing new identities and relationships. ATL Focus
Content Focus · Operating with algebraic expressions · Forming equations · Transposing and solving simple equations · Substitution into expressions · Expanding brackets · Factorizing algebraic expressions · Factorizing quadratic expressions · Solving quadratic equations · Changing the subject of an equation · Using formulae · Flowcharts and simple algorithms · Coordinates · Mappings · Function notation · Linear functions · y = mx + c, gradients, and intercepts (see also functions and models) · Gradient of parallel lines · Gradients of perpendicular lines
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Key Concept Relationships Global Context Identities and relationships Statement of Inquiry How are ratios used to create identities and relationships that show equivalence of different spatially sized triangles. ATL Focus
Content Focus · Similarity and congruence Triangle properties · Bearings · Pythagoras’ theorem Trigonometric ratios in right-angled triangles · Converse of Pythagoras’ Theorem
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Unit 4 Title - |
Aunt Dot’s Will |
Painted Cubes |
Thinking with Models |
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Key Concept Logic Global Context Identities and relationships Statement of Inquiry Using methods of logic helps to recognise patterns and relationships to form generalisations. ATL Focus
Content Focus · Operating with algebraic expressions · Forming equations · Transposing and solving simple equations · Substitution into expressions
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Key Concept Logic Global Context Identities and relationships Statement of Inquiry Using methods of logic helps to recognise patterns and relationships to form generalisations. ATL Focus
Content Focus · Number sequences (prediction, description) · Arithmetic sequences · Operating with algebraic expressions · Forming equations · Transposing and solving simple equations · Substitution into expressions
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Key Concept Logic Global Context Identities and relationships Statement of Inquiry
ATL Focus
Content Focus · Operating with algebraic expressions · Forming equations · Transposing and solving simple equations · Substitution into expressions · Expanding brackets · Factorizing algebraic expressions · Factorizing quadratic expressions · Solving quadratic equations · Changing the subject of an equation · Using formulae · Flowcharts and simple algorithms · Coordinates · Mappings · Function notation · Linear functions · y = mx + c, gradients, and intercepts (see also functions and models) · Gradient of parallel lines · Gradients of perpendicular lines
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Year Group |
Michaelmas Half Term 1 |
Michaelmas Half Term 2 |
Lent Half Term 1 |
Lent Half Term 2 |
Summer Half Term 1 |
Summer Half Term 2 |
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Key Stage 4 (GCSE) FOUNDATION |
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10F |
Topic: Unit 1 – Number Unit 2 – Core Algebra
Why is this being taught? Initial topics of GCSE course Reinforce and Consolidate hopefully pre-existing knowledge
Why now? Initial and easier level content to start GCSE course. Builds student confidence Introduce students to problem solving questions on knowledge they should be more confident with
Will this be revisited? Yes throughout course and other units
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Topic: Unit 3 – Statistics (Graphs) Unit 4 – Fractions and Percentages
Why is this being taught? Initial topics of GCSE course Reinforce and Consolidate hopefully pre-existing knowledge Part of Edexcel GCSE Content
Why now? Initial and easier level content to start GCSE course. Builds student confidence Introduce students to problem solving questions on knowledge they should be more confident with
Will this be revisited? Yes throughout course and other units
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Topic: Unit 5 – Equations, Inequalities & Sequences Unit 6 – Angles, Polygons & Parallel Lines
Why is this being taught? Initial topics of GCSE course Reinforce and Consolidate hopefully pre-existing knowledge Part of Edexcel GCSE Content
Why now? Reintroduce student to more challenging content they would have explored in KS3. Keep building a progressive curriculum that builds on previous knowledge. Continue to build student confidence with exam questions including problem solving questions.
Will this be revisited? Yes through starter activities, revision and in later topics that build on content |
Topic: Unit 7 – Statistics, Sampling & Averages Unit 8 – Perimeter, Area and Volume
Why is this being taught? Reinforce and Consolidate hopefully pre-existing knowledge Part of Edexcel GCSE Content
Why now? Reintroduce student to more challenging content they would have explored in KS3. Keep building a progressive curriculum that builds on previous knowledge. Continue to build student confidence with exam questions including problem solving questions.
Will this be revisited? Yes through starter activities, revision and in later topics that build on content |
Topic: Unit 9 – Real Life and Linear Graphs Unit 10 - Transformations
Why is this being taught? Reinforce and Consolidate hopefully pre-existing knowledge Part of Edexcel GCSE Content
Why now? Reintroduce student to more challenging content they would have explored in KS3. Keep building a progressive curriculum that builds on previous knowledge. Continue to build student confidence with exam questions including problem solving questions.
Will this be revisited? Yes through starter activities, revision and in later topics that build on content |
Topic: Unit 11 – Ratio and Proportion
Why is this being taught? Reinforce and Consolidate hopefully pre-existing knowledge Part of Edexcel GCSE Content
Why now? Reintroduce student to more challenging content they would have explored in KS3. Keep building a progressive curriculum that builds on previous knowledge. Continue to build student confidence with exam questions including problem solving questions.
Will this be revisited? Yes through starter activities, revision and in later topics that build on content |
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Year Group |
Michaelmas Half Term 1 |
Michaelmas Half Term 2 |
Lent Half Term 1 |
Lent Half Term 2 |
Summer Half Term 1 |
Summer Half Term 2 |
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11F |
Topic: Unit 12 – Pythagoras & Trigonometry Unit 13 – Probability
Why is this being taught? Part of Edexcel GCSE Content
Why now? Keep building a progressive curriculum that builds on previous knowledge. Introduce students to more challenging content. Gives them time to build on existing knowledge and apply this to new content. Continue to build student confidence with exam questions including problem solving questions.
Will this be revisited? Yes through starter activities, revision and in later topics that build on content
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Topic: Unit 14 – Multiplicative Reasoning Unit 15 - Constructions Unit 16 – Quadratics Why is this being taught? Part of Edexcel GCSE Content Why now? Keep building a progressive curriculum that builds on previous knowledge. Introduce students to more challenging content. Gives them time to build on existing knowledge and apply this to new content. Continue to build student confidence with exam questions including problem solving questions. Not all students working on Foundation Course will explore all this content but gives enough time to teach content suitable to ability, challenge/push students as much as possible but still support their educational needs. Will this be revisited? Yes through starter activities, revision and in later topics that build on content |
Topic: Unit 16 – Quadratics Unit 17 – Circles, Cylinders, Cones & Spheres
Why is this being taught? Part of Edexcel GCSE Content
Why now? Keep building a progressive curriculum that builds on previous knowledge. Introduce students to more challenging content. Gives them time to build on existing knowledge and apply this to new content. Continue to build student confidence with exam questions including problem solving questions. Not all students working on Foundation Course will explore all this content but gives enough time to teach content suitable to ability, challenge/push students as much as possible but still support their educational needs.
Will this be revisited? Yes through starter activities, revision and in later topics that build on content |
Topic: Unit 18 – Fractions, Standard Form & Laws of Indices Unit 19 – Congruence, Similarity & Vectors Unit 20 – Rearranging Equations, Cubic Graphs and Simultaneous Equations
Why is this being taught? Part of Edexcel GCSE Content
Why now? Keep building a progressive curriculum that builds on previous knowledge. Introduce students to more challenging content. Gives them time to build on existing knowledge and apply this to new content. Continue to build student confidence with exam questions including problem solving questions. Not all students working on Foundation Course will explore all this content but gives enough time to teach content suitable to ability, challenge/push students as much as possible but still support their educational needs. Will this be revisited? Yes through starter activities, revision and in later topics that build on content |
Once students are coming towards the end of the course content in the Spring term they spend more time focusing on exam technique. Students gain experience of exam questions at the end of every unit though the unit tests but we spend more time working on what the question is asking exactly, where the most marks can be made most efficiently and also how to best use the time available in the exam.
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Year Group |
Michaelmas Half Term 1 |
Michaelmas Half Term 2 |
Lent Half Term 1 |
Lent Half Term 2 |
Summer Half Term 1 |
Summer Half Term 2 |
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10H |
Topic: Unit 1 – Number Unit 2 – Core Algebra
Why is this being taught? Initial topics of GCSE course Reinforce and Consolidate hopefully pre-existing knowledge
Why now? Initial and easier level content to start GCSE course. Builds student confidence Introduce students to problem solving questions on knowledge they should be more confident with
Will this be revisited? Yes throughout course and other units
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Topic: Unit 3 – Statistics Unit 4 – Fractions and Percentages
Why is this being taught? Initial topics of GCSE course Reinforce and Consolidate hopefully pre-existing knowledge Part of Edexcel GCSE Content
Why now? Initial and easier level content to start GCSE course. Builds student confidence Introduce students to problem solving questions on knowledge they should be more confident with
Will this be revisited? Yes throughout course and other units
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Topic: Unit 5 – Angles and Trigonometry Unit 6 – Graphs
Why is this being taught? Initial topics of GCSE course Reinforce and Consolidate hopefully pre-existing knowledge Part of Edexcel GCSE Content
Why now? Reintroduce student to more challenging content they would have explored in KS3. Keep building a progressive curriculum that builds on previous knowledge. Continue to build student confidence with exam questions including problem solving questions.
Will this be revisited? Yes through starter activities, revision and in later topics that build on content |
Topic: Unit 7 – Perimeter, Area and Volume Unit 8 – Transformations and Constructions
Why is this being taught? Reinforce and Consolidate hopefully pre-existing knowledge Part of Edexcel GCSE Content
Why now? Reintroduce student to more challenging content they would have explored in KS3. Keep building a progressive curriculum that builds on previous knowledge. Continue to build student confidence with exam questions including problem solving questions.
Will this be revisited? Yes through starter activities, revision and in later topics that build on content |
Topic: Unit 9 – Equations and Inequalities Unit 10 - Probability
Why is this being taught? Reinforce and Consolidate hopefully pre-existing knowledge Part of Edexcel GCSE Content
Why now? Reintroduce student to more challenging content they would have explored in KS3. Keep building a progressive curriculum that builds on previous knowledge. Continue to build student confidence with exam questions including problem solving questions.
Will this be revisited? Yes through starter activities, revision and in later topics that build on content |
Topic: Unit 11 – Multiplicative Reasoning Unit 12 – Similarity and Congruence
Why is this being taught? Reinforce and Consolidate hopefully pre-existing knowledge Part of Edexcel GCSE Content
Why now? Reintroduce student to more challenging content they would have explored in KS3. Keep building a progressive curriculum that builds on previous knowledge. Continue to build student confidence with exam questions including problem solving questions.
Will this be revisited? Yes through starter activities, revision and in later topics that build on content
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Year Group |
Michaelmas Half Term 1 |
Michaelmas Half Term 2 |
Lent Half Term 1 |
Lent Half Term 2 |
Summer Half Term 1 |
Summer Half Term 2 |
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11H |
Topic: Unit 13 – Sine, Cosine and Area Unit 14 – Statistics 2 (Sampling, Cum. Frequency and Histograms)
Why is this being taught? Part of Edexcel GCSE Content
Why now? Keep building a progressive curriculum that builds on previous knowledge. Introduce students to more challenging content. Gives them time to build on existing knowledge and apply this to new content. Continue to build student confidence with exam questions including problem solving questions.
Will this be revisited? Yes through starter activities, revision and in later topics that build on content
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Topic: Unit 15 - Quadratics Unit 16 – Circle Theorems
Why is this being taught? Part of Edexcel GCSE Content
Why now? Keep building a progressive curriculum that builds on previous knowledge. Introduce students to more challenging content. Gives them time to build on existing knowledge and apply this to new content. Continue to build student confidence with exam questions including problem solving questions. Not all students working on Higher Course will explore all this content but gives enough time to teach content suitable to ability, challenge/push students as much as possible but still support their educational needs.
Will this be revisited? Yes through starter activities, revision and in later topics that build on content |
Topic: Unit 17 – Rearranging Formulae, Algebraic Fractions and Proof Unit 18 - Vectors
Why is this being taught? Part of Edexcel GCSE Content
Why now? Keep building a progressive curriculum that builds on previous knowledge. Introduce students to more challenging content. Gives them time to build on existing knowledge and apply this to new content. Continue to build student confidence with exam questions including problem solving questions. Not all students working on Higher Course will explore all this content but gives enough time to teach content suitable to ability, challenge/push students as much as possible but still support their educational needs.
Will this be revisited? Yes through starter activities, revision and in later topics that build on content |
Topic: Unit 19 – Proportion, Rates of Change, Area under a Curve.
Why is this being taught? Part of Edexcel GCSE Content
Why now? Keep building a progressive curriculum that builds on previous knowledge. Introduce students to more challenging content. Gives them time to build on existing knowledge and apply this to new content. Continue to build student confidence with exam questions including problem solving questions. Not all students working on Higher Course will explore all this content but gives enough time to teach content suitable to ability, challenge/push students as much as possible but still support their educational needs.
Will this be revisited? Yes through starter activities, revision and in later topics that build on content |
Once students are coming towards the end of the course content in the Spring term they spend more time focusing on exam technique. Students gain experience of exam questions at the end of every unit though the unit tests but we spend more time working on what the question is asking exactly, where the most marks can be made most efficiently and also how to best use the time available in the exam.
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Purpose: How does the curriculum support a holistic approach to education that goes beyond academic development?
The Diploma Programme from the IB promotes a broad range of critical thinking and evaluative skills whilst preparing students fully for study at university. Students choose which ‘flavour’ of mathematics to study as described below.
Analysis & Approaches courses focus on algebraic and manipulative skills and can be seen as more traditional in their content.
Applications & Interpretations courses place more emphasis on techniques which can be applied to gain mathematical significance in broader contexts.
It is important to note that both courses contain a large amount of similar material so there is a significant overlap.
Higher level is rigorous and should only be contemplated by students who have gained a grade 8 at GCSE (or equivalent).
Environment: How is the curriculum adjusted to ensure all students can succeed?
All students will follow the entire course, but we
Learning: How is feedback written into the curriculum to ensure that all students are set challenging goals?
Year 12/13 Curriculum Map
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AA SL |
AA HL |
AI SL |
AI HL |
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Year 1 |
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Michaelmas 1 |
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Functions |
Functions |
Functions |
Functions |
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Vectors |
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Vectors |
Voronoi |
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Voronoi |
Graph Theory |
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Michaelmas 2 |
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Trigonometry |
Trigonometry |
Trigonometry |
Trigonometry |
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Probability |
Probability |
Probability |
Probability |
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Lent 1 |
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Sequences & Series |
Sequences & Series |
Sequences & Series |
Sequences & Series |
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Logs & exponentials |
Logs & exponentials |
Logs & exponentials |
Logs & exponentials |
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Differentiation |
Differentiation |
Bivariate data |
Differentiation |
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Integration |
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Integration |
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Lent 2 |
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Differentiation (cont) |
Bivariate data |
Modelling |
Modelling |
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Proof |
Proof |
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Bivariate Data |
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Summer 1 |
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Bivariate data |
Distributions |
Differentiation |
Distributions |
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Optimization |
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We encourage Sixth Form students to act as Maths Mentors for lower school students – predominantly Year 11s. This club happens every Tuesday after school from 4-5pm.
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STEP/MAT help sessions are run every Thursday after school with Dr Poles
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Year 12/13 Mats Support Clinic support are run every Tuesday with Dr Poles
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UK Maths Challenges are run annually for Junior, Intermediate and Higher students
We strive to extend learning and understanding into a broader context of interest. Here are some examples:
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How do mathematicians reconcile the fact that some conclusions seem to conflict with our intuitions? Consider for instance that a finite area can be bounded by an infinite perimeter
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Is mathematics invented or discovered? For instance, consider the number e or logarithms–did they already exist before man defined them? (This topic is an opportunity for teachers to generate reflection on “the nature of mathematics”).
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Is it possible to know about things of which we can have no experience, such as infinity?
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What are the key concepts that provide the building blocks for mathematical knowledge?
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What role do “models” play in mathematics? Do they play a different role in mathematics compared to their role in other areas of knowledge