Mathematics
Mathematics is an essential form of communication and therefore is hugely important in our everyday life. It allows us to discover and understand relationships as well as finding solutions to problems.
The Department aims to give students an appreciation and enthusiasm for Mathematics whilst recognising that it is continuously evolving with developments in technology and the ever-changing needs of our society.
Mathematics is an essential form of communication and therefore is hugely important in our everyday life. It allows us to discover and understand relationships as well as finding solutions to problems. The Department aims to give students an appreciation and enthusiasm for Mathematics whilst recognising that it is continuously evolving with developments in technology and the ever-changing needs of our society. Our classes include individual, group and class based learning with a range of activities including problem-solving, practical, investigative, oral, written and ICT work.
Assessment
Students in all year groups are formally assessed on a half-termly basis with an exam at the end of each year to assess across all attainment areas. Routinely in lessons, staff assess students through, for example, questioning and by analysing completed work. We use this assessment data to enable us to adapt our teaching and intervene as appropriate.
Facilities
We have five classrooms dedicated to Mathematics, of which one is equipped with a class set of computers. We also have a set of laptops for use with Sixth Form classes.
Additional Activities
The Department offers a number of trips, such as Take Maths Further Day at Exeter University. We run a number of activities each year, such as a Year 9 Problem Solving Day and the Year 7 Maths Marathon. We also enter significant numbers of students each year for the individual and team National Maths Challenges.
Jurassic Maths Hub
The Woodroffe School is the lead school for the Jurassic Maths Hub, covering Devon, Dorset and BCP. The country is divided into 40 Hubs to improve the teaching and learning of mathematics through collaborative continuing professional development.
The Hub system is based on the principle that schools and other relevant bodies can work better together to improve mathematics. Each Hub is led by a school or institution selected for its expertise in mathematics and ability to work effectively with other schools. All Hubs are therefore contributing to:
- Raising achievement in Maths
- Improving the Maths teaching workforce
- Increasing participation in Maths post-16
- Improving attitudes towards Maths
For pupils this should mean that there are improved levels of achievement, participation and attitudes to learning.
Neil Vincent (Woodroffe Assistant Headteacher) is the Senior Link for the Hub. The Hub is supported by a Strategic Board comprising leading primary and secondary schools from Devon, Dorset and BCP, plus Exeter University, the Advanced Mathematics Support Program and Local Authority Advisors.
The Hub has its own website which you can view here.
Intent
To have an ambitious curriculum that will both develop the student’s mathematical knowledge and skills but also promote and strengthen student’s curiosity, resilience, and resourcefulness.
Students come to lessons knowing they are expected to be challenged to think and be an active participant in developing their learning to help them become successful problem solvers.
Overall, students to have a positive experience of studying maths throughout their secondary experience that ultimately will result in them being equipped with the necessary skills for life beyond school.
Implementation
Scheme of work
As a department we continually renew and refine our curriculum so it secures progress and delivers outstanding outcomes for all. Our curriculum is broad, balanced and ambitious. We have carefully constructed a coherent sequence of topics with suggested phasing to allow for students to have a coherent experience but also to allow staff to use their professional judgement and have the flexibility and freedom to deliver content to meet our student’s needs. Assessment is used intelligently; it informs our curriculum design and teaching to support student progression.
Ethos
Through our curriculum and high quality teaching we want students to develop a deep understanding, be able to make links across topics and have the confidence to apply their knowledge to a wide range of problems. Staff strive to create a positive and inclusive environment, whilst demanding high expectations of all to allow every student to secure progress.
Our curriculum is delivered by professionals with well-developed subject expertise. In lessons, students will be active participants in carefully constructed lessons that are designed to challenge and build success. Staff know their students well, and this combined with their deep pedagogical knowledge allows us to create lessons which are challenging, relevant and engaging. Effective questioning, a wide range of intelligent activities and regular feedback are deployed to ensure students have a rich experience of maths. Students will be exploring and using multiple approaches and different representations. Methods of recall and retrieval of core knowledge are woven through the curriculum to strengthen accuracy and fluency of processes and skills. Staff are committed to supporting students develop the basics, including reading, writing and oracy within maths.
All staff work collaboratively to share best practise and secure improvement. Staff regularly engage in profession development both within school and externally.
Impact
Students immerse themselves in their lessons, enriching them with a range of knowledge and skills across the curriculum and, as a result, achieve well. This is reflected in our results from national examinations.
Ultimately, our curriculum develops the whole child. Our students will leave Woodroffe as resilient, lifelong learners with the necessary maths skills to prepare them to move into further education, employment or training.
Evidence:
- Our data suggests students are successful learners.
- Positive feedback about the experience within maths from parents (parents evenings, emails), students (pupil interviews, parents evenings) and trainee teachers.
- Regular learning walks demonstrating that staff have created positive learning environments in which students are consistently engaging.
- Through our Maths Hubs work and other schools wanting to collaborate and work alongside us.
Years 7-9
Students begin our five year programme of study. In Years 7-9 students study aspects of mathematics through a rich diet of active learning and problem solving tasks. Students are set into 3 bands by ability to enable all students to achieve their potential and to develop their confidence.
Years 10 & 11
Students develop their understanding, with a particular emphasis on being able to apply this to real-life problems. We use an in-house scheme of work that considers multiple aspects of mathematics together and often in an applied way in order to make the skills being learnt as relevant as possible. We currently use the Edexcel exam board with students taking a linear course, meaning all examinations are at the end of Year 11. Students are set based on their prior attainment and commitment.
Students have the opportunity to participate in individual and team maths challenge competitions. We also take students to events such as Take maths Further and invite in guest speakers.
Years 12 & 13
Students are able to study Mathematics and Further Mathematics A-level which combine pure maths, mechanics and statistics. For Mathematics students usually study modules called Core 1, Core 2 and Statistics 1 in Year 12, followed by Core 3, Core 4 and Mechanics 1 in Year 13. Those studying Further Mathematics take an additional six modules in pure maths, mechanics, statistics and an additional element of decision maths. We run Mathematics and Further Mathematics concurrently throughout Year 12 and 13.
Students have the opportunity to take part in individual and team competitions. We also take students to University events.
A Level Maths Course Overview
Year 12 | Year 13 |
Autumn half-term 1Pure (AS) Unit 1: Algebra and functions | Autumn half-term 1Pure Unit 2: Algebraic and partial fractions |
Autumn half-term 2Pure (AS) Unit 5: Vectors (2D) | Autumn half-term 2Pure Unit 5: The binomial theorem |
Spring half-term 1Mech (AS) Unit 7: Kinematics 1 (constant acceleration) | Spring half-term 1FORMAL INTERNAL EXAMS |
Spring half-term 2FORMAL INTERNAL EXAMS | Spring half-term 2Pure Unit 9: Numerical Methods |
Summer half-term 1Pure (AS) Unit 7: Integration | Summer termRevision & Exams |
Summer half-term 2Pure Unit 6: Trigonometry |
A Level Further Maths Course Overview
Year 12 | Year 13 |
Autumn half-term 1Core Pure (AS) Unit 1: Complex Numbers | Autumn half-term 1Further stats (A2) Unit 6: Chi squared tests |
Autumn half-term 2Core Pure (AS) Unit 4: Roots of polynomials | Autumn half-term 2Core Pure (A2) Unit 1: Complex numbers |
Spring half-term 1Further stats (AS) Unit 4: Hypothesis testing | Spring half-term 1Core Pure (A2) Unit 4: Volumes of revolution |
Spring half-term 2CONSOLIDATION | Spring half-term 2Core Pure (A2) Unit 5: Polar coordinates |
Summer half-term 1Further stats (A2) Unit 3: Geometric and negative binomial distributions | Summer termRevision & Exams |
Summer half-term 2Further stats (A2) Unit 5: Central limit theorem |
Level 3 Certificate in Mathematical Studies Course Overview
Autumn half term 1
Chapter 1 – Analysis of data
- Data and Sampling methods
- Representing data
- Measures of spread (range, IQR and standard deviation)
- Box and Whisker plots
- Cumulative frequency diagrams
- Histograms
- Choose of method
- Basic spreadsheets
Chapter 2 – Personal finance
- Budgeting
- Income tax
- Your payslip
- Controlling debt
- Annual percentage rate
- Mortgages
- Savings and investment
- VAT and other percentages
- Exchange rates
- Inflation
Autumn half term 2
Chapter 4 – Critical analysis
- Presenting logical arguments in context
- Communication mathematical approaches and solutions
- Analysing critically
Chapter 3 – Modelling and estimation
- Standard form
- The modelling cycle
- Fermi estimation
Spring half term 1
Chapter 4 – Critical analysis
- Communication mathematical approaches and solutions
- Analysing critically
Chapter 5 – The normal distribution
- Features of the normal distribution
- Notation
- The standard normal
- Calculating probabilities
Chapter 7 – Correlation and Regression
- Line of best fit
- Regression lines