Maths

Staff

Mr H Ali - Head of Maths
Mr M Patel - 2ic Maths KS3
Mr M Rahman - 2ic Maths KS5
Mr J Hernandez - Principal / Teacher of Maths (Y11)
Ms R Meiring - Vice Principal / Teacher of Maths
Mr E Tsioutsioumis - Teacher of Maths
Mr M Zia - Teacher of Maths
Mr S Nazir - Teacher of Maths
Mr I Islam - Teacher of Maths

Norlington Reads in Maths

KS3 Curriculum Overview

The key stage 3 curriculum is intended to build upon the skills and knowledge from KS2 with a greater emphasis on developing fluency, reasoning and problem solving.

The Norlington Key Stage 3 curriculum provides pupils with the knowledge and skills that lay the foundations for GCSE level. The curriculum has been designed following the Pearson Edexcel specification.

There are 6 main strands in Mathematics; Number, Algebra, Geometry, Statistics, Ratio & Proportion and Probability. Within each of these areas of Mathematics the Norlington curriculum covers the aims of the national curriculum and ensure all pupils:

Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

KS3 The 3 Strands at Norlington – Pi, Theta and Delta

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. There are 3 streams recommended by Pearson (Pi, Theta and Delta) which ensures all pupils cover a breadth and depth of topics. Pi is a supportive scheme of learning which equips pupils with the necessary mathematical skills to succeed in everyday life. Delta is for the gifted mathematicians who study a programme designed to invoke curiosity and challenge at all stages. The Theta scheme of learning is a blend between the two. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on. Norlington review weeks will be used for rich problems or consolidation of learning to improve cognitive load and retention of knowledge.

KS3 Curriculum

KS4 Curriculum Overview

Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

KS4 at Norlington

In Year 10, students begin their GCSE course, building on the skills learned in Key Stage 3 and preparing them for GCSE Examination. A large emphasis is now placed on rigorous GCSE content, with a focus on reasoning and problem solving. The Key Stage 4 Norlington curriculum equips all pupils with the necessary skills needed to complete the course at the end of Year 11.

In Year 11 pupils study the most challenging aspects of the GCSE course alongside consolidating learning from Key Stage 3 and Year 10. Regular assessment throughout the year informs us and the student of progress and attainment. Students are increasingly aware of strengths and weaknesses and are able to address these in class and at home with the use of Hegarty Maths and knowledge organisers.

At the end of Key Stage 4 we aim for all students to have achieved a minimum expected grade and encourage students to exceed this through mastering the content at their allocated tier. At the top end, students are encouraged to strive to achieve grade 7, 8 or 9, and are encouraged to continue with Mathematics in Year 12 as A Level Mathematicians.

We endeavour to ensure that students leaving in Year 11 have had an excellent journey in Mathematics and leave Norlington as accomplished problems solvers.

Qualification: GCSE Mathematics Specification: Edexcel 1MA1 Link: GCSE Specification

KS4 Curriculum

KS5 Curriculum Overview

The Pure content in Mathematics covers Co-ordinate Geometry, Surds and Indices, Quadratics, Transformations of Graphs, Sequences and Series, Differentiation and Integration, Exponentials and Logarithms and Trigonometry. In Year 2, we look at more advanced functions, differentiation and integration, as well as vectors and proof

In the Applied content, students’ study both Statistics and Mechanics. The Statistics includes Organising and Summarising data, Linear Regression and Correlation, Discrete Random Variables and Probability, including the Normal Distribution and Binomial Distributions, and has a heavy focus on interpretation of Data. In Mechanics, pupils learn about Vectors, Kinematics, Statics and Dynamics of a Particle and Moments.

Skills Gained from Taking this Course

Studying Mathematics at A Level allows students to explore in more depth the topics studied at GCSE.
There is a strong emphasis on algebra. Students learn highly transferable skills such as logic, independent thought and problem solving.
Wherever possible pupils apply their knowledge to real-world problems. Mathematics is highly regarded by universities and future employers.

Entry Suggestions

It is recommended that pupils achieve grade 6, however for success at A level, it is essential that they are confident with A9-A25 algebra skills (see KS4 curriculum). If they achieve their GCSE through hard work on other topics, but are lacking in their algebraic skills, they will be found out very quickly at A level. Students taking A level Maths need to enjoy being challenged by new problems and mastering each new skill that they encounter. The AS level course requires a much higher level of mastery than the GCSE course in order to achieve an A (i.e. you need to be confident with the whole course, not just large parts of it).

Strong students who are potentially considering degrees in disciplines such as Maths, Physics, Economics or Engineering at University are strongly advised to research university course requirements at this point. Students sometimes decide not to take Further Maths at A level because they are finding it difficult to choose between subjects but realise too late that Further Maths is becoming a much stronger expectation for such courses at good universities.

Qualification: A-Level Mathematics Specification: AS - Edexcel 8MA0 / A2 Edexcel 9MA0

Link:A Level specification KS5 Curriculum

KS5 Further Maths Curriculum Overview

The Further Pure content covers Complex Numbers, Matrices, Vectors, other coordinate systems, series, proof by induction. Students will also be learning Further Mechanics, which extends the ideas presented in Maths A-level and links to Physics A-Level. At Norlington our pupils also study Decision Maths, which is a new branch of mathematics and has clear links to computer science. Decision Maths often involves constructing and using mathematical models and problem structuring methods to represent the wide range of problems faced by organisations.

Skills Gained from Taking this Course

By studying Further Mathematics, pupils gain a broader and more in-depth knowledge of a variety of fields of Mathematics. In addition, students learn highly transferable skills such as logic, independent thought and problem solving. Wherever possible pupils apply their knowledge to real-world problems. Further Mathematics is highly regarded by universities and future employers, and any student considering applying for courses with a high mathematical content (such as Physics or Engineering) and/or competitive entry, will be at an advantage if they were to choose Further Mathematics as an A Level option.

Entry Suggestions:

Grade 7 in GCSE maths is necessary and pupils must be taking Maths A-Level. If a student is planning to take Further Maths, confidence with their algebraic skills level is even more important. You must also have a genuine enthusiasm for the subject – it will form half of your load of AS level study. Strong students who are potentially considering degrees in disciplines such as Maths, Physics, Economics or Engineering at University are strongly advised to research university course requirements at this point. Students sometimes decide not to take Further Maths at A level because they are finding it difficult to choose between subjects, but realise too late that Further Maths is becoming a much stronger expectation for such courses at good universities.

Qualification: A-Level Further Mathematics Specification: AS - Edexcel 8MF0

Link:AS Level Specification KS5 Further Maths Curriculum

Maths Curriculum Road Map

Maths Online Learning Platforms

A-Level Maths Reading List