Mathematics is advancing at a spectacular rate. Mathematics is about pattern and structure; it is about logical analysis, deduction, calculation within these patterns and structures. When patterns are found, often in widely different areas of science and technology, the mathematics of these patterns can be used to explain and control natural happenings and situations. Mathematics has a pervasive influence on our everyday lives, and contributes to the wealth of the country.
At Tring School, students are encouraged to become fluent in the fundamentals of mathematics so that they develop a conceptual understanding of the topics covered. In addition, students are taught to reason mathematically; through conjecture, proof, and generalisation.
As part of our department’s commitment to the school’s ‘Language for Learning’ ethos, our schemes of learning are designed to allow time for students to investigate and solve more complex problems; promoting their resilience, determination, confidence, and communication.
What will your child learn in our subject?
Students will be taught to develop their fluency in the use of mathematical tools, reason mathematically, and solve problems. Students will:
- consolidate their numerical and mathematical capability and extend their understanding of the number system
- select and use appropriate calculation strategies to solve increasingly complex problems
- use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships
- move freely between different numerical, algebraic, graphical and diagrammatic representations
- develop algebraic and graphical fluency
- use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics.
- extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations
- extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically
- develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems
- develop their use of formal mathematical knowledge to interpret and solve problems
- begin to model situations mathematically and express the results using a range of formal mathematical representations
What is special about us?
We are a specialist Mathematics department committed to pushing students towards fulfilling their potential, irrespective of their starting point. We believe that students should be encouraged to learn not just mathematical content, but the full range of skills required to apply this to problems.
We plan all our lesson activities to engage students with the subject, and to build confidence.
Our students of all key stages have an excellent track record of very high attainment, and we work hard as a department to ensure that this success continues.
Mr Gary Woodwards – Subject Leader
Mr Edmond Ano
Mrs Deanne Antoine
Mr Tim Fox
Mrs Rosemary Hobson – Key Stage 3 Co-ordinator
Mrs Debbie Lea
Mrs Jenny Mitchell
Mr Ebenezer Otoo – Key Stage 4 Co-ordinator
Miss Caroline Rance – Key Stage 5 Co-ordinator
Miss Amy Saunders
Mr Luca Tagliani
What equipment will my child need in Mathematics during KS3?
Students should come to every lesson with the following items:
- angle measurer
- Scientific calculator (we recommend the Casio fx-85GT model)
How can I support my child through KS3 Maths?
- Ensure they have the right equipment for lessons.
- Ensure they do their homework.
- Speak to your child about successful learning habits, such as the importance of being determined, resilient, and independent. A passion for striving to achieve a successful outcome, and being willing to try a range of techniques to approach a problem, even if some of these lead to unsuccessful avenues, is vitally important for success in Maths.
- Visit websites such as www.mymaths.co.uk
How will they be assessed in Maths?
- Students are assessed regularly throughout their time at Tring School. There is a formal assessment approximately once every half term. Other assessments might be in the form of a series of questions, an activity or homework.
- In general assessments are designed so that students know which topics they need to improve on whilst also allowing teachers to monitor the progress of groups and individual students.
How is the course assessed?
Maths is assessed 100% by examination at the end of Year 11. Throughout the course we routinely assess students, often using past papers. We montor progress carefully, and put in place timely interventions when students need additional support. Students are expected to take responsibility for their own learning also, and should seek to routinely reflect on their understanding of topics covered and work independently on these outside of school.
What texts would you recommend?
Any GCSE Maths textbook would be useful. Revision guides are also incredibly helpful. At various points during Year 9, 10 and 11 we offer for sale MathsWatch and CGP DVDs, which contain tutorial videos that students find incredibly helpful when working independently on revision outside of the classroom.
From September 2015, a new GCSE syllabus and exam structure was introduced along with the new grading system of 1 – 9. The link below will enable you to access a useful guide to the new Maths GCSE:
A Level Mathematics
Maths is a popular choice at Tring School, with 3 or 4 classes in each year.
Every student studies 2 modules of Core Mathematics and 1 module of Mechanics or Statistics each year.
Core Mathematics is a compulsory component includes the subject core for Mathematics at A level and as such makes up the majority of an A level in Mathematics. It continues the study of algebra, number work and trigonometry and makes up two-thirds of the work each year.
For details of the Mathematics course, please click on the link below:
A Level Further Mathematics
For details of the Further Mathematics course, please click on the link below:
UCAS Progress.com – Further Mathematics