Mathematics
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.
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.
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:
Develop fluency
- 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
Reason mathematically
- 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
Solve problems
- 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
Key Stage 3
"I love maths because it is taught in an engaging and positive way. I love learning new skills, and we are encouraged to try new techniques to find the most efficient solutions. I love what things we do in maths; for example, the Chinese grid method for multiplying, which I had never seen before." Alfie Year 9
Course Content
At Tring School, we have a Key Stage 3 Maths curriculum which ensures students have the opportunity to utilise their prior learning and flourish with our broad curriculum planned around deep understanding of topics, mathematical literacy and fluency, and exploration of mathematical awe and wonder.
We have a mastery based curriculum for Years 7 and 8 where all students have the opportunity to acquire a deep, long-term, secure, and adaptable understanding of the subject. Achieving mastery of a topic means acquiring a solid enough understanding of the maths that has been taught to enable pupils to move on to more advanced materials. We also place great emphasis on mathematical literacy and oracy - we do not believe it is enough for students to simply be able to ‘do’ the maths; rather we expect them to be able to explain their understanding and reasoning using the correct mathematical language and convention.
We recognise that the learning of Maths is cumulative in its nature in that returning and revisiting topics learnt before leads to a progressively deeper understanding of the underlying principles, and also gives students the opportunity to build their mathematical confidence and resilience.
All students follow a scheme of learning based upon the National Curriculum, but are grouped according to ability, so they are studying at a level that suits them. We hold high expectations of the mathematics that students in all groups can learn. Students follow their personalised learning journeys based on prior attainment from KS2 and mapped to expected outcomes at GCSE, and the table below indicates the broad topic areas covered each half term.
| Year 7 | Year 8 | Year 9 |
|---|---|---|
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Assessment
Students will complete edited GCSE papers termly throughout KS3.
For the edited GCSE papers, questions not covered at primary nor in the relevant year will be removed. These will be a mixture of non-calculator and calculator assessments. Students are provided with a topic list in advance of these papers, with links to revision resources.
How will students be grouped in Maths?
In each year group we group students by prior knowledge. After all assessments we review our grouping, and discuss making changes where appropriate. We will not move students based on one piece of data alone, and will look for trends over time when making decisions.
Key Stage 4
"I used to really dislike Maths in primary school, I found it very hard and difficult, and generally made my life a misery. However, I wanted to be good at it, no matter how much I hated it. I learnt my times tables and became very good at them and without this knowledge as well as the support from the Tring School maths department, I would still dislike maths. The support from my maths teachers have really helped me to grow in my knowledge of maths as well as allow me to enjoy the subject. Currently, I am on track concerning my grades, all due to the help I have received." Louis - Year 10
Tiered Exam
Foundation Grades 1 – 5, Higher Grades 4 – 9
Course Content
Students in Year 10 should use the list of topics and revision links provided.
Under the GCSE Revision section of the site students can find topic packs under the Exam Questions heading. These are GCSE style questions on specific topics. Students should attempt these, mark these using the solutions on the site, and learn from their mistakes. This is the most effective method of revision.
On the MathsGenie website students can also find GCSE papers, and regularly completing and marking GCSE Foundation papers is highly beneficial in terms of students developing their skills in breaking down questions asked in different contexts and in applying their understanding. Students should keep a record of their marks, and revisit papers to complete again at a later stage to ensure that they can improve the mark achieved on the previous attempt.
Where students encounter difficulties in their understanding of a topic they should look at MathsWatch, Sparx or other sites on the internet in order to secure their understanding.
Assessment
Students will be assessed at least once per half term. Students will complete a GCSE paper, either Higher or Foundation. These will be a mixture of non-calculator and calculator assessments.
In Year 10 students will be provided with a list of topics to cover before the assessment. In Year 11 students will not receive this list in order to best prepare them for revision in the style they will need for their actual GCSE at the end of the year.
Students will receive a grade 1 - 9 for their assessments, and these will contribute to the current grade that appears on Bromcom. The current grade on Bromcom would be the grade your child would receive if they were to sit their Maths GCSE at that particular moment in time, and hence it is highly unlikely that students will have current grades of 6 or more in Year 10.
Tring Maths Revision Site
Sixth Form
Please click here to view information about studying Mathematics, Further Mathematics and Mathematics Level 3 Certificate at A Level.
Able & ambitious
The Maths Department enter approximately 120 students into the national UKMT Junior and Intermediate Maths challenge. The UK Mathematics Trust (UKMT) is a registered charity whose aim is to advance the education of children and young people in mathematics.
The UKMT (established in 1996) organises national mathematics competitions and other mathematical enrichment activities for 11-18 year old UK school pupils. The last academic year over 650,000 pupils from 4,500 schools took part in the three individual challenges, the UK's biggest national maths competition.
Mathematics Department
| Subject Leader | Miss L Reading |
| Key Stage 3 Coordinator | Miss S Slade |
| Key Stage 4 Coordinator | Mr N Allum |
| Key Stage 5 Coordinator | Mrs V Hayes |
| Mrs K Foxwell-Moss | |
| Mr B Hargreaves | |
| Mr N Issaadi | |
| Mrs M Osborne | |
| Mrs N Quraishi | |
| Mr T Powell |