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Mathematics
"Mathematics has beauty and romance. It’s not a boring place to be, the mathematical world. It’s an extraordinary place; it’s worth spending time there." -
Marcus du Sautoy, British mathematician
Staff
Mrs E Procter (Subject Leader)
Mrs A Simpson (2nd in Dept. KS5 Lead)
Mr R Benson (Headteacher)
Mr J Langton (KS3 Mathematics Lead/Pupil Premium Champion)
Mr G Chapman
Mrs H Welch
Mr R Hulse
Mr M Ellis
Mrs L Cousins
Mathematics Department
Vision
The Mathematics Department believe that students deserve a creative and ambitious mathematics curriculum, rich in skills and knowledge, which stimulates intellectual curiosity and prepares them for everyday life and future employment.
Intent
Our curriculum strives to achieve excellence in the teaching and learning of mathematics, for the students to make significant progress, irrespective of their prior attainment. The emphasis is on students becoming fluent in the fundamentals of mathematics, through varied and frequent practice with increasingly complex problems over time. Throughout years 7-11 students develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. Following their GCSE’s, students can continue their seven-year mathematical journey by studying A-Level mathematics and A-Level Further Mathematics.
We teach students how to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
Students are encouraged to solve problems by applying their mathematical knowledge to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps. They can communicate, justify, argue and construct proofs using mathematical vocabulary. This helps to build character and develops resilience, confidence and independence. Students achieve success and contribute positively to the life of the school, their local community and the wider environment.
As their journey develops students learn to calculate; to reason logically, algebraically, and geometrically; to solve problems and to handle data. This equips our students with the skills they need to see how the branches of mathematics interconnect with each other and, as a core subject, how they link to the whole school curriculum.
To support and enhance our curriculum we offer a range of co-curricular opportunities: clubs, national competitions such as the UKMT challenges, KS5 workshops for students on a maths rich pathway. Throughout the year we have outside speakers, including alumni, academics and professionals. They conduct interviews and talks so that students can ask questions about maths related careers. At GCSE level we also offer students the chance to study the AQA level 2 Certificate in Further maths.
The Curriculum Journey
Students in year 7-11 follow a scheme of work based on the Edexcel Delta series and the Edexcel GCSE, which aims to challenge students to think rigorously and promote independent thought and problem solving. The scheme of work covers all the skills and knowledge pupils need, in a logical progression that teaches for understanding.
In Year 7, students are taught numerical skills, such as manipulating fractions, decimals and percentages. They are introduced to algebraic manipulation as a way of generalising ideas and will go on to solve equations and explore sequences. Proportional reasoning will be developed to explore links between ratio, fractions, percentages and decimals. In shape and space, students will learn about angles, shapes and structures as well as exploring area, perimeter and volume. They will be introduced to Pythagoras’ Theorem. Students will learn the fundamentals of data analysis, such as calculating and interpreting averages and displaying data.
In Year 8, students elaborate on factors, powers of numbers, and more complex calculations using calculator methods for percentages. They will deepen their algebraic knowledge to include expanding brackets and factorising more complex expressions. Students will begin to construct simple straight-line graphs as well as considering real life graphs. In shape and space, students will further explore 3D shapes and their properties, transformation of shapes and learn key construction techniques for accurate drawings. They will encounter Trigonometry which will deepen their knowledge and problem-solving skills with triangles. Probability will first be introduced to students where they will consider the probability of events occurring using factions, decimals and percentages.
Year 9 students build on the topics that they covered in Years 7 and 8. These are developed further and new ideas and concepts are introduced. Students will first encounter complex calculations with surds and non-liner sequences. Their knowledge of graphs increases to include cubic and reciprocals. They are beginning to lay down the foundations for the GCSE.
In years 10 and 11 their algebraic understanding will broaden to include solving simultaneous equations including quadratic functions, transformation of functions using function notation, expanding 3 brackets, equation of a circle, changing the subject of a formula, algebraic fractions, proof and a variety of other graphs. In shape and space, students will encounter vectors and geometric proof, circle theorems and 3D shapes including cones and spheres. Students’ statistical skills will be developed to construct and interpret various graphs including histograms and cumulative frequency graphs.
To securely embed learning, course concepts are regularly revisited and reviewed. This deepens understanding while reinforcing knowledge and prepares them for their GCSE. At the end of year 11 they sit one non-calculator paper and two calculator papers.
Top students are encouraged to take the Level 2 Qualification in Further Mathematics. This qualification bridges the gap between GCSE and A-Level. It covers more challenging algebra and sequences and includes new topics such as matrices and the introduction of differentiation.
Following GCSE’s students can continue their journey in Mathematics via A-Levels in Mathematics and Further Mathematics. Both follow the two-year Edexcel course. Mathematicians first study all the Pure topics and then apply their skills to Statistics and Mechanics. In addition to this, Further Mathematicians study areas of Pure (Core) alongside the applied topics: Further Mechanics and Decision. The small classes provide a supportive environment for students to discuss and work together as they develop new skills and progress their problem-solving techniques. DGGS alumni continue to share their experiences and offer guidance as they develop their own careers along a maths rich pathway. These links ensure that students are always looking ahead to consider how their mathematical understanding will support future plans.
Pure mathematics develops many of the grade 7-9 topics from GCSE such as: trigonometry, functions, transformations, quadratics, simultaneous equations, lines, circles, 3D geometry, proof and vectors. Pure maths also introduces new concepts such as differentiation, integration, logarithms and parametric curves.
Mechanics studies the world around with regards to forces and the motion of objects. Students learn how to model a context and transfer the information into mathematical language. By studying the behaviour and solutions of equations, predications can be made about what is expected to happen in real-life. Through discussion students consider the limitations of each model and how it could be refined to produce more reliable results.
Statistics is the analysis, interpretation and presentation of data. Increasingly sophisticated statistical techniques are used to give an understanding of the past and present as well as predict the likelihood of future events. A large set of national data, and the use of advanced calculator technology, helps students to develop confidence manipulating datasets and drawing sensible conclusions.
The Pure area of Further Maths is called Core. This introduces students to new concepts such as matrices, imaginary numbers, hyperbolic functions, polar coordinates and differential equations. Core maths will stretch and challenge the most able students to prepare them for a future following a maths-related pathway.
Further Mechanics forms part of the Further Maths A level and focuses on the mechanical concepts related to collisions, energy and elasticity. These are separate to the Mechanics topics in the Maths A levels and provide an essential basis for students who wish to continue studying related fields in Maths, Physics, Computer Science or Engineering.
Further Mathematicians also learn Decision mathematics which will be completely new to most students. Starting with algorithms and flow charts students appreciate the importance of presenting instructions clearly and systematically. Students also learn how to efficiently manage large-scale projects using critical path analysis and resource management.
"Mathematics has beauty and romance. It’s not a boring place to be, the mathematical world. It’s an extraordinary place; it’s worth spending time there." -
Marcus du Sautoy, British mathematician
Staff
Mrs E Procter (Subject Leader)
Mrs A Simpson (2nd in Dept. KS5 Lead)
Mr R Benson (Headteacher)
Mr J Langton (KS3 Mathematics Lead/Pupil Premium Champion)
Mr G Chapman
Mrs H Welch
Mr R Hulse
Mr M Ellis
Mrs L Cousins
Mathematics Department
Vision
The Mathematics Department believe that students deserve a creative and ambitious mathematics curriculum, rich in skills and knowledge, which stimulates intellectual curiosity and prepares them for everyday life and future employment.
Intent
Our curriculum strives to achieve excellence in the teaching and learning of mathematics, for the students to make significant progress, irrespective of their prior attainment. The emphasis is on students becoming fluent in the fundamentals of mathematics, through varied and frequent practice with increasingly complex problems over time. Throughout years 7-11 students develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. Following their GCSE’s, students can continue their seven-year mathematical journey by studying A-Level mathematics and A-Level Further Mathematics.
We teach students how to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
Students are encouraged to solve problems by applying their mathematical knowledge to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps. They can communicate, justify, argue and construct proofs using mathematical vocabulary. This helps to build character and develops resilience, confidence and independence. Students achieve success and contribute positively to the life of the school, their local community and the wider environment.
As their journey develops students learn to calculate; to reason logically, algebraically, and geometrically; to solve problems and to handle data. This equips our students with the skills they need to see how the branches of mathematics interconnect with each other and, as a core subject, how they link to the whole school curriculum.
To support and enhance our curriculum we offer a range of co-curricular opportunities: clubs, national competitions such as the UKMT challenges, KS5 workshops for students on a maths rich pathway. Throughout the year we have outside speakers, including alumni, academics and professionals. They conduct interviews and talks so that students can ask questions about maths related careers. At GCSE level we also offer students the chance to study the AQA level 2 Certificate in Further maths.
The Curriculum Journey
Students in year 7-11 follow a scheme of work based on the Edexcel Delta series and the Edexcel GCSE, which aims to challenge students to think rigorously and promote independent thought and problem solving. The scheme of work covers all the skills and knowledge pupils need, in a logical progression that teaches for understanding.
In Year 7, students are taught numerical skills, such as manipulating fractions, decimals and percentages. They are introduced to algebraic manipulation as a way of generalising ideas and will go on to solve equations and explore sequences. Proportional reasoning will be developed to explore links between ratio, fractions, percentages and decimals. In shape and space, students will learn about angles, shapes and structures as well as exploring area, perimeter and volume. They will be introduced to Pythagoras’ Theorem. Students will learn the fundamentals of data analysis, such as calculating and interpreting averages and displaying data.
In Year 8, students elaborate on factors, powers of numbers, and more complex calculations using calculator methods for percentages. They will deepen their algebraic knowledge to include expanding brackets and factorising more complex expressions. Students will begin to construct simple straight-line graphs as well as considering real life graphs. In shape and space, students will further explore 3D shapes and their properties, transformation of shapes and learn key construction techniques for accurate drawings. They will encounter Trigonometry which will deepen their knowledge and problem-solving skills with triangles. Probability will first be introduced to students where they will consider the probability of events occurring using factions, decimals and percentages.
Year 9 students build on the topics that they covered in Years 7 and 8. These are developed further and new ideas and concepts are introduced. Students will first encounter complex calculations with surds and non-liner sequences. Their knowledge of graphs increases to include cubic and reciprocals. They are beginning to lay down the foundations for the GCSE.
In years 10 and 11 their algebraic understanding will broaden to include solving simultaneous equations including quadratic functions, transformation of functions using function notation, expanding 3 brackets, equation of a circle, changing the subject of a formula, algebraic fractions, proof and a variety of other graphs. In shape and space, students will encounter vectors and geometric proof, circle theorems and 3D shapes including cones and spheres. Students’ statistical skills will be developed to construct and interpret various graphs including histograms and cumulative frequency graphs.
To securely embed learning, course concepts are regularly revisited and reviewed. This deepens understanding while reinforcing knowledge and prepares them for their GCSE. At the end of year 11 they sit one non-calculator paper and two calculator papers.
Top students are encouraged to take the Level 2 Qualification in Further Mathematics. This qualification bridges the gap between GCSE and A-Level. It covers more challenging algebra and sequences and includes new topics such as matrices and the introduction of differentiation.
Following GCSE’s students can continue their journey in Mathematics via A-Levels in Mathematics and Further Mathematics. Both follow the two-year Edexcel course. Mathematicians first study all the Pure topics and then apply their skills to Statistics and Mechanics. In addition to this, Further Mathematicians study areas of Pure (Core) alongside the applied topics: Further Mechanics and Decision. The small classes provide a supportive environment for students to discuss and work together as they develop new skills and progress their problem-solving techniques. DGGS alumni continue to share their experiences and offer guidance as they develop their own careers along a maths rich pathway. These links ensure that students are always looking ahead to consider how their mathematical understanding will support future plans.
Pure mathematics develops many of the grade 7-9 topics from GCSE such as: trigonometry, functions, transformations, quadratics, simultaneous equations, lines, circles, 3D geometry, proof and vectors. Pure maths also introduces new concepts such as differentiation, integration, logarithms and parametric curves.
Mechanics studies the world around with regards to forces and the motion of objects. Students learn how to model a context and transfer the information into mathematical language. By studying the behaviour and solutions of equations, predications can be made about what is expected to happen in real-life. Through discussion students consider the limitations of each model and how it could be refined to produce more reliable results.
Statistics is the analysis, interpretation and presentation of data. Increasingly sophisticated statistical techniques are used to give an understanding of the past and present as well as predict the likelihood of future events. A large set of national data, and the use of advanced calculator technology, helps students to develop confidence manipulating datasets and drawing sensible conclusions.
The Pure area of Further Maths is called Core. This introduces students to new concepts such as matrices, imaginary numbers, hyperbolic functions, polar coordinates and differential equations. Core maths will stretch and challenge the most able students to prepare them for a future following a maths-related pathway.
Further Mechanics forms part of the Further Maths A level and focuses on the mechanical concepts related to collisions, energy and elasticity. These are separate to the Mechanics topics in the Maths A levels and provide an essential basis for students who wish to continue studying related fields in Maths, Physics, Computer Science or Engineering.
Further Mathematicians also learn Decision mathematics which will be completely new to most students. Starting with algorithms and flow charts students appreciate the importance of presenting instructions clearly and systematically. Students also learn how to efficiently manage large-scale projects using critical path analysis and resource management.
