Mathematics

The Mathematics Department at Saint Bede's Cathoilic High School is made up of eight specialist Mathematics teachers who all aim to give pupils the chance to realise their potential in the subject. The teachers encourage pupils to attend various extra revision sessions and workshops in the run up to all examinations to ensure that they can revise effectively.

 

All pupils currently work towards the new Edexcel GCSE (9-1) Mathematics specification. The subject content is roughly split into six sub topics: number; algebra;, ratio; proportion and rates of change; geometry and measure; probability and statistics; which are all covered throughout each year in school. Progress in Mathematics is closely monitored by the Progress Leader for Mathematics who provides strategies to encourage and promote further development within the subject. 

The Department subscribes to a variety of online resources which can be accessed in school as well as at home.

  • MyMaths, a collection of thousands of online lessons and revision resources which can be used inside and outside the classroom to support learning. Pupils are encouraged to access these lessons themselves to reinforce topics covered in class and to aid in the completion of homework. The MyMaths package incorporates an extensive homework facility which enables students to complete homework tasks online with instant marking and feedback. The package also allows pupils to attempt their homework more than once in order to improve their results, which encourages a progressive attitude to their independent learning. Please follow this link to My Maths
  • MathsWatch, a collection of hundreds of online video clips and worksheets that are focused on the individual topics within Mathematics. The video clips work through examples with audio tips and the worksheets give pupils the chance to consolidate the learning of that individual topic. The website also includes revision lists and essential questions at varying levels to ensure that pupils can make the most out of their revision. Please follow this link to Maths Watch
  • Method Maths, a bank of GCSE past exam papers that give instant feedback and marks consistent with the marking policies. Pupils can complete past exam papers online and be given a grade at any point throughout a paper. There are also hundreds of exam style questions that are categorised by topic for pupils to work on specifics before their exams. Please follow this link to Method Maths
Key Stage 4

At Saint Bede’s Key Stage 4 now incorporates Years 9, 10 and 11.

With the changing of the GCSE Mathematics specification, Years 9 and 10 have started the new Edexcel (9-1) Mathematics, with pupils in Year 11 being the last to complete the Edexcel Mathematics A (1MA0) Course. Pupils have four one hour lessons per week, with Year 10 pupils having an additional hour to ensure that their GCSE preparations are effectively built upon. Pupils are set according to their prior attainment in end of year exams as well as work completed throughout the previous school years. The sets are flexible to enable smooth transition of pupils according to their attainment within the Mathematics sets to ensure that pupils have access to the most beneficial teaching for them. Pupils study either for the Foundation or Higher tier examination once they reach Key Stage 4, depending on their set. This enables pupils to have access to the most appropriate content for them and the best route for examination success.
Both specifications are designed to maximise each individual's potential and to facilitate opportunities to broaden pupils’ mathematical understanding. There is an emphasis on problem solving within the specification and the Mathematics department have made this the common theme within the teaching. Problem solving can be applied to all topics in Mathematics as well as many tasks in the wider world so the department strive to ensure that pupils excel in this aspect of the course. In the Saint Bede’s Mathematics department, pupils are pushed towards achieving highly in public examinations but they are also inspired to take their natural intuition with Mathematics that step further. In doing so, pupils are encouraged to continue with Mathematics in post-16 study and are effectively prepared to do so.

Edexcel Level 1/Level 2 GCSE (9-1) in Mathematics

The assessment will cover the following content headings:

  1. Number
  2. Algebra
  3. Ratio, proportion and rates of change
  4. Geometry and measures
  5. Probability
  6. Statistics

 

  • Two tiers are available: Foundation and Higher (content is defined for each tier).
  • Each student is permitted to take assessments in either the Foundation tier or Higher tier.
  • The qualification consists of three equally-weighted written examination papers at either Foundation tier or Higher tier.
  • All three papers must be at the same tier of entry and must be completed in the same assessment series.
  • Paper 1 is a non-calculator assessment and a calculator is allowed for Paper 2 and Paper 3.
  • Each paper is 1 hour and 30 minutes long.
  • Each paper has 80 marks.
  • The content outlined for each tier will be assessed across all three papers.
  • Each paper will cover all Assessment Objectives, in the percentages outlined for each tier. (See the section Breakdown of Assessment Objectives for more information.)
  • Each paper has a range of question types; some questions will be set in both mathematical and non-mathematical contexts.
  • See Appendix 3 for a list of formulae that can be provided in the examination (as part of the relevant question)
  • First assessment series: May/June 2017.
  • The qualification will be graded and certificated on a nine-grade scale from 9 to 1 using the total mark across all three papers where 9 is the highest grade. Individual papers are not graded.
Assessment

The Edexcel Level 1/Level 2 GCSE (9 to 1) in Mathematics is a tiered qualification. There are two tiers:

  • Foundation tier - grades 1 to 5 available
  • Higher tier grades – 4 to 9 available (grade 3 allowed).

The assessment for each tier of entry consists of three externally-examined papers, all three must be from the same tier of entry. Students must complete all three papers in the same assessment series.

Paper 1
  • Externally assessed
  • Availability: May/June and November**
  • First assessment: May/June 2017
33.33% of the total GCSE
Overview of content
  • Number
  • Algebra
  • Ratio, proportion and rates of change
  • Geometry and measures
  • Probability
  • Statistics
Overview of assessment
  • Written examination papers with a range of question types
  • No calculator is allowed
  • 1 hour and 30 minutes (both Foundation and Higher tier papers)
  • 80 marks available
Paper 2
  • Externally assessed
  • Availability: May/June and November**
  • First assessment: May/June 2017
33.33% of the total GCSE
Overview of content
  • Number
  • Algebra
  • Ratio, proportion and rates of change
  • Geometry and measures
  • Probability
  • Statistics
Overview of assessment
  • Written examination papers with a range of question types
  • Calculator is allowed
  • 1 hour and 30 minutes (both Foundation and Higher tier papers)
  • 80 marks available
Paper 3
  • Externally assessed
  • Availability: May/June and November**
  • First assessment: May/June 2017
33.33% of the total GCSE
Overview of content
  • Number
  • Algebra
  • Ratio, proportion and rates of change
  • Geometry and measures
  • Probability
  • Statistics
Overview of assessment
  • Written examination papers with a range of question types
  • Calculator is allowed
  • 1 hour and 30 minutes (both Foundation and Higher tier papers)
  • 80 marks available
Assessment Objectives and Weighting
    Foundation % Higher %
AO1 Use and apply standard techniques
Students should be able to:
  • accurately recall facts, terminology and definitions
  • use and interpret notation correctly
  • accurately carry out routine procedures or set tasks requiring multi-step solutions.
50 40
AO2 Reason, interpret and communicate mathematically
Students should be able to:
  • make deductions, inferences and draw conclusions from mathematical information
  • construct chains of reasoning to achieve a given result
  • interpret and communicate information accurately
  • present arguments and proofs
  • assess the validity of an argument and critically evaluate a given way of presenting information.
  • Where problems require students to ‘use and apply standard techniques’ or to independently ‘solve problems’ a proportion of those marks should be attributed to the corresponding Assessment Objective.
25 30
AO3

Solve problems within mathematics and in other contexts
Students should be able to:

  • translate problems in mathematical or nonmathematical contexts into a process or a series of mathematical processes
  • make and use connections between different parts of mathematics
  • interpret results in the context of the given problem
  • evaluate methods used and results obtained
  • evaluate solutions to identify how they may have been affected by assumptions made.

Where problems require students to ‘use and
apply standard techniques’ or to ‘reason,
interpret and communicate mathematically’ a
proportion of those marks should be attributed to
the corresponding Assessment Objective.

25 30
Total 100% 100%
Breakdown of Assessment Objectives into strands and elements

The strands and elements shown below will be assessed in every examination series, the marks allocated to these strands and elements are shown in the mark schemes.

AO1 Use and apply standard techniques
Strands Elements
1. Accurately recall facts, terminology and definitions 1. Accurately recall facts, terminology and definitions
Should be no more than 10% of AO1
2. Use and interpret notation correctly 2. Use and interpret notation correctly
3. Accurately carry out routine procedures or set tasks requiring multi-step solutions 3a. Accurately carry out routine procedures
3b. Accurately carry out set tasks requiring
multi-step solution
AO2 Reason, interpret and communicate mathematically
Strands Elements
1. Make deductions, inferences and draw conclusions from mathematical information 1a. Make deductions to draw conclusions from mathematical information
1b. Make inferences to draw conclusions from mathematical information
2. Construct chains of reasoning to achieve a given result 2. Construct chains of reasoning to achievea given result
3. Interpret and communicate information accurately 3a. Interpret information accurately
3b. Communicate information accurately
4. Present arguments and proofs 4a. Present arguments
4b. Present proofs (higher tier only)
5. Assess the validity of an argument and critically evaluate a given way of presenting information 5a. Assess the validity of an argument
5b. Critically evaluate a given way of presenting information
AO3 Solve problems with mathematics and in other contexts
Strands Elements

1. Translate problems in mathematical or non-mathematical
 contexts into a process or a series of mathematical processes

1a. Translate problems in mathematical contexts into a process
1b. Translate problems in mathematical
contexts into a series of processes
1c. Translate problems in non-mathematical
contexts into a mathematical process
1d. Translate problems in non-mathematical
contexts into a series of mathematical
processes
2. Make and use connections between different parts of
mathematics
2.  Make and use connections between
different parts of mathematics
3. Interpret results in the context of a given problem 3. Interpret results in the context of the
given problem
4. Evaluate methods used and results obtained 4a. Evaluate mathods used
4b. Evaluate results obtained
5. Evaluate solutions to identify how they may have been affected by assumptions made 5. Evaluate solutions to identify how they may have been affected by assumptions made