“Mathematics knows no races or geographic boundaries; for mathematics, the cultural world is one country.”
David Hilbert, mathematician (1862-1943)
Mathematics at Kings Langley School
Mathematics is the study of logic, pattern and number and is unique amongst the academic disciplines for its absolute rigour. For some, the truth found in mathematics is the purest form of truth there is. To study mathematics is to train oneself in the art of reason, assembling the facts before making logical deductions, a skill very much in demand in today’s world full of conflicting data.
Mathematics knows no borders, knows no race, religion or gender and knows no social background. It has the power to transform a young person’s life and every child has the right to the opportunity to engage with a rigorous and aspirational mathematics curriculum.
In Mathematics, our aim is to unlock the transformative power of the subject for our students and to give them high quality opportunities to engage. We aim to develop our students understanding of mathematics and their fluency with processes so that they gain confidence and enjoyment. We aim to develop the students’ ability to think logically, selecting relevant information or data to solve a given problem. We want the students to build resilience for when they face an unfamiliar problem or for when the solution requires creative thinking. We develop the students’ mathematical communication skills so that their thoughts and ideas can influence others, with the goal of them taking up valuable roles in the modern workplace.
Key stage 3
At Key Stage 3 we follow a mastery based approach, using the ‘discovering mathematics’ textbooks and White-Rose maths.
Key Stage 4
At GCSE we follow the Pearson-Edexcel 1MA1 specification.
There are three 90-minute exams at the end of Year 11. One is non-calculator and the other two are calculator papers.
There are two tiers of entry for these papers, higher and foundation. Generally, students in sets one and two take the higher-tier. The higher tier goes from grade 4 to grade 9. Generally, students in sets three and four take the foundation-tier, which goes from grade 1 to 5.
Grade 4 is considered a GCSE ‘pass’ equivalent to the old C-grade. Grade 5 is seen as a ‘good pass’ equivalent to the old B/C grade.
Key Stage 5
At Key Stage 5 we follow the Pearson-Edexcel specification and we offer maths and further maths A level.
The specification for the regular A-Level is 9MA0
Students need a grade 7+ at GCSE to take this course.
This course is examined by three 2-hour papers at the end of Year 13. Two papers are on the pure mathematics aspect of the course and the other paper is on the applied topics.
The specification for further maths A-Level is 9FM0
Students need a grade 8+ at GCSE (or a recommendation from their GCSE teacher if they got a grade 7) to take this course.
This course is examined by four 90-minute papers at the end of Yr 13. Two papers are on the pure mathematics aspect of the course and the other two are on the applied topics.
We have a history of our students achieving good outcomes at both GCSE and A level. Students feel equipped to tackle mathematical problems in the classroom and, as a result, they are able to deal with problems involving data and rational thought in their chosen careers.
We attract good numbers of students to further their study with A level maths and further maths in our Sixth Form. Many students go on to study mathematics or related disciplines at top universities or are accepted onto prestigious apprenticeships such as the one offered by the Dyson Institute.
Do we set our students for maths?
Yes, we find that placing students in classes with others attaining a similar level helps the lessons to proceed at a better pace and for the students to find the work more rewarding as well as building their confidence. Students are placed in sets from Year 7 and we review the setting after each assessment point in the year and make changes as appropriate.
How do you support students who are struggling?
We find that problems are reduced by teaching the students in sets but if problems remain then the students all have logins to our online maths resource called mathswatch. On this website there are instructional videos for each topic we study and the chance to practise interactive questions which are marked instantly. If your child still struggles with a topic we offer an open door policy on the maths corridor at lunchtimes and all students are able to come to ask for more help then. Teaching assistants are present in some classes, where the need is greater, and 6th form maths students run a maths club to build maths confidence in the younger years.
My child excels in maths, what opportunities are there for higher attaining students?
Many students participate in the Junior, Intermediate and Senior Maths Challenge from the UK Mathematics Trust and many achieve gold, silver or bronze certificates in these. We have also nominated students from Year 9 to attend the Royal Institution masterclasses in mathematics. These are ‘hands-on’ classes run by experts from industry and academia.
How is homework set?
Homework is set weekly for maths. We generally use the mathswatch website as this supports the students by offering video tutorials and instant feedback on how they have done and it supports our teachers by giving detailed feedback on the students’ performance on each skill. This allows us to address any misconceptions at the point at which they form rather than leaving them to embed in the minds of the students.
What calculator will my child need for maths?
A scientific calculator is required to successfully access the curriculum at Key Stages 3,4 and 5.
For Key Stage 3 and 4 we recommend the Casio FX-83GTX Scientific Calculator.
For Key Stage 5 we ask that the students have at least the CASIO FX-991EX. The CASIO FX-CG50 Graphic Calculator is very good but expensive and not strictly necessary (it can be bought through the school at a slighter cheaper price, ask your maths teacher)
|Mr B Wilshaw||Learning Area Leaderemail@example.com|
|Mrs L Bishop||Lead Practitionerfirstname.lastname@example.org|
|Mr J Jakubowski||Teacheremail@example.com|
|Mrs R Jennings||Teacherfirstname.lastname@example.org|
|Mr J Parkin||Deputy Leader of Mathsemail@example.com|
|Miss Y Li||KS5 Maths Leadfirstname.lastname@example.org|
|Mrs N Ndlovu||Teacheremail@example.com|
|Mr V Ogunba||Teacherfirstname.lastname@example.org|
|Miss S Slade||Teacheremail@example.com|
|Mr E Tembo||Teacherfirstname.lastname@example.org|
|Mrs D Shannon||Teacheremail@example.com|
Revision documents: Topics covered each half term matched to the mathswatch website
Y7 Mathswatch (Autumn term)Y7 Mathswatch (Spring term)Y7 Mathswatch (Summer term)Y8 Mathswatch (Autumn term)Y8 Mathswatch (Spring term)Y8 Mathswatch (Summer term)Y9 Mathswatch (Autumn term)Y9 Mathswatch (Spring term)Y9 Mathswatch (Summer term)Y10 and Y11 Mathswatch