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Mathematics
Maths at Shapwick is geared to passing GCSE using the modular syllabus from AQA. (4307)
The overall aim is to develop in pupils a rounded perspective of mathematics which will reflect the requirements of the National Curriculum and prepare them for GCSE and adult life.
For some, mathematics can be a daunting subject. It is important that teachers build on their strengths, provide structure and strategies to tackle problems and regularly re-visit topics to reinforce skills and knowledge.
In Year 9 students have to opportunity to cover a wide range of topics – some of which may be familiar but other may be new. At the same time we will practise their number skills in designated lessons to ensure these are improved. When the pupils are ready, they will be introduced to GCSE level work.
Subject Content:
The content closely follows the modules in the exam:
Module 1 – Handling data, probability and statistics. 18%
Module 3 – Number work and basic algebra. 27%
Module 5 – Algebra, number calculations and shape and space. 55%
The modules are available at both foundation and higher level with a certain amount of overlap. The Module 5 paper decides the range of results possible. The highest grade possible following the foundation course is a grade C. (There is no coursework.)
The majority of the students will sit foundation module exams from year 10 with the opportunity to improve on grades during Year 11 (this may include covering work at the higher level).
Students with a good ability in maths may also be entered for a second GCSE (in Statistics) which builds on the work covered in Module 1.
All maths classrooms have interactive whiteboard and all pupils have access to online resources including mymaths.co.uk and www.supermathsworld.com. Students make significant progress at the school and this is reflected in their success rate with all pupils achieving at GCSE, surpassing national averages.
A dedicated website has been developed which contains a host of useful resources for pupils. Please visit Shapwick Maths
