Mathematics & numeracy
Our learners will become mathematical thinkers who value the challenge of exploring and solving problems in mathematics. Our desire is for students to become active questioners, able to engage with mathematics in unfamiliar contexts by developing strong mathematical habits of mind, underpinned by the five proficiencies and including specialising, spotting patterns, forming conjectures and generalising. They will have the ability and confidence to engage with the world around them using mathematics as a tool for understanding and evaluating phenomena, whether in specialist fields or as citizens of Wales and the wider world. Our curriculum will afford regular opportunities for students to explore mathematics through individual and collaborative problem solving in both abstract and applied contexts. Our learners will be supported to develop numerical and algebraic fluency with a balance of teacher-led and explorative approaches. As they explore mathematics with us, they will make connections between mathematical concepts using concrete, pictorial and abstract representations. As we maintain high aspirations for our learners, we also value our teachers. We believe that there is no single correct approach to guide the learning of mathematics in the classroom, but that high quality practice is achieved collaboratively, with the opportunity to reflect together on pedagogy and classroom experiences.
Hannah White: Director of Learning for Mathematics & Numeracy
Adam Neill: Deputy Director of Learning for Mathematics & Numeracy
Jeff Matthews: Deputy Director of Learning for Mathematics & Numeracy
Emily Blease: Mathematics & Numeracy Skills
Rhys Jeremiah: Mathematics & Pre-16 Director
Hannah Sullivan: Mathematics & Assistant Head
Allyson Hand: Mathematics & Deputy Head
Luke Cruickshank: Mathematics
Years 7 and 8
Please see the below Adobe Spark page.
Years 9 – 11
In Years 9 to 11 students have 4 hours of lessons per week and follow the WJEC specifications leading to two distinct GCSEs. GCSE Mathematics and GCSE Numeracy. Depending on attainment, students may be entered for the Higher Tier papers which allow for grades A*-C, the Intermediate Tier which allows for grades B – E or the Foundation Tier papers, which allows for grades D-G.
Both GCSEs follow the same structure; two papers each worth 50%. Paper 1 in each case is a non-calculator paper which tests the understanding of numerical strategies.
Specifications for both these GCSEs can be found using the web address:
Years 12 and 13 Mathematics
Within A Level Mathematics students study two Units – Core and Applied – each with separate examinations. The Core component focusses on cornerstone concepts in mathematics, such as calculus, trigonometry, coordinate geometry, exponentials and logarithms. The Applied component is split into two distinct areas: Statistics and Mechanics. Statistics focusses on developing important techniques for analysing data and understanding probability, whilst Mechanics introduces students to applications of mathematics, for example, applying Newton’s laws.
Year 12 and 13 Further Mathematics
Within AS Further Mathematics students study three Units – Core, Statistics and Mechanics – each with separate examinations. The Core component focusses on cornerstone concepts in mathematics, broadening understanding of concepts introduced within the Mathematics A-Level, whilst introducing students to new areas such as matrix algebra and complex numbers. Likewise, within the Statistics and Mechanics modules, students develop a deeper and broader understanding of the applied concepts introduced within A-Level Mathematics. At A2 students continue with the Core content and are able to choose a specialism in either Statistics or Mechanics.