Maths

Crawshaw School’s Mathematics Department want all students to take up the challenges within Mathematics with confidence and enjoyment. We strive to provide a variety of teaching and learning styles so that each student can maximise their potential.

The Department consists of 7 specialist Mathematics teachers and a Mathematics Higher Level Teaching Assistant.  All the rooms within the mathematics suite have an interactive whiteboard and the department has many software packages to aid learning. The department is well equipped with a range of text books to suit different abilities and learning styles as well as hands-on resources for practical and interactive.  We have an open door policy – students are encouraged to ask a member of the department if they are struggling with a particular topic.  Some students take part in the National Mathematics Challenge, run by Leeds University. Y8 G&T students are offered the chance to take part in a Maths master class at Leeds University.

Who’s who? 

• Mr Searle - Mathematics Subject Leader
• Mrs Holdsworth - Second in Department
• Mrs Lemass - Y8 Achievement Coordinator
• Mr Lancashire - Alternative Curriculum Coordinator
• Miss Royle - Maths Teacher
• Mr Fowler - Maths Teacher
• Mrs Ogilvie - Maths Teacher
• Mrs Watts - Mathematics Higher Level Teaching Assistant 

The Curriculum

Key Stage 3

Students in Key Stage 3 follow a modular course, spending roughly 6 hours per module, using the National Numeracy Strategy.  Each module focuses on one of the attainment targets in the National Curriculum: Number; Algebra; Shape, Space & Measure and Handling Data.  There are 3 programmes of work in each year group:  Extension, Core and Support.  This enables each child to work at a level appropriate to their ability.  The approach to learning is a ‘spiral’ effect. Topics will usually be covered at least twice during any year, but building on the experiences previously encountered. Pupils will be presented with a wide variety of experiences and tasks to develop and enhance their mathematical understanding. 

Year 7

Students in Year 7 may start with a transition unit to support the move from Key Stage 2 to Key Stage 3. The students are taught the first 3 modules in their form groups in the first half term.  After each module the pupils are tested in line with our Assessment for Learning Policy.  After October half term, the pupils will be placed in one of four ability sets.

Year 8

Students continue in the same groups they were in at the end of Year 7, although these are continually reviewed and students may be moved up or down depending on their progress, attendance, class work and homework.  Clear learning objectives are again identified and delivered in a similar format to Year 7. 

Year 9

The pupils are now set as a year group and placed on one of seven sets.  At the end of Year 9, all students are given an End Of Key Stage 3 assessment level.

Key Stage 4

Students officially start their GCSE course. We run both the modular and linear courses - entry will depend on what set your child is in.  We follow the Edexcel GCSE exam syllabus. The students will be entered for either the Higher tier (grades available A*-D) or the Foundation tier (grades available (C-G).  Easter revision classes are held each year prior to the GCSE exam.  We enter those students who are struggling with the demands of the GCSE syllabus for the Entry Level Mathematics Certificate. 

Key Stage 5

We offer A level Mathematics in the sixth form. Students study three modules during Year 12 leading to an AS Mathematics qualification. In Year 13 they study another three modules for their A2 qualification.  AS Further Mathematics is also available in Year 13.

Career Progression

In the world of work, the importance of mathematics is unquestionable. For example, it is the key to science and engineering; it is indispensable in commerce; and it is used increasingly in the everyday services we rely on in our modern society. If you enjoy mathematics, you may find that the opportunities for using it in your career are wider than you ever imagined.  The range of jobs where a mathematical background is desirable is vast. A small number of areas are indicated:  engineering, finance, genetics, insurance, radiotherapy, operational research, physiotherapy, operational research, physiotherapy, pharmacy, IT, statistical analysis, psychology, electronics, surveying, science, geology, economics and management.  A recent survey by the London School of Economics stated that employees with A level mathematics earned on average 10% more than the rest of the population. A degree in mathematics can mean an average of 20% higher earnings.