The mathematics department at TEFS
The mathematics department consists of dedicated professionals who believe that Mathematics is a multi-faceted subject which has its own unique place in our school’s curriculum.
Mathematics provides students with powerful ways in which to see, analyse and change the world and our professionals will provide students with opportunities to appreciate the power of mathematics and make links between the classroom and real-life.
Our aim is to create functional mathematicians who are able to participate in modern society; having the tools to understand science, technology, engineering and economics. Mathematicians from our school will become fully participating citizens in society who are able to think mathematically, reason, solve problems and assess risk in a range of contexts.
Mathematics provides a powerful universal language and intellectual toolkit for abstraction, generalization and synthesis. It is the language of science and technology. It enables us to probe the natural universe and to develop new technologies that have helped us control and master our environment, and change societal expectations and standards of living. Mathematical skills are highly valued and sought after. Mathematical training disciplines the mind, develops logical and critical reasoning. (Making Mathematics Count, the report of Professor Adrian Smith’s Inquiry into Post-14 Mathematics Education, Feb 2004).
We believe that good learning takes place when students are given opportunities to solve problems by developing their understanding, linking different strands of mathematics and applying skills.
Good teaching facilitates good learning. It involves creating an appropriate environment in which students can respond to high levels of expectation and challenge. They must be kept on the edge of their thinking and pushed to the edge of their abilities.
'The teachers’ job is to organise and provide the sorts of experiences which enable pupils to construct and develop their own understanding of mathematics, rather than simply communicate the ways in which they themselves understand the subject.'
(Non-Statutory Guidance, National Curriculum, 1989)
As a result of good teaching and learning, our students are guided to become thinking individuals who can operate mathematically and achieve their potential.
TEFS Mathematics curriculum
KS3 (up to KS3 NCTs)
In years 7 to 9 we believe that students should be taught in sets that group students by ability.
We follow a programme of study which aims to position all students at their optimum by the time they start GCSE work in KS4.
From September we will have a transparent programme of study, which will be accessible to parents/carers on this webpage. Parents will then know what topics are being studied and when, in order that parents can provide additional support at home and monitor the progress of their child.
KS4 (up to GCSE)
We closely follow the Edexcel linear programme, which will be made available to parents through this webpage from September. Students will follow either a 1-year or 2-year GCSE programme in one of two tiers, Foundation (grades G-C) or Higher (grades D-A*).
Click Here to view the Foundation Scheme of Work.
Click Here to view the Higher Scheme of Work.
Students will be entered into GCSE mathematics exams at various points during year 11 (and potentially year 10), according to their current working grade and readiness to achieve.
To infinity and beyond … GCSE
Students that have completed GCSE early, to a high standard and that are considered independent learners, may be selected to participate in the GCSE Statistics short course; which it is possible to complete in a short time with assistance from tutors within the school.