Proficiency in numeracy is an essential skill to develop and this aim is at the core of the work of the Mathematics Department.

## Mathematics at Rishworth

Each pupil is encouraged to develop an interest in, and an enjoyment of, mathematical experiences and the department provides courses that equip pupils with those mathematical skills needed for daily life, for economic, business and industrial awareness, and for the study of the subject to a higher academic level. The appreciation of the logic, power and elegance of mathematics will be fostered in the students as well as a realisation of the essential part that mathematics plays in communicating and analysing information and ideas.

## Lower & Middle School Mathematics

**Year 7 Topics:**

- Number:
- Negative numbers.
- Decimals.
- Fractions.
- Percentages.
- Ratios. Factors, multiples and primes.

- Algebra:
- Expressions.
- Solving equations.
- Sequences.
- Coordinates and graphs.

- Shape, space and measure:
- Area and perimeter.
- Angles
- Construction
- Properties of shapes.
- Pythagoras’ theorem.
- Transformations.

- Handling data:
- Charts and graphs.
- Averages and range.

**Year 8 Topics:**

- Number:
- Negative numbers.
- Index laws.
- Standard form (set 1).
- Decimals.
- Fractions.
- Percentages.
- Ratio.
- Factors, multiples and primes.
- Estimation.
- BIDMAS.

- Handling Data:
- Charts and graphs.
- Averages and range.
- Probability.

- Algebra:
- Expressions.
- Expanding double brackets (set 1).
- Substitution.
- Rearranging a formula (set 1).
- Solving equations.
- Sequences.
- Coordinates and graphs.
- Inequalities.
- Trial and improvement.

- Shape, Space and Measure:
- Area and volume.
- Angles.
- Construction and Loci.
- Properties of shapes.
- Pythagoras’ theorem (set 1).
- Transformations.

**Year 9 Topics:**

- Number:
- Add, subtract, multiply and divide integers and decimals.
- Fractions.
- Decimals.
- Percentages.

- Handling Data:
- Charts and graphs.
- Averages and range.
- Probability.

- Algebra:
- Expressions.
- Algebraic fractions (set 1).
- Rearranging formulae.
- Expanding and factorising double brackets.
- Expressions, formulae, equations and identities.

- Shape, Space and Measure:
- Angles.
- Properties of shapes.
- Congruence and similarity.
- Pythagoras’ theorem.
- Scale drawings.
- Area of shapes.

## GCSE Mathematics

**Introduction:**

The aim of the Mathematics Department is to encourage the pupils to develop a positive attitude to the subject and to enable them to have confidence in applying their mathematical skills in a wide range of situations. They will be given opportunities to work independently, investigating and testing mathematical ideas, and so create a firm foundation for further study.

**Course Content:**

The syllabus is consistent with the National Curriculum and continues to build on the Key Stage 3 work tested at the end of Year 8. The subject content is divided into six attainment target areas:

- Number
- Algebra
- Ratio, Proportion & Rates of Change
- Geometry & Measures
- Probability
- Statistics

Assessment is by written examination examined at the end of the three year course. The examinations are differentiated, the system involving two tiers of assessment each one targeting different levels of attainment. It is important that pupils are entered for the tier appropriate to them. Grades awarded at the two tiers of entry are as follows:

Higher Tier: 4 – 9

Foundation Tier 1 – 5

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**Examination Board: **AQA

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**Mode of Assessment: **Examination

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**Linear**: Three written papers each worth one third of the total marks. One non-calculator paper, plus two calculator papers, each testing work taken from the entire specification.

## A-Level Mathematics & Further Mathematics

**Introduction**

The aim of these courses is to enable students to develop their understanding of mathematical processes in a positive way, fostering confidence and enjoyment in the application of mathematics. Students will develop the skills to enable real world situations, such as understanding and using technology, computers and calculators, to be represented as mathematical models. Mathematics is then an effective means of communication and essential and relevant to many other fields of study, to the world of work and to society in general. The basic requirement for starting this course would normally be at least a grade 5 at GCSE (with all the material in the Higher Tier covered).

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**Course content**

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**Mathematics:**

The A-level course consists of a variety of topics from Pure Mathematics, Mechanics and Statistics.

Students are assessed at the end of the two- year course through three papers, each 2 hours long. The first is entirely Pure Mathematics, the second a mixture of Pure and Mechanics, and the third a mixture of Pure and Statistics.

The AS-level course has a limited variety of Pure Mathematics, Mechanics and Statistics which may be available to students if required. The assessment is two papers, each 1 hour 30 minutes long. The first is a mixture of Pure and Mechanics, the second Pure and Statistics.

**Further Mathematics:**

Students study three areas of Mathematics of which one must be Pure and two Applied, choosing from Mechanics, Statistics and Discrete Mathematics.

Students are assessed through three papers, each 2 hours long. Two papers are entirely Pure Mathematics, and the third is Applied Mathematics.

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**Pure Mathematics: **

To begin with, the basic techniques of algebra, co-ordinate geometry, trigonometry and calculus are developed and refined. The properties of further functions are explored and topics such as series, numerical methods, complex numbers and differential equations are studied.

**Mechanics:**

Mathematical modelling is important to these modules. Topics include the dynamics of a particle moving in one and two dimensions, statics, work and energy and motion of the rigid body. Linear differential equations are used to solve some of the models created.

**Statistics:**

These modules include data collection and consequent interpretation with the discrete and continuous random variables and probability distributions being developed. Sampling, estimation, hypothesis testing, linear correlation and goodness of fit are some of the other topics covered. Modelling is an effective way of introducing many of the topics in the statistics components.

**Discrete Mathematics:**

These modules include work on algorithms, networks, linear programming and critical path analysis.

**Examination Board: **AQA