Mathematics
It isn’t that they cannot see the solution. It is that they cannot see the problem.—GK Chesterton
Meet the Maths team
Meet the tutors who will share their love of Mathematics as you study at Crompton House School.
Mrs C. Borthwick
Mrs K. McIvor
Second in Maths
I am originally from Northern Ireland, where I studied Mathematics at Queen’s University Belfast. I then completed a PGCE in Mathematics at Queen’s University Belfast and worked in Northern Ireland for a few years. I decided I wanted to broaden my horizons and moved to Kent where I taught in a secondary school for three years. After a few years of living outside London I wanted to experience another English city so I moved up to Manchester in the summer, ever so slightly moving closer to home! So far I am thoroughly enjoying life at Crompton House.
Mr I. Wroe
14 years of teaching maths and I still love it. Every year brings a new set of students to teach: to inspire: to empower. Teaching maths is all about engaging with the students, to help them see how useful maths is. Where would we be without numbers? 10 years of working in the outdoors; rock climbing, canoeing and mountaineering has meant that I have spent over half my life working with youngsters. I must obviously enjoy what I do. When I’m not planning or marking work I run.
Mr J. Upton
BSc. Hons at City University, London in Aeronautical Engineering
Since being at primary school I have always been fascinated by mathematics and engineering, and although I considered a career in industry, I have never regretted my decision to follow my father and go into teaching. In my younger days I took many trips to North Wales, the Lake District and Scotland from a school in London. After moving to Crompton House I have become more active in school leadership currently being responsible for two curriculum teams, trips, D of E, community liaison, day-to-day management, and communication. I am also chair of the CHS Parent, Teachers & Friends Association. I feel privileged to work at Crompton House, no more so when singing with the Senior Choir. Outside school I am a member of the Methodist Church and a trustee of a residential centre in the Lake District. I enjoy travel, hill walking, jogging (it used to be running!), theatre and support Charlton Athletic and Sale Sharks.
Mr S. Collins
Mrs N. Smith
BSc. (Hons.) and PhD | The University of Manchester PGCE | Manchester Metropolitan University
I re-directed my academic career as a lecturer in Consumer Behaviour at The University of Manchester to teaching Mathematics in 2011. I spent a year as Marketing Manager at The Radclyffe School in Chadderton before embarking on my PGCE in Secondary Mathematics. I knew that secondary schools were the educational environment in which I could have the most impact on children’s life choices and life skills, and that teaching was my vocation.
My home city is Birmingham and in my spare time I enjoy supporting Aston Villa both home and away as a season ticket holder.
Mr J. Borthwick
Mrs M. Newell
Miss N Islam
Mrs A Ahmed
Mr C. McKillen
Mr C. Welch
How are students assessed?
All students are assessed regularly throughout the year through weekly homework. These may be written tasks, online tasks or enrichment tasks.
Students are tested four times in the year and are given a grade, which is used to check progress against targets.
The tests are usually in October, December, March and finally in the summer in line with the school assessment calendar.
How are students grouped?
All Maths classes are setted on ability to ensure maximum progress.
In Year 7 this is determined from a combination of KS2 data and CAT data. Thereafter all setting is determined from internal assessments including homework, classwork and tests.
We always aim to place students in the set where they will be challenged whilst gaining confidence and making excellent progress.
Classes are reviewed regularly; if it is felt that a student is in the wrong set he or she will be moved accordingly after consultation with the class teacher, the pupil and the parents.
Generally class sizes are approximately 25-32.
Where students need more support, the class size may be smaller (typically 15-20).
What home learning are we expected to do?
Students are able to access online sites such as MyMaths and Corbettmaths.
All students are expected to complete one homework each week and at least one written homework per fortnight.
There are daily workshops held in school from 12:25pm to 12:55pm where students can catch up and/or receive help with their Maths.
How can parents help?
We encourage students to talk to their parents about their progress at school.
We appreciate that parents are keen to help their child and good communication between school and home is essential.
We regularly send parentmails regarding forthcoming tests and encourage parents to help their child with revision.
Parents can help by checking that homework is complete and encouraging their child to seek help when necessary. Open and honest dialogue is encouraged.
Curriculum Breakdown
Autumn Term
- Unit 1 Geometry
- Unit 2 Constructions & Loci
- Unit 3a Fractions & Decimals
- Unit 3b Percentages
- Unit 4 Number
- Unit 5 Factors, Primes, etc
Spring Term
- Unit 6 Algebra
- Unit 7 Ratio & Proportion
- Unit 8 Perimeter, Area, Volume
Summer Term
- Unit 9 Sequences, Functions & Graphs
- Unit 10 Transformations
- Unit 11 Handling Data
- Unit 12 Probability
- Unit 13 Measures
How are the students assessed? Half-termly tests
Autumn Term
- Unit 9 Sequences, Functions & Graphs
- Unit 10 Transformations
- Unit 11 Handling Data
- Unit 12 Probability
- Unit 13 Measures
Spring Term
- Unit 1 Geometry
- Unit 2 Constructions & Loci
- Unit 3a Fractions & Decimals
- Unit 3b Percentages
- Unit 4 Number
- Unit 5 Factors, Primes, etc
Summer Term
- Unit 6 Algebra
- Unit 7 Ratio & Proportion
- Unit 8 Perimeter, Area, Volume
How are the students assessed? Half-termly tests
Students begin to follow the GCSE syllabus from Year 9. Depending on their ability, they will either follow the Foundation Tier syllabus or the Higher Tier syllabus.
For students who will take their GCSE in the summer of 2017 there will be more emphasis on problem solving and more demanding content in line with recent government changes.
What will the students be studying each term?
All students will broadly follow the same pattern of units through Year 9, Year 10 and Year 11. The finer details of the content for each unit will be dependent on the target grades for the particular class. We always strive to challenge and enthuse our students to maximise progress.
Autumn Term
- Unit 1 Geometry
- Unit 2 Constructions & Loci
- Unit 3a Fractions & Decimals
- Unit 3b Percentages
- Unit 4 Number
- Unit 5 Factors, Primes, etc
Spring Term
- Unit 6 Algebra
- Unit 7 Ratio & Proportion
- Unit 8 Perimeter, Area, Volume
Summer Term
- Unit 9 Sequences, Functions & Graphs
- Unit 10 Transformations
- Unit 11 Handling Data
- Unit 12 Probability
- Unit 13 Measures
For students who show a real aptitude for Mathematics we offer the opportunity for students in Years 9 and 10 to complete the EDEXCEL awards. For students in Year 11 we offer the OCR Free Standing Maths Qualification which is an excellent bridge to A level.
A movie inspired on numbers, geometry and nature, by Cristóbal Vila
Golden Spiral
This is an infinite sequence of natural numbers where the first value is 0, the next is 1 and, from there, each amount is obtained by adding the previous two.
The Golden Angle
We are going one step further on the animation by introducing a new concept, maybe less known but equally important, the Golden Angle. That is, the angular proportional relationship between two circular segments
Voronoi Tessellations
These geometric formations are based on a distribution pattern that is easily recognizable in many natural structures, like the wings of some insects or these small capillary ramifications in some plant’s leaves.
The Theory
http://www.etereaestudios.com This page is a complement to the animation, in order to better understand the theoretical basis that you can find behind the sequences.
Option choice: GCSE Mathematics
Course highlights:
The top two sets do a two-year GCSE Higher course with a view to completing all the work by the end of Year 10. This will allow these students to focus on the FSMQ Additional Mathematics Course in Year 11 which is a bridge to A-level Mathematics and Further Mathematics. Other classes do the GCSE Foundation course in Year 9 and Sets 3 to 5 go on to the Higher work in Year 10 and Year 11.
There will be a full internal GCSE assessment (up to grade C or new GCSE number grade 4) at the end of Year 9 which will accurately reflect the GCSE grade achieved at that time. This will inform re-setting and pathways for Years 10 and 11. In Year 10 students who have gained a C-grade (number grade 4) will start the GCSE Higher Course towards improving to a B-A* (Grades 6-9) and those who have not achieved their C will re-do all the GCSE Foundation work in Year 10 (and again in Year 11 if necessary). For those pupils who cannot access work at GCSE Foundation, the Edexcel Entry Level certificate will be offered. In addition, there is a suite of qualifications (with external examinations) called the Edexcel Awards at Levels 1 to 3 which will be used as/when required.
How you are going to learn on this course:
Each paper assesses three objectives. The new assessment objectives are as follows:
- AO1: applying standard techniques (50% on Foundation, 40% on Higher papers)
- AO2: reasoning, interpreting and communicating mathematically (25% Foundation, 30% Higher)
- AO3: solving problems, including non-routine problems (25% Foundation, 30% Higher)
The new reasoning and problem solving assessment objectives, AO2 and AO3, mean that there will be a greater number of questions with less structure. Candidates will have to make decisions on the mathematics required to solve the question.
The characteristic of AO2 is that more than one approach/interpretation to a solution is possible and the candidate has to select a suitable method to use and communicate it correctly. With AO3, the question involves a problem that has to be solved by, amongst other things, non-routine / non-prescribed techniques. The question will require the candidate to devise a strategy to deliver a solution. The question may be considered a ‘problem’ purely by virtue of being situated in an unfamiliar setting, requiring the application of a routine technique for its solution. Individual questions could address AO2 only, AO3 only or a mixture of both AO2 and AO3, but the total percentages are as described above.
How it is assessed:
The course is a linear specification which is taught holistically with all assessments taken at the end of the course. There are three equally weighted papers, each contributing equally towards the final grade:
- Paper 1: Non-calculator (1 hour 30 minutes)
- Paper 2: Calculator (1 hour 30 minutes)
- Paper 3: Calculator (1 hour 30 minutes)
In 2016/2017, Foundation tier grades Unclassified to 4 are available and at Higher tier grades 4 to 9 are available with grade 3 allowed.
Other information:
We make extensive use of MyMaths (www.mymaths.co.uk). Textbooks are available to use in lessons and in workshops. Revision Workbooks and Guides are used closer to the examination.
Who to see for more information:
Joint Curriculum Team Leaders: Mrs C Borthwick – Mr I Wroe
You can speak to your Form Tutor, Head of House and Assistant Head of House for more advice.
GCSE Specification
GCSE Specification
A Level Specification
