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Sawtry Community College |
Welcome to the Maths Department!
The Maths block consists of eight classrooms all fitted with IWB, one of which is consists of 24 desktop computers for students to access maths website, maths software and other interactive activities.
The department work with a spiralling curriculum plan throughout 5 years of secondary education which has core, support and extension each year. This is aimed at students making maximum progress in maths right from day 1.
Students are taught in ability groups in order to allow personalised learning. Students are assessed regularly and set reviews carried out once a term with set changes occurring if and when necessary.
The department extends extra support to yr 7 students getting levels below the national standard through the numeracy progress unit (NPU).
Extra revision sessions are available to KS4 students. These will cover both the CD, AA* and AB border line during lunchtime and after school (between January and May).
UKMT challenge both Junior and Intermediate are available for the most able students. A team challenge for years 8 and 9 and individual challenges for all years. And further challenges such as the Free Standing Mathematical Qualification (FSMQ) are available for most able students in year 10 and 11.
Maths Staff
| Mr D Bridgeman | Head of Faculty | david.bridgeman@sawtrycc.org.uk |
| Mr P Sunderland | Joint Head of Department | paul.sunderland@sawtrycc.org.uk |
| Mrs A Kay | Joint Head of Department | anita.kay@sawtrycc.org.uk |
| Miss L Hay | Maths Teacher | louisa.hay@sawtrycc.org.uk |
| Miss L Philpot | Maths Teacher | lesley.philpot@sawtrycc.org.uk |
| Mrs S Mashford | Maths Teacher | sue.mashford@sawtrycc.org.uk |
| Mr C Valmonte | Maths Teacher | celso.valmonte@sawtrycc.org.uk |
| Mr H Cutmore | Maths Teacher | Hallam.cutmore@sawtrycc.org.uk |
| Mrs F Di Meo-smith | Maths Teacher | francesca.dimeo-smith@sawtrycc.org.uk |
| Mrs D Manak | Maths Teacher | dash.manak@sawtrycc.org.uk |
Key Stage 3 (Year 7-9)
Schemes of work at Key Stages 3 deliver the National Curriculum. They are delivered in a structure based on units of work that focus on one strand of an Attainment Target at a time.
The strands of each attainment target are summarised as follows:
NA1 |
Place Value, Fractions, Decimals, Percentages & Ratio |
NA2 |
Four Rules, Negative Numbers, Indices |
NA3 |
Algebra - Sequences, Functions, Equations & Graphs |
S1 |
Perimeter, Area & Volume |
S2 |
Symmetry, Transformations & Location |
S3 |
Angles, Polygons, Pythagoras & Trigonometry |
S4 |
Measurement |
D1 |
Statistics |
D2 |
Probability |
A very powerful resource is also the MyMaths website - www.mymaths.co.uk - That all students have unique login's for.
Key Stage 4 (Year 10-11)
Mathematics is a core subject at GCSE. All students study Mathematics and will be entered for either the higher or foundation tier exams.
Want extra help with revision? Grades G-D? Want to do lessons and tasks at home? Using the spreadsheet attached, we have indexed all the subjects and curriculum for the exam and hyperlinked them to the correct place on MyMaths. All you need to do is click on the hyperlink, log in using the school login details which every student knows and learn..
Revison for G - C Grades: Click here for the MyMaths topic selector: <Click Here>
Revison for A* - C Grades: Click here for the MyMaths topic selecor: <Click Here>
Link to exam board: http://www.edexcel.com/Pages/Home.aspx
Key Stage 5 (Year 12-13)
AS/A-Level Mathematics
The department currently follows the EdExcel syllabus for the six-module course. Each class has two teachers, one for the Core modules and one for the Applied.
Year 12
Core 1 & 2 |
Statistics 1 |
6 lesson per fortnight |
3 lessons per fortnight |
Year 13 (this course starts as soon as students return from study leave in Year 12)
Core 3 & 4 |
Statistics 2 |
6 lesson per fortnight |
3 lessons per fortnight |
Further Mathematics
Further Mathematics is offered as a course provided we have enough students
Year 12
Core 1, 2, 3 & 4 |
Statistics 1/ Statistics 2 |
12 lessons per fortnight |
6 lessons per fortnight |
Year 13 (this course starts as soon as students return from study leave in Year 12)
FP1, 2, & 3 |
Applied |
12 lessons per fortnight |
6 lessons per fortnight |
Gifted And Talented
Students are setted according to ability so that each student can work at a pace appropriate to them. Sets are regularly assessed and students moved if we feel they would find a different pace more beneficial.
UKMT individual challenge offered to most able at junior, intermediate and senior level.
UKMT team challenge offered to years 8 and 9.
FSMQ offered to most able in year 11.
Further Mathematics available as a course for most able at A-level.
Additional Support
My maths
The department pays to subscribe to www.mymaths.co.uk as we feel that it is a valuable tool which offers online support to students.
Students can use the online lessons and tasks to revise for tests, assist them with their homework or simply to practice skills learnt in school.
SEN classes morning.
Numeracy Progress Units offered to least able in year 7. These sessions are delivered once a week during registration.
Intervention classes offered to selected year 11, D grade, students during registration (not sure if we will have this approved this year)
Key stage 4 revision clubs
B to A* sessions run in M7 every Monday after school (September to May)
D to C grade sessions will run during lunchtime (January to May) day to be confirmed
| Financial Maths
Your maths, or maths-based degree, is a valuable asset to your future career and there is a wide variety to choose from. The financial sector, the actuarial profession, ICT, teaching and academia are some of the most popular choices, but there are many other careers that you may not have considered |
Statisticians Engage in the development of mathematical theory or apply statistical theory and methods to collect, organize, interpret, and summarize numerical data to provide usable information. May specialize in fields, such as bio-statistics, agricultural statistics, business statistics, economic statistics, or other fields |
Risk Managers As a risk manager, you use mathematics and statistical skills to appraise, price and track risks inherent in a financial institution's transactions. Your knowledge of capital markets products helps you work with traders, portfolio managers and clients, and allows you to provide risk-hedging strategies. You focus on two types of risk: market and credit. Market risk originates from fluctuations in securities prices. Methods such as VaR (Value at Risk) and Monte Carlo Simulation track such a risk. Credit risk arises from counter-party--or business partner--defaults, and is measured by internal models Read more: Careers in Financial Mathematics | eHow.com http://www.ehow.com/list_6568847_careers-financial-mathematics.html#ixzz0tB6Y8vin |
Traders Traders buy, hold or sell securities on financial markets, and make profits from price variations. As a trader, you may use a financial institution's own funds to select securities or you may trade on behalf of clients. Trading with corporate funds is called proprietary trading. Gains made or losses incurred in such transactions are recorded in a firm's profit and loss statement. Traders' assistants help you become profitable by applying math tools to price securities and providing you with real-time investment advice |
Traders Assistants As a trader's assistant, you use statistical expertise to build computer programs and algorithms to value and track financial instruments in which portfolio managers, proprietary traders and clients are interested. You provide real-time advice, and you may work with risk managers to evaluate risk-hedging strategies. For example, you could signal an undervalued Swedish corporate bond to the European bonds trading desk and recommend a "buy" because you believe such a bond will increase in value in the next six months |
Researchers With a graduate degree in financial mathematics, you could engage in teaching and conduct research at universities or other institutions of advanced learning--such as think tanks, research institutes or expert panels. You could specialize in a variety of fields, including econometrics, international taxation, quantitative finance, statistics or applied mathematics. Financial institutions, regulators and government bodies will seek your expertise on various topics. For instance, if you focus on international taxation, a U.S. Senate commission on tax and banking could ask you to aid in drafting new legislation. |
Consultants As a consultant, you advise a variety of clients on investment decisions and risk-hedging strategies. These clients could include high-net-worth individuals, university endowments or philanthropic institutions. Hedging a risk means reducing or eliminating it. You use quantitative skills to review clients' financial data, you review short- and long-term investment goals, and you appraise risk tolerance. Risk tolerance indicates how much loss an investor can incur before selling positions. You may work for an advisory firm or practice independently |
| Maths Teaching Career To teach as a member of a teaching team in a developing capacity within an established programme of study, with the assistance of a mentor if required.
• To teach in a developing capacity in a variety of settings from small group tutorials to large lectures.
• To transfer knowledge including practical skills, methods and techniques.
• To use a range of delivery techniques to inspire and engage students.
• To identify learning needs of students and define appropriate learning objectives.
• To ensure that content, methods of delivery and learning materials will meet the defined learning objectives.
• To develop own teaching materials, methods and approaches with guidance
• To develop the skills of applying appropriate approaches to teaching.
• To challenge thinking, foster debate and develop the ability of students to engage in critical discourse and rational thinking.
• To supervise the work of students, including field trips where appropriate, provide advice on study skills, and help them with learning problems.
• To recognise areas where current provision may be in need of revision or improvement.
• To set, mark, and assess work and examinations and provide constructive feedback to students.
• To seek ways of improving performance by reflecting on teaching design and delivery, and obtaining and analysing feedback from students, the line manager, and peers.
• To ensure that the teaching content and methods of delivery are in accordance with equal opportunities, and respond to issues relating to student needs. |