solve problems and present written solutions clearly using terminology and symbolism with precision
\n\tcheck and interpret results and draw valid conclusions and recognise invalid conclusions
\n\trecognise when and how a situation can be represented mathematically, identify and interpret relevant factors and select an appropriate model to represent it
\n\tdevelop their understanding of mathematical principles
\n\tdevelop their ability to reason logically, to classify and to generalise
\n\tappreciate patterns and relationships in mathematics
\n\tunderstand the nature of mathematical proof, and develop the creativity and communication skills needed to construct valid proofs
\n\tproduce and appreciate imaginative and creative work emerging from mathematical ideas
\n\tconsider and analyse complex problems, individually, and as part of a team
\n\tappreciate the inter-dependence of different branches of mathematics
\n\tacquire a foundation in mathematics appropriate to their further study.
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\n\nDirector of Learning
\n\nMr P. Henshaw
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\n\nDeputy Director of Learning
\n\nMr L. Eynon
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\n\nSubject Teachers
\n\nMiss R. Ashong
\n\tMr B. Barnfield
\n\tMrs S. Gunter
\n\tMrs G. Howell
\n\tMr D. Hughes
\n\tMr S. Parry
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\n\nKey Stage 3
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\n\nAt Key Stage 3, learners build on the skills, knowledge and understanding they have already acquired at Key Stage 2, and take on increasing responsibility for planning and executing their work. They maintain positive attitudes towards mathematics. They extend their mathematical thinking by solving mathematical problems, working with increasing confidence and flexibility in solving unfamiliar problems or problems in unfamiliar contexts, communicating their work orally and in a variety of written forms, and reasoning mathematically, explaining their reasoning to others, using contexts from across the whole range of mathematics and as applied to real-life problems.
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They extend their calculating and measuring skills, applying them to a wider range of tasks. They begin to use algebraic techniques with confidence, generating and manipulating algebraic expressions and equations. They explore a variety of situations that lead to algebraic or graphical representation. They extend their understanding of reasoned argument when they encounter a variety of examples of simple algebraic and geometric proof. They develop a deeper understanding of the properties of shape, position and movement. They collect, represent, analyse and interpret realistic data, communicating and presenting their findings clearly and concisely using appropriate mathematical language, notation and forms of representation.
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\n\nKey Stage 4
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\n\nAll KS4 students will study two GCSEs in mathematics from September 2016
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\n\nGCSE Mathematics will build on and progress from the levels of mathematics expected at the end of KS3 through the National Curriculum Programme of Study for Mathematics. It will extend to aspects of mathematics needed for progression to scientific, technical or further mathematical study.
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GCSE in Mathematics – Numeracy will assess the mathematics that learners will need in their everyday lives, in the world of work, and in other general curriculum areas,
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These qualifications will encourage learners to be inspired, moved and challenged by following a broad, coherent, satisfying and worthwhile course of study. It will help students to develop confidence in, and a positive attitude towards, mathematics and to recognise the importance and relevance of mathematics to their everyday lives and to society.
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It will enable learners to appreciate the coherence, creativity, elegance and power of mathematics. It will prepare learners to make informed decisions about further learning opportunities and career choices. It will have an emphasis on those aspects of mathematics required for progression into mathematics or mathematically-related disciplines or employment routes. It will feature problems set both in real-world contexts and within mathematics itself and will encourage learners to employ and evaluate different mathematical techniques.
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The GCSE specification in Mathematics should enable learners to:
\n\nDevelop knowledge, skills and understanding of mathematical methods, techniques and concepts required for progression into mathematics or mathematically-related disciplines or employment routes
\n\tMake connections between different areas of mathematics
\n\tSelect and apply mathematical methods in both mathematical and real-world
\n\tReason mathematically, construct arguments and simple proofs, and make logical deductions and inferences
\n\tDevelop and refine strategies for solving a range of mathematical and real world
\n\tCommunicate mathematical information in a variety of forms
\n\tInterpret mathematical results and draw and justify conclusions that are relevant to the context
\n\tCommunicate mathematical information in a variety of forms.
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The GCSE specification in Mathematics – Numeracy should enable learners to:
\n\nDevelop knowledge, skills and understanding of mathematical and statistical methods, techniques and concepts required for everyday life, in the world of work, and in other general curriculum areas
\n\tSelect and apply appropriate mathematics and statistics in everyday situations and contexts from the real world
\n\tUse mathematics to represent, analyse and interpret information
\n\tAcquire and use strategies for problem solving and modelling in context
\n\tUnderstand that models may need refining and that there may be more than one way to solve a problem
\n\tInterpret mathematical results and draw and justify conclusions that are relevant to the context
\n\tCommunicate mathematical information in a variety of forms.
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\n\nKey Stage 5
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\n\nA-Level Mathematics
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Further mathematics qualifications allow students to enrich their mathematical experience and build a more solid foundation for pursuing careers in science, technology, economics, actuarial science and finance. The qualification is highly regarded by the Russell Group of Universities.
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The WJEC exam board has been used effectively at Tonyrefail for many years and we are very proud of the achievement of the young people who have studied with us. The staff are skilled and enthusiastic, and work hard alongside the pupils in order to maximise their grades.
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Course content
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The aims of the course are that pupils:
\n\ndevelop the understanding of mathematical processes
\n\tdevelop abilities to reason logically and recognise incorrect reasoning
\n\tto generalize and to construct mathematical proofs
\n\textend their range of mathematical skills and techniques and use them in more difficult, unstructured problems
\n\tconnect different areas of mathematics together
\n\tapply mathematics to the real world
\n\tdevelop an awareness of the relevance of Mathematics to other fields of study, to the world of work and to society in general;
\n\ttake increasing responsibility for their own learning and the evaluation of their own mathematical development.
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\n\nEntry requirements
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Mathematics is a sequential subject and each module build upon previous modules. Therefore pupils will need to have a solid grasp of the algebraic skills involved at Higher tier GCSE.
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Assessment
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The course is modular with 6 external exams carried out in the summer of both Year 12 and 13 (3 exams at AS level and a further 3 at A level).
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The main part of both courses is the study of Pure Mathematics, and at Tonyrefail we aim to give pupils a taste of both mediums of application with a module in both Mechanics and Statistics.
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Exam grades are allocated by the exam board by taking a total of the marks obtained in each module.
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Future opportunities
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The AS and A level courses are enjoyable courses for those who like Mathematics as well as good preparation for further studies in Mathematics-related courses such as the sciences, computing and engineering.
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Many universities offer joint honours courses of Mathematics with Physics, Computing, French, German, Music, Philosophy and many more.
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It can also be used as a complete course in Mathematics or to provide a firm mathematical foundation to be used in employment.
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\n\nResources
\n\nWe aim to enable pupils to:
\n\ndevelop their mathematical knowledge, in a manner which encourages confidence
\n\tread mathematics, write mathematics, talk about mathematics and use mathematics to convey ideas with clarity
\n\tdevelop a ‘feel’ for number, carry out calculations and understand the significance of the results obtained
\n\tapply mathematics to real-life contexts and develop an understanding of the part mathematics plays in the world around them
\n\trecognise the mathematics embedded in other curriculum areas, and transfer the relevant skills
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