Mathematics is the study of quantity, structure, space, relation, change, patterns, form and entity, using numbers and symbols. It allows us to solve problems and helps us to make sense of the world around us. At Brambletye, mathematics is given the time and consideration as befits its status as a core subject of the curriculum. We adopt a rigorous approach to learning but without the fear so often associated with this subject.
Pupils receive instruction every day in small classes and are setted by ability from year 4. They are taught by their form teacher in mixed ability groups up to year 4 and by subject specialists thereafter. The syllabus broadly follows the National Numeracy Framework but there are some important differences to note. Our goal is for children to sit the Common Entrance exam or to make a scholarship attempt in Year 8. This necessitates a more rigorous approach, as the standard is significantly higher than that expected in the State System. Consequently, your child’s progress in the subject is necessarily swifter. There is also a greater emphasis on number work and the “pencil and paper” techniques of old. The use of calculators is the exception rather than the rule below Year 6. From then on, children are expected to be proficient in their use and must have their own (Sharp WriteView EL-W531).
The syllabus is divided into four distinct areas:
1. Number and algebra.
2. Shape, space and measure.
3. Data handling.
4. Using and applying mathematics.
At Brambletye, greater emphasis is placed on number and algebra in readiness for Common Entrance. To this end, the Pre-Prep use the Abacus scheme up to Year 2. In the Prep School the Galore Park mathematics scheme, which is specifically tailored to our needs, is used as a base.
In June of Year 8 your child will be examined in 3 papers, one with and one without the use of a calculator, and a mental arithmetic test. They will be entered for one of three levels:
| Level 1 |
For those expected to achieve <40% in Level 2 |
| Level 2 |
For the majority of candidates. |
| Level 3 |
For the top 20% or so of candidates who will be strong mathematicians. |
The final decision as to which level will be taken is made by the school in the Spring Term of Year 8 and is based on their ability and to a certain extent, their choice of senior school.
In the early years, success in mathematics is dependent on having a solid grasp of the basic four rules of addition, subtraction, multiplication and, later on, division. Much reinforcing work is done on times tables and it is expected that all pupils should know them properly by the end of Year 5. Without this base, progress in the senior end of the school can be severely hampered. It is much appreciated when parents assist with their child’s tables work over the holidays. Mental arithmetic strategies are practised regularly in order to complement written techniques.
The aims of the department are to teach mathematics to the children so that:
1. They have a good knowledge and understanding of mathematical concepts.
2. They enjoy mathematics lessons and appreciate its importance and relevance in the world.
3. They strive for and achieve high standards and gain in confidence and self-esteem as a result.
4. They progress at a rate which prepares them for the rigour of Common Entrance.
5. They are inspired to learn more.
This is achieved by:
1. Teaching in an inspirational and engaging manner.
2. Having high expectations of pupil attitude, achievement and progress.
3. Regular revision of basic concepts.
4. Using a variety of approach in mathematics lessons. This will include practical mathematics, group, investigational and cross curricular work, puzzles, problem solving exercises, entry into national mathematics challenges and use of ICT to enhance learning. To this end the department is well resourced with the latest materials and staff are kept up to date with recent changes and developments in the subject.
5. Having sensitive dealings with those who struggle in mathematics.
6. Ensuring that those who struggle receive the help and support that they need and deserve.
7. Relating mathematics concepts to everyday situations wherever possible.
Many children (and adults!) experience “mathematics anxiety or panic”, a feeling of intense frustration or helplessness about one’s inability to do mathematics. What many do not realise is that these feelings are common to us all to some degree. The Head of Department remembers only too well being utterly confused and lost in some university lectures!
Mathematics, if taught properly and with sensitivity and empathy, can be fun and enjoyable. However, it is a subject which engenders more negative feelings than any other. A depressing number of adults report having had a miserable time in mathematics lessons in the past. I am determined to ensure that your son or daughter leaves Brambletye with fond memories and a positive attitude towards the subject. They have every right to move on to their senior schools with confidence and self-esteem riding high.
“Do not worry about your difficulties in Mathematics. I can assure you mine are greater still.”
Albert Einstein
Justin Gomm
Head of Mathematics