'Mathematics is not a careful march down a well-cleared highway, but a journey into a strange wilderness, where the explorers often get lost. Rigour should be a signal to the historian that the maps have been made, and the real explorers have gone elsewhere." W.S.Anglin

Through our teaching at ISB, students should learn that Mathematics is a powerful means of seeing the World and to appreciate its importance in communication. We aim to develop students' curiosity, interest and enjoyment in the subject so that they can talk, think, write and illustrate mathematics with confidence. At ISB we encourage the enjoyment of Mathematics for what it is and not merely justify its teaching on the basis of its usefulness. Only then can we hope to harness their interest and enthusiasm.

Why learn about Mathematics?

The use of Mathematics as a tool in other subjects and in today's society is clear. The ability to use and interpret diagrams, tables, graphs and a wide variety of data are just some examples. Numeracy is important in enabling students to access the whole curriculum, and, later to play a full part in adult working and social life. A good grasp of numeracy is also needed to manage personal financial affairs and to interpret statements in the news.

Learning to use calculators efficiently and appropriately in aspects of everyday life is a skill developed through the use of calculators in Mathematics lessons. Other IT skills can be developed in Mathematics through the use of spreadsheets and databases.

Problem - solving is also an important skill developed in Mathematics. The ability to break down a task into several smaller, more manageable, tasks is a vital skill in many occupations from running a household efficiently to managing a multi-national company.

Above all this however, students should learn Mathematics because it is worth knowing about. They should learn that it is a subject unique amongst all others and worthy of detailed study. They should all be given the opportunity to appreciate its depth and see that aspects of Mathematics can be scientific, or artistic, or philosophical.

Recent Events

SEAMC 2012 Maths Competition

Curriculum

Lower Secondary

In Lower Secondary, all students follow a Key Stage 3 based course. As recommended by the Framework for Teaching Mathematics the course is teacher led with a discussion - based approach.

All 5 areas of mathematics are regularly returned to through out the year.

• Using and Applying
• Number
• Algebra
• Shape Space and Measures
• Data Handling

Each Year group is split into 3 tiers; C, S &T allowing a differentiated approach tailored to each student.

Assessment is continuous with in the maths classroom with teachers using a variety of methods. In addition to this there will be a levelled test each term to allow students to be tracked throughout their time at ISB against the National Curriculum and an investigation or project.

Schemes of work :

Year 7T        Year 7S        Year 7C        Year 8T        Year 8C        Year 9T        Year 9S        Year 9C

IGCSE

IGCSE extended (Sets 1 and 2 though set 3 in some years will also study this course) - Grades A* - E available

IGCSE core (Set 3 and 4) - Grades C - G available

IGCSE Additional Mathematics (Set 1)

The Additional Mathematics' syllabus is intended for high ability candidates who have achieved or who are likely to achieve Grade A*, A, or B in the IGCSE Mathematics examination by the end of Year 10. This syllabus is a great introduction to the IB Higher level mathematics course.

IGCSE Mathematics - Course Outline

The IGCSE Mathematics syllabus equips students with the Mathematical skills needed in everyday life and aims to encourage students to make use of Mathematics in other subjects. It provides a firm foundation for the further studies in all disciplines and for all career pathways.

The course offers a rigorous and thorough approach to Mathematics and reviews topics covered at Key Stage 3 (Years 7 to 9), extending these skills further.

Students will be encouraged to develop their mathematical knowledge and skills in a way that encourages confidence and provides satisfaction and enjoyment.

They will develop a feel for numbers and for patterns and relationships in Mathematics. There will be a strong emphasis on solving problems, and presenting and interpreting results. Students will be encouraged to communicate clearly and reason logically using Mathematical concepts, and to develop and apply their ICT skills.

Assessment

Students are entered at one of two tiers:

• Core Curriculum - Grades C to G
• Extended Curriculum - Grades A* to E

For each tier, two examination papers are undertaken. There is no coursework component. For each paper the use of a scientific calculator is permitted.

IGCSE Additional Mathematics (Set 1)

The Additional Mathematics' syllabus is intended for high ability candidates who have achieved or who are likely to achieve Grade A*, A, or B in the IGCSE Mathematics examination by the end of Year 10. This syllabus is a great introduction to the IB Higher level mathematics course.

Satisfactory completion of Additional Mathematics is a pre-requisite for entry into IB Mathematics Higher Level.

IGCSE Additional Mathematics - Course Outline

The course aims are to enable students to:

• Extend their elementary mathematical skills and use them in more advanced technique
• Extend their interest in Mathematics and appreciate its power as a basis for specific applications
• Acquire a suitable foundation in Mathematics for further study in Mathematics or in related subjects.

Assessment

All candidates will take two examination papers which discriminate between Grades A* to E. For each paper, the use of a scientific calculator is permitted. There is no coursework component.



Teddy Bear Maths with Year 2 & 9

What an exciting morning Friday 11th May was! Not only were the children coming into school with a smile on their faces, but their teddy bears came too! Yes - it was the Teddy Bear Maths Challenge in Year 2, with lots of help from the Year 9 students! Everyone brought in their favourite teddy bear (even the teachers!) and we set to, measuring with tape measures and scales. Who had the tallest bear? Whose bear had the fattest tummy? We even needed a special set of scales to find out how heavy the long, green dragon was! The most important part came when we had to work out a formula for whose bear was the cuddliest - how DO you measure cuddle ability?! At the end of the day, we figured every bear had won that part of the challenge. What a great maths day!