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14/05/21

This week's newsletter out today... https://t.co/AlfpKxBo3G https://t.co/c2U9Em4Y7j

13/05/21

The May Parents’ Pack from is out now - https://t.co/YBwb7Sw7DK

13/05/21

Vacancy: Exciting short term teaching vacancy required for maternity cover. We are seeking a Religious Education teacher to teach across the age and ability ranges, from 1 September to 22 October 2021. To apply https://t.co/7Qnx6dAT1E https://t.co/8Qkv4oX1Nc

13/05/21

Take a moment to be mindful and connect with nature, relax in the garden, listen to birdsong or watch the sunset. Taking in your surroundings can help find a sense of calm https://t.co/VPyseBc5Sj

13/05/21

Term date reminder: school will be closed to students on Monday 17 May 2021, due to staff INSET. https://t.co/IXEyjH89GA

13/05/21

The books of the week are The Bubble Wrap Boy by Phil Earle and The Lie Tree by Frances Hardinge. Read some of The Bubble Wrap Boy - https://t.co/Dxsn07X08A Watch this video of Frances Hardinge talking about her book, The Lie Tree- https://t.co/ooPZFKoBbb https://t.co/n0CDtVje20

12/05/21

Happy Eid al Fitr Mubarak to all our families celebrating the end of the fast of Ramadan https://t.co/HLNZBgGpYT

12/05/21

Year 7 kicked off their Journalism Club today, with enthusiasm in abundance. The Press Pack have been formed, assignments distributed and we cannot wait to see the results https://t.co/ybqg0KPpUL

12/05/21

Being positive is not needing to always be happy, being positive can be a simple acceptance https://t.co/fsCta8h0db

12/05/21

Retweeted From SJL Geography

This week our year 7 geographers used their excellent work from last week to write their 'to what extent' essays. https://t.co/lV6OoeVdd9

11/05/21

Govia Thameslink Railway are offering virtual work experience opportunity during half term week (1-4 June), places are limited. Ideal for students to gain an understanding of the industry. To register interest, respond to Roopali Sharma: roopali.sharma.com https://t.co/tfn1YxFfs1

11/05/21

Now more things are opening up for us to do indoors, remember to keep up the connections gained with nature during lockdown https://t.co/2ZQhFSTgdz

11/05/21

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Yr11 finished their assessments and back to playing music - with conducting debuts from some rising musical stars! 🎶 https://t.co/vhyR85EBfp

10/05/21

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📣 starts today. Help us to get the nation talking about nature and mental health. 🌳Join the movement. . Get involved. https://t.co/rKW9Y90uRp

10/05/21

Students begin the week with an assembly from Mrs Montgomery-Ward "improve your mental health through your connection with nature" Why not get creative, take a photograph of a landscape or sketch a natural object https://t.co/iQaDPgdtzn

10/05/21

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10/05/21

Thought for the Week: Avoiding blame https://t.co/o4wIuefku1

08/05/21

Fantastic performance boys! https://t.co/mZA8BisYFC

07/05/21

Fabulous!

07/05/21

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An excellent HoD opportunity in our brilliant school. See the link here: https://t.co/Qk7L3jUoqY

07/05/21

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Getting ECF ready for September. The Alban TSH are looking forward to delivering the Full Induction Programme in conjunction with to schools across our hub region Contact enquiries.co.uk https://t.co/89CS7sVqYU

07/05/21

Retweeted From SJL Ecoschools

This week, with a little extra help from Mr Dunning and Ms Turner in the our year 9 team planted sweet peas, nasturtium, marigolds and wildflowers! We also covered potatoes again & potted out celeriac seedlings! We are also prepping for https://t.co/oNN35SLC5j

07/05/21

The books of the week are Ingo by Helen Dunmore and We Are All Completely Beside Ourselves by Karen Joy Fowler. Read opening of Ingo https://t.co/XK60gWZNzh Watch an interview with Karen Joy Fowler about her novel https://t.co/BJQA5AxCGi https://t.co/lvkxF4Card

07/05/21

Vacancy alert: are you an excellent Media teacher? Looking to join a Media Faculty with fantastic facilities including film studio and Mac suite? SJL seeking Media Teacher for maternity cover https://t.co/GtcyGN4Alu https://t.co/Q9YWqcrVYw

07/05/21

This week's newsletter out today... https://t.co/TbF0vbAoJR https://t.co/e3AS3qKvOL

07/05/21

To confirm: SJL is open as normal today. The site has water and we have been assured by Affinity Water that it will not be disconnected at any point.

05/05/21

Use what you can control, your attitude https://t.co/G6xDOsISFK

05/05/21

Retweeted From SJL Geography

Year 7 planning their essays by building 'on the one hand' and 'on the other hand' style argument. They did really well collating their information on a Venn diagram and then choosing their arguments for their essay by adding facts to their 'to what extent hands'. https://t.co/zDRmEMgBsX

04/05/21

Year 11 reminder: reply slips for accepting Sixth Form places must be in by this Friday 7 May 2021 https://t.co/FasLWKuVmd

04/05/21

Mrs Daniels has a collection of unnamed coats and football boots in lost property (some photographed below). Please tell your child to go to First Aid to be reunited with their possessions. https://t.co/wPdSgzo6gp

04/05/21

Year 11 reminder: payment for this year's prom is available on ParentPay now. We are delighted to be able to offer this celebration at Luton Hoo Walled Gardens. https://t.co/PAq5hMVLLv

04/05/21

Thought for the Week: Being motivated https://t.co/rncgsudTDr

30/04/21

Congratulations to Year 8 on all achieving Bully Free Form status Thanks to Miss Bonner for rescheduling the assessments for Year 8, who had to miss their assessment during Year 7. https://t.co/jiikWcaT4V

30/04/21

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29/04/21

Retweeted From SJL Ecoschools

This week it was the turn ouf our Year 9s in the they did a great job of watering and weeding! The gardennis really starting to come along now. Next week we will sow some wild flowers from https://t.co/Lrb2JnQ43J

29/04/21

Our thanks to Nommy from for talking to the SJL BLM Youth Forum today. Herts Young Leaders is an emerging charity set up to empower disadvantaged young people. https://t.co/jpjZGSuWws

29/04/21

SJL playing host for today's BLM Youth Forum with and . Students coming together across the county to empower each other on the subject of Black Lives Matter https://t.co/JVVhNgaLIl

29/04/21

The books of the week are Lightning Mary by Anthea Simmons , Mortal Engines by Phillip Reeve and Burial Rites by Hannah Kent. We have these at the library so come and borrow them! https://t.co/ERUuxjItQJ

28/04/21

Stand out, feel good https://t.co/WTQcur1o2R

27/04/21

Year 8 reminder: options forms deadline tomorrow! Thank you to those who have returned their forms, any outstanding forms please email to options.herts.sch.uk Copies of the form can be found on the school website https://t.co/ecyKxs9q9P https://t.co/V5vzbDWozm

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Mathematics

About the Faculty

We have a fully-staffed department of experienced teachers who are always ready and willing to support students through the sometimes confusing world of Mathematics. We are extremely well resourced with fully interactive whiteboards in all classrooms.  The faculty also has a dedicated computer room.

We use a variety of teaching methods to stimulate and engage students of all abilities ensuring opportunities are maximised for all. You can expect us to be well prepared and to do our best to help students deepen and extend their understanding of, and capability in, mathematics.

We expect the same level of dedication from our students.  This means students are fully prepared and give their best in every lesson.

Opportunities are available for students to excel in mathematics with the very best students having the opportunity to study Mathematics and Further Mathematics at A level.

Throughout the school students participate in the UKMT Junior, Intermediate and Senior Mathematics Challenge. We also offer a range of strategies for students requiring additional support.

Curriculum Intent Statement

To develop mathematical knowledge of students

  • mathematical concepts, terminology, understanding, facts, methods and techniques

Increase students’ confidence in their mathematical ability

  • to understand and interpret mathematical information presented in a variety of forms
  • develop an interest and willingness to learn

To develop an approach to problem solving

  • to apply knowledge when solving routine problems
  • apply techniques and strategies to solve unfamiliar problems

Key Stage 3 Curriculum

What will be studied?

Number

  • multiples, primes, factors
  • effective use of a calculator
  • standard form
  • powers and roots
  • fractions, decimal and percentages

Algebra

  • notation; substitution;
  • collecting like terms;
  • expanding brackets;
  • formulae
  • simultaneous equations
  • solving linear equations
  • indices
  • graphs – straight line and curves
  • sequences – linear, quadratic, geometric

Ratio

  • introduction
  • division in a ratio
  • similarity
  • value for money
  • direct/indirect proportion

Shape

  • properties of 2D and 3D shapes
  • angles and angle facts
  • transformations
  • congruence
  • perimeter and area of rectilinear shapes
  • circles – including area and circumference
  • volume
  • constructions
  • Pythagoras’ Theorem & trigonometry

Statistics

  • probability
  • averages and range
  • Venn diagrams
  • statistical diagrams
  • bivariate data

The progress of students is continually monitored by the class teacher with regular more formal assessments.

At the end of each year students are assessed on all that has been taught previously.

KS3 Curriculum Map

Key Stage 4 Curriculum

We continue our exploration of mathematics in Key Stage 4 with the GCSE goal in sight. Teaching methods remain the same but become more focussed on examination preparation as the date draws nearer.

There is no coursework element in GCSE Mathematics.

We choose courses for our students that are appropriate to their needs. The most talented and enthusiastic mathematicians will take the GCSE a year early and we expect them to gain a grade A*. They then follow the AS course in Year 11 and have the opportunity therefore to start the sixth form with a set of modules already under their belt.

Those who find mathematics a real challenge will also take the examination early to ensure they get a grade and possibly leave them free in Year 11 to explore other aspects of learning.

The majority of students follow an appropriate modular or linear course and we monitor levels of achievement regularly to try to ensure that pupils reach their potential.

 

 

Exam Board:  AQA

Specification: 8300

Students will study either the mathematics syllabus at either the Higher Tier or the Foundation Tier.

Assessment is in the form of three written papers taken at the end of Year 11.

Paper 1: Non-calculator (1 hour 30 mins)

Paper 2: Calculator allowed (1 hour 30 mins)

Paper 3: Calculator allowed (1 hour 30 mins)

Questions are a mixture of using and applying standard mathematics techniques, interpreting and communicating mathematical techniques and solving non routine problems in mathematical and non-mathematical contexts.

Revision materials linked the course are available to purchase at a discounted price in school.

Key Stage 5 Curriculum

Mathematics Exam Board: OCR - Specification: Mathematics B (MEI) H640

Further Mathematics Exam Board: OCR - Specification: Further Mathematics B (MEI) H645

If you enjoy Mathematics and enjoy a challenge then studying Mathematics in the Sixth Form will be an excellent choice.

Mathematics is a well-respected A Level that complements many other subjects. There are many university courses that require A Level Mathematics and many others that recommend it.

Further Mathematics is designed for those students who have a real passion for mathematics. You should enjoy the challenge of a high level subject and be open to new ideas and concepts. You should also be highly motivated and enjoy working independently. The course targets the very best mathematicians.

Further Mathematics would be an option to those who are especially interested in studying mathematics and any mathematics related course at university such as Engineering, Physics etc.

Assessment

The final grade awarded is 100% exam based. Each module is assessed individually and carries equal weighting for the final overall exam grade.

Course content

Students have the opportunity to study mathematics or mathematics and further mathematics for A level.  We follow the OCR B (MEI) syllabus.

The A Level Mathematics course is assessed by 100% examination at the end of year 13. There is an increased focus in problem solving, mathematical argument, reasoning and modelling. Students become familiar with using large data sets to support their learning and assessment of statistics. To support this there is a greater emphasis on the use of technology to support the mathematics. The course is 100% prescribed and contains both pure and applied mathematics. All students will study both statistics and mechanics.

The A Level Further Mathematics course is assessed by 100% examination at the end of the course. 50% of the course is prescribed allowing choice for the remaining 50% of the course. This allows individual pathways to be developed.

Students will be required to purchase a new, A Level specific calculator and a text book each year to support the course.

Students will be required to purchase relevant text books to support the course.

Entry requirements

We would expect you to achieve at least a grade 6 at GCSE Mathematics, as well as an APS of 4.5 or above.

To consider taking A Level Further Mathematics as a third A level you should have achieved a minimum grade 8 in Mathematics at GCSE. To study Further Mathematics you must also be studying A Level Mathematics. All students must have an APS of 4.5 or above. To take Further Mathematics as a fourth A level you must have attained an APS of 7.5 or above.

Marking Policy

Extended Curriculum

SMSC in Mathematics

The mathematics faculty at Sir John Lawes strongly support the school policy of SMSC development. The teaching of mathematics supports social, moral, spiritual and cultural development in a number of ways:

Through what is taught:

  • Relating number work to real life scenarios
  • Studying the history of early beginnings of various topics, such as number systems and theorems.
  • Activities emphasizing different cultures
  • Making sense of the world around us
  • Awareness and elimination of stereotypical bias and discrimination in materials
  • Enabling students to make their own choices in potentially risky situations by equipping with the mathematical knowledge to make an educated decision.
  • Through how it is taught:
  • Exploration and investigation
  • Enjoyment of success
  • Coping with short term failure and encouraging a growth mindset whilst learning
  • Encouragement of self discipline and accountability
  • Problem solving and critical thinking
  • A range of learning environments including pair work, group work, individual tasks and team work.
  • Through how staff work as good role models:
  • Value the contribution from each student
  • Insist that every student is listened to by teachers and peers
  • Prepare lessons well to meet the needs of all students
  • Create a learning environment that is conducive to high quality teaching and learning
  • Praise and encourage each student for what they are doing well
  • Welcome visitors into the classroom to give constructive feedback and act upon advice
  • Maintain consistency in high expectations of behaviour and work output
  • Challenge fairly and concisely any behaviours that do not meet with expectations
  • Spiritual development in mathematics:

Understanding the way the world works in extremely important throughout the life of a student and mathematics lends itself well to encouraging the learning within this journey. Mathematics appears in life in many different ways, such as how the earth rotates to create sunrise and sunset, which promote wonderful feelings of awe when connections are made to mathematics outside the classroom. We encourage our students to think deeply about the world around us and like to educate them with a mindset of extending their thirst for knowledge outside discrete mathematics lessons. Allowing students to make these links themselves also promotes a feeling of achievement and passion for the subject.

 

Moral development in mathematics

Mathematics envelopes plenty of moral concepts. The use of statistics can help develop the understanding of the likeliness of outcomes in situations involving ‘gambling’, such as the Lotto or bingo. It is important to educate students on how statistics are used in real life to manipulate people into having biased opinions or believing others’. We promote strategies that eliminate bias when conducting questionnaires, also minimising embarrassment or forced answers. There is a common thread running through all faculties at Sir John Lawes, that we wish to educate students to be well rounded and articulate pillars of society. A strong moral theme is the ability to recognise right from wrong, which is a concept that is very often apparent in mathematics.

However, we wish to equip the students further and be able to not only distinguish what is right and what is wrong, but also to be able to have faith in justifying their decisions and answers, even when they may differ from those of others. This is often shown through group work involving comparison and reflection of individual work.

 

Social development in mathematics

Social skills are needed as an integral part of real life. This is promoted within mathematics lessons through team work, pair work and speaking and listening tasks. The students are encouraged to put their opinions across fairly and accurately, also listening and acting upon ideas from others. Outside of the classroom this is extended by helping students to realise that mathematical social skills are essential for the growth of the population, for example using the national census to help us plan for the future and ensuring that there are enough schools/hospitals/houses etc to provide for everybody. The use of money and the managing of finances are absolutely key in every aspect of life, so the enhancing of numeracy skills is essential in mathematics lessons, in addition to across the curriculum.

 

Cultural development in mathematics

Historical roots of theorems and concepts play a big part in cultural development. Examples include investigating different number/symbol systems such as Roman numerals and the decimal system, as well as methods such as Chinese multiplication. Students will study patterns and shapes from around the world in the form of Rangoli patterns, symmetry of religious buildings and Islamic geometric patterns. The use of currency and its value is also a very valuable lesson, therefore students are taught how to exchange money into different currencies and also appreciate basic concepts of economic change within different areas of the world.

In summary, one of the most important questions that students may ask while studying mathematics at school is “When are we ever going to use this in real life?” We treat this as a two-fold obstacle and strive to overcome the misconception that anything we teach may not be useful in real life. Firstly, we aim to answer constructively each and every time that question is raised. Secondly, we incorporate SMSC within mathematics in such a way that students will never need to question why they need any particular skill in real life. We would like to see every student appreciate that mathematics is integrated into much more of life than inside the classroom, and that learning mathematics is an excellent tool to equip them with the ability to enrich their lives for the future.

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