Mathematics is the abstract study of topics such as quantity, numbers, structure, space and change. One of the fundamental characteristics Mathematics is that, as a discipline, Maths is indefinable.
Maths is an effective way to describe the world. It has been called “language of the universe”.
The department is designed to develop strengths in maths and to enhance skills in both reasoning and problem solving, enabling students to logically, rationally and analytically approach questions in other academic areas, as well as in life situations.
We give the students the opportunity to explore Maths and learn through fun activities. At Aylesbury Vale Academy we believe in rigour, imagination and insight. We support young people to traverse levels of logic and abstraction, giving the tools to confidently measure, calculate and test, to see that Maths is the one truly universal language.
Curriculum Leader/Assistant Principal: Mr K Ahmed
"Being a mathematics teacher, I believe very strongly that mathematics is an integral part of everyday life, and teachers are constantly fighting against the perception that the subject is dull, boring and difficult. My overriding priority has been to present mathematics as an exciting, relevant and challenging subject to all pupils.
I believe in fostering a spirit of collaboration and togetherness whereby any professional team must feel confident of working towards a set of common aims whilst being able to offer their own personal skills and qualities.
We have a very strong mathematics department at AVA, which has been proven by the department achieving their best ever GCSE results this year along with a positive progress 8 score."
Teacher of Maths: Mrs A Lutchi
“Maths and progress add up! Maths is an effective way to describe the world. Maths is fun, challenging and competitive! Taking a real world problem and creating and applying mathematical models to aid understanding is often hugely satisfying and rewarding.”
Teacherof Maths: Miss N Wignall
"I have a French Baccalaureate hence I taught French at primary school until 2012. I then went on to complete my PGCE in Mathematics.
I passionately believe that every child is entitled to a good education and that the time spent at school should be an enjoyable and enriching experience.
In my spare time I enjoy learning languages- I speak and write French and Arabic, cooking and playing chess."
Teacher of Maths: Mr C Cross
"I have decided to become a mathematics teacher because of the opportunities that it provides for me to positively influence the lives of children as they are prepared to make positive contributions to society. I have come to realise that several very important careers hinge on students' ability to secure a passing grade in mathematics. Unfortunately, there has always been a shortage of qualified math teachers in schools. As a result, I decided to acquire formal training in Mathematics education to help alleviate the problem of shortages of math teachers in order to improve the life chances of students.
I therefore try to combine my passion, and enthusiasm for mathematics with the content and pedagogical knowledge to provide a positive experience for my students. My experiences in mathematics teaching extends over 15 years at different levels of the education system - primary, secondary and tertiary. My formal training includes a bachelor’s degree and a master’s degree in Mathematics education."
Teacher of Maths: Miss E Smith
"I began my teaching Career as an LSA, whilst working with students from many different backgrounds I acquired my degree from Middlesex University and then my teaching qualification from Hertfordshire University.
Throughout my time in education I have had many different roles across my previous schools from teaching to pastoral.
Teaching the students here at AVA is really rewarding to see the progress that they are making and to see the determination that they must pass their GCSEs."
Teacher of Maths: Mrs E Price
"Before training to become a teacher in 2010, I spent twenty years working in campaigning and education for a charity. I enjoy the challenges and rewards of working with young people. As a teacher, you never have a boring day! "
Teacher of Maths: Mrs M De Alwis
"I attended Queen Mary and Westfield College University where I studied Mathematical Sciences. Once I completed my degree, I had a great interest in working in Finance but had no idea which area to go into. After thoroughly researching up the different areas in finance which interested me, I decided to work for NatWest Bank. I worked in all sectors of the bank from Frauds to becoming a customer advisor in a branch. I worked for NatWest Bank for 10 years. During my time in the Bank I was asked by my manager to teach new recruits the Banking system for NatWest. I thoroughly enjoyed doing this. This was when I became interested in teaching. I chose mathematics as it was the subject, I really loved and studied at University."
Teacher of Maths: Miss S Hussain
"Having always been pushed to strive for the best possible outcome by my teachers at school, it was easy to see myself as being the encouraging force behind the next generation. Supporting students in understanding a concept as well as finding a method which suits them individually, leads to new innovative ideas and paths. Working at AVA has been a challenge which I have relished every day, no day is the same, there is always a new method to learn and teach, seeing the 'light bulb' moment from our students is always the highlight of the lesson."
Teacher of Maths: Mrs S White-Vassell
“Education is the most powerful weapon which you can use to change the world.” Nelson Mandela.
I was born and grown up in Jamaica, I studied at Church Teachers’ College: Mandeville where I pursued a Teaching Diploma in Mathematics and further my studies at the University of the West Indies where I obtained my bachelor’s in education.
I have been a teacher of Mathematics for the past 9 years. My love for teaching allows me to help shape the minds of today’s generation with the education that has been bestowed upon me. My thoughts of being a teacher become increasingly clearer daily, as I love to work with children.
My interest in teaching mathematics came from the experience of helping others. I have always enjoyed learning mathematics, and I realized that I also like helping other people learn mathematics, especially those that struggle with it or those who have a disliking for it."
Teacher of Maths: Mrs S Griffiths
"I loved mathematics at school and when I was at university, I volunteered for an afternoon a week in a secondary school mathematics department. I knew I ultimately wanted to teach but I also wanted to experience the corporate world, so I worked as a Project Manager on large infrastructure projects after completing my degree in Economics from Exeter University. After 7 years I decided to retrain as a teacher and I now love teaching students of all abilities, particularly statistics and algebra."
Teacher of Maths: Mrs N Mzingwane
"Having a broad range of experiences not only in education but in other sectors I am able to apply what I have learnt to different situations and to adapt easily to new environments. This also enables me to be creative in planning my lessons. I have always had a keen interest in education and what I did not learn in a learning environment I have taught myself. For me education is continuous and a never-ending experience that I am extremely passionate about. I strive to share my experiences with my students at AVA and want them to become independent learners."
We are currently following a five year scheme of work, Key Stage 3 taking two years and Key Stage 4 for the final three years of the curriculum.
Key Stage 3
Key stage 3 students follow a differentiated scheme of work based on assessments at the beginning of the year. Students will either follow:
We focus on developing personal learning and thinking skills to provide a solid foundation and embed functional aspects of mathematics in our work. Students will cover 10 units over the course of the year and will be assessed by their class teacher at the end of each unit, as well as end of term examinations. All assessments are used to track their progress and decide on intervention strategies if and when needed.
In order to support numeracy skills for all students, students in years 7, 8 and 9 all start lessons with 30 questions covering mental strategies, time tables and key skills that will support students progress in Maths. Students have 5 minutes to answer as many questions as possible; these tasks are completed for every lesson and students are able to see their progression throughout the various belts. Each session is recorded on a spreadsheet which also states student’s average belt throughout the year. Students are able to work through from white belt to black belt in numeracy skills.
Students in years 8-11 work on 5 questions at the beginning of each lesson covering topics that they will encounter throughout the year/have already encountered to aid them with revision. Students have 5 minutes to answer as many of the questions as possible; these tasks are completed for every lesson and students are able to see their progression throughout the year.
Key stage 4 Curriculum
GCSE Mathematics is a compulsory subject which starts in year 9 covering 19-20 units throughout the three years. We currently follow the Edexcel examination board.
Students will then sit 3 examination papers in either Foundation or Higher tier at the end of the course.
- Paper 1: Non calculator (1F/1H)
- Paper 2: Calculator (2F/2H)
- Paper 3: Calculator (Problem Solving) (3F/3H)
Homework is set for all students on a weekly basis and should take no longer than an hour each week.
Key stage 3 homework will contain 20 questions on topics which students will cover over the course of the year. Each tier will be structured to support student’s progress. Each tier of homework is a 10 week programme after which class teachers will evaluate the student’s progress.
Key Stage 4 homework will consist of exam practise. Each week students will receive questions from previous exam papers for students to attempt. Some questions may be new for students as they will not have covered all aspects of the course, this will support students independent learning and enable them to research methods prior to teaching.
Each week a lesson will be dedicated to going through homework answers emphasising on method work for both key stages in order to support the progress of students understanding.
Homework will be provided to students as a paper copy each week, it will also be uploaded on to the Show my Homework platform; should students lose their paper copy then they will be able to download it from show my homework in order to hand it in on time.
Maths revision classes are regularly organised for our students preparing for GCSE during term time. In addition to this year 11 students receive a comprehensive range of Maths revision aids such as tutorial videos which covers all areas of GCSE, revision guides, revision work books, apps to support progress as well as sets of past exam papers.
We work on our students being able to problem solve in our lessons and inspire a new enthusiasm for the subject by organising trips which allow our students to discover how Maths is applied in the real world. They are able to make links between maths, nature and other area enabling them to appreciate how the subject is crucial to all aspects of everyday life.
- Maths challenges (Junior, Intermediate and Senior)
- “Why Further Maths?” day
- Maths conferences
- Stem Challenges
- Numeracy Ninjas
- SuperTmatik competition