Maths & Further Maths
Our approach to Key Stage 5 mathematics is a unique curriculum designed to challenge students to understand deeply which is delivered by dedicated and passionate staff.
All ULMaS students are normally entered for: A2 Mathematics A2 Further Mathematics
The two courses are taught together rather than as two separate A-Levels
Examinations for both courses are taken at the end of Year 13. The courses are taught together rather than as two separate A-Levels, with the bulk of A-Level Mathematics covered during Year 12 and most of Further Mathematics in Year 13, but this is explained in more detail below.
Because all our students study both Mathematics and Further Mathematics they make strong links between topics and explore mathematics in different ways. Our approach makes the Further Mathematics content more accessible to students, building their confidence with a wider range of areas within maths quickly in Year 12. This helps them to engage with visitors from universities and industry who frequently deliver talks at the school.
Which specification do you use?
We use the OCR B (MEI) A-Level Specifications
We teach in small classes but also large lectures
Lessons are delivered to classes of 16-20 students, with a large amount of contact time with a variety of teachers. Students regularly have the opportunity to work in smaller groups, learning that mathematics is not a solitary pursuit but one which often requires collaboration and discussion. Lectures allow students to prepare for university learning, learning how to take and review notes and take in new information quickly.
We design the course to develop mathematical thinking and deep understanding rather than just to pass exams
The best way to learn maths is to connect ideas together, to be able to see ideas from different directions, not to memorise methods without deeper meaning. We introduce new ideas carefully and ask students to spot alternative approaches that could be taken, comparing and evaluating as we go. We aim to establish a solid foundation of fluent skills that become automatic and require little cognitive effort but we also expect students to learn to enjoy applying those skills to solve problems, create proofs, work together to apply maths to the world and then to articulate their reasoning and their solutions clearly and with confidence.
Assessment is part of a dialogue that runs through the course
Our approach to assessment is both rigorous and meaningful. We have formal examinations twice in each year before the final A-Level examinations at the end of Year 13. There are fortnightly topic assessments with a focus finding gaps in knowledge. In all assessments the focus is firmly on identifying areas for improvement and creating further opportunities for dialogue between teachers and students. Learning is fast-paced but there are always opportunities for students to seek support from all members of the teaching staff within the department.
The teachers are not just good mathematicians but very supportive people
The Mathematics Team is a tightly knit group of interesting and approachable individuals who enjoy supporting each other and constantly improving their teaching approach. Students appreciate their expertise, their support and the way that they are open to listening to student and responding to their needs.
Find out more about the team here
The First Term of Year 12 is a crucial introduction to mathematical reasoning and skills
In the first term of Year 12 the students will cover the pure maths content of the AS Level Mathematics course consolidating their knowledge of GCSE topics and getting used to the pace and expectations of the ULMaS course. Students are challenged to think and to work independently, both individually and with peers. Constructing students' deep understanding of mathematics is at the core of our approach, with formal proofs an integrated part of our teaching. The first term concludes with the students meeting new topics such including calculus and logarithms.
Year 12 covers most of Maths A-Level but also introduces fascinating topics from Further Maths A-Level
As students progress through Year 12, they move onto the AS Further Mathematics pure core content: topics such as matrices and complex numbers broaden their mathematical horizons. Before Easter, we move onto the A2 section of the A level course; deepening their knowledge of calculus and trigonometry enables them to solve increasingly difficult problems.
Throughout the year, students engage with statistics and mechanics through a weekly applied maths lesson - this links the content from this part of the syllabus to the pure maths they have previously been studying. Making links between their studies in pure maths and mechanics is a rewarding experience, whilst understanding the necessity of strong statistical skills in modern society leads many to see more clearly where their mathematical studies could take them.
This approach to Year 12 means that almost all of the A level Mathematics curriculum is covered by the end of May, allowing students to sit full mock examinations and have a clear picture of their progress as they embark upon the university application process. This also enables them to engage more readily with the entrance examinations required by many of the UK’s top universities, including Oxford and Cambridge.
Year 13 focuses mainly on Further Maths A-level but also completes the applied maths content from A-Level Maths
The focus for Year 13 lies is on Further Mathematics A level. Students continue to extend their skills into areas such as differential equations and multi-variable calculus, whilst also studying further topics in statistics and mechanics. The OCR MEI Further Mathematics course requires students to study 3 optional minor modules and we have chosen to deliver to all students the statistics minor module, to supplement the work completed in Year 12, along with the Extra Pure minor option. This option introduces students to even more new areas of mathematics, such as group theory, and we believe that this will be of most benefit to them as they transition into STEM based degrees. The students third minor option is taken from either Mechanics Minor of Modelling with Algorithms - students choose this module, usually based upon whether their strengths or future career paths lie in Physics or Computer Science.
Throughout Year 13 the students will be given guidance about how to continually revise content from Year 12; homework tasks are bespoke to each cohort and are revised by teachers using analysis of assessments.
It's not just about the A-Levels: we're aiming to create mathematicians: the "stem cells of STEM"
It is our belief that our approach to working with our students will develop them into confident and skilled mathematicians, capable not only of examination success but, more importantly, able to go onto thrive in their chosen studies and careers once they have left us.
If you wish to explore further the work students do outside of the examined curriculum, including individual and group projects, please visit our AMP page.
If you have any further questions regarding mathematics at the school, please contact Head of Mathematics, Colin Thomas, via our contact us page.
