“Mathematics is truly cross-curricular; it is simultaneously an art, a science and a truly universal language. It is a vital part of any curriculum, teaching problem solving skills applicable both beyond the subject and the classroom. Our rigorous approach emphasises fluency in fundamental skills but strives to be inspiration, engaging and challenging. We aim to strike a productive balance between developing sound methodology in individual work with rich learning experiences in paired and group working applying information technology, puzzles, games and manipulatives to stimulate learners.”
“We encourage boys to experiment, to take calculated risks, to understand why techniques work so that they can apply their skills and understanding in different contexts. We use a plethora of resources that allow them to be challenged, including NRICH and UKMT materials. We want our pupils enthused, intrigued and inspired so they develop and enjoyment or even passion for this fascinating subject.”
“Boys are prepared for the 11+ Pre-tests and 11+ entrance examinations, the 13+ Common Entrance and Scholarship examinations. Our pupils have enjoyed much success in national maths challenges at Primary and Junior level. Several pupils qualify each year for follow up rounds, Bonus, Kangaroo and Olympiad receiving merits and prizes. Our latest achievement is 1st place in the Brighton College Maths Competition.”
Progress is measured against national standards and with reference to internal benchmarks for necessary development in each year of study. Boys are guided to set their own targets based on their regular summative assessments. In addition, they identify areas for improvement on a regular basis after each unit test. These are administered regularly, which together with externally written papers, enable us to track pupil progress in detail. Online work also informs teachers of pupils’ progress, topic by topic, Mathletics forms the basis for this in Junior House but MyMaths takes on that task in Senior House.
The curriculum is structured so that topics are revisited and developed each year. Algebra is introduced early and pupils are encouraged to learn to generalise and develop abstract problem-solving skills. Boys are prompted to discuss their findings and understand the processes involved. They are expected to think critically about what they do and say, explain what helped them overcome a difficulty and to understand how they learn most effectively.
In Key-Stages 1 and 2, we follow a curriculum based on the National Curriculum, encouraging depth of understanding rather than vertical acceleration. However, through Years 4 and 5 we do accelerate vertically to ensure that the entirety the Year 6 curriculum is covered by the end of Year 5. This acceleration allows time for revision in Year 6 prior to the pre-tests and 11+ examinations. In Key-stage 3, we follow the ISEB curriculum, use challenging problems to extend thinking and provide tailored scholarship tuition.
Where required, the department works closely with the school’s Special Educational Needs Co-ordinator and Learning Support Unit to boost confidence for pupils who find this subject more challenging. It also runs Maths Clinic in the morning and afternoon to allow boys to address any shortcomings providing individual help where needed.