Working Together
In the Maths department, we want to make sure that parents feel as though they have all of the information that they need about the way that Mathematics teaching is structured at NLCS. If there is any information which you feel would be useful to you, please do ask us by using the form below.
This page also contains useful and interesting information about Mathematics and young women. Should you come across something which you would like us to include here, please do email it to mcopin@nlcs.org.uk.
This page also contains useful and interesting information about Mathematics and young women. Should you come across something which you would like us to include here, please do email it to mcopin@nlcs.org.uk.
Frequently Asked Questions
Your questions and our answers
How is assessment structured in Years 7 to 11?
There are three types of ‘testing’ assessment that can take place.
"Layer Tests" or "End of term Exams" are done across a year group. There will be a mixture of questions including some stretching problems.
Quick checks are also done by all students in a year group, usually at the end of a topic. These will often take only 10 minutes. Their purpose is to ensure that the essential methods have been learnt.
Teachers may also decide to set their own class progress check on a particular topic or set of topics.
"Layer Tests" or "End of term Exams" are done across a year group. There will be a mixture of questions including some stretching problems.
Quick checks are also done by all students in a year group, usually at the end of a topic. These will often take only 10 minutes. Their purpose is to ensure that the essential methods have been learnt.
Teachers may also decide to set their own class progress check on a particular topic or set of topics.
What is "Ad Maths"? Who does it and what purpose does it serve?
Ad Maths is a stand alone course which complements and enhances the IGCSE course. It includes topics further algebra, coordinate geometry and calculus.
Ad Maths is completed by the top three or four sets at NLCS. We start teaching the material amidst the IGCSE material from January in Year 10.
It is essential preparation for courses such as IB Higher Level, Further Mathematics, and Further Mathematics AS (although girls can still access these courses without an Ad Maths qualification, following discussion with the Head of Department, provided they catch work up over the summer).
Decisions about whether set 4 cover the Ad Maths content are taken by the teacher and the Head of Department over the course of Year 10.
Ad Maths is completed by the top three or four sets at NLCS. We start teaching the material amidst the IGCSE material from January in Year 10.
It is essential preparation for courses such as IB Higher Level, Further Mathematics, and Further Mathematics AS (although girls can still access these courses without an Ad Maths qualification, following discussion with the Head of Department, provided they catch work up over the summer).
Decisions about whether set 4 cover the Ad Maths content are taken by the teacher and the Head of Department over the course of Year 10.
How does setting work?
There is no setting in Year 7. In Year 8, two forms are split into three classes. The other three forms are split into four classes. In Year 9, we have six sets. All classes cover the same core work and include appropriate extension work for the students.
Setting is decided carefully, taking into account evidence from class, homework, and examination performance. We operate on the principal that a student will thrive in a set which is right for her.
Our expectation is that students in all classes are able to achieve a level 9 at IGCSE, and we work towards this. There is therefore no advantage to being in a particular set.
Setting is decided carefully, taking into account evidence from class, homework, and examination performance. We operate on the principal that a student will thrive in a set which is right for her.
Our expectation is that students in all classes are able to achieve a level 9 at IGCSE, and we work towards this. There is therefore no advantage to being in a particular set.
How can I support my daughter's mathematics?
Three thoughts spring to mind!
- Don't worry. We're on it.
- Students work best when they take ownership of their learning: it's great to discuss with your daughter what she thinks she'd like to improve and encourage her to speak to her teacher about what she could do more of.
- When sitting down to do mathematics with your daughter, then do enjoy it! Talking about abstract concepts is interesting, as is articulating thoughts: "I wonder why that's true - can you explain it?". Practicing a method (completing the square, or constructing centres of rotation) until you really nail it is fun too. If in doubt, speak to your daughter's teacher.
How are the Year 12 Summer Examinations set and marked?
On the IB pathway, the department policy for the last five years has been to take a 'real' set of papers, and replace any questions on topics which students have not yet studied. This is an excellent opportunity for students to see what the reality of the Group 5 examinations will be like.
On the A Level pathway, where there is a new specification, the practice is to set the specification's AS paper. This only covers topics which students have already studied, and OCR has set it at a level which is fair for a student who has just completed Year 12. This gives a reasonable assessment of a student's level relative to the expectations of the examination body.
On the A Level pathway, where there is a new specification, the practice is to set the specification's AS paper. This only covers topics which students have already studied, and OCR has set it at a level which is fair for a student who has just completed Year 12. This gives a reasonable assessment of a student's level relative to the expectations of the examination body.
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We All Can Do It!
At NLCS Maths, we were disappointed to hear that a very recent PISA (Programme for International Student Assessment) report stereotyped girls as helpless mathematics students who are "passively driven by parental, educational and/or general forces beyond their control". Not only do we disregard any notion that certain students are innately inferior because of their gender (or any other aspect of their identity) but we believe that all of our students should have the confidence to disprove these archaic notions! Believe in Your Maths Potential - Set Yourself Free! |
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Maths, Jobs, and Young Women: further reading
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Why do Maths?
A short article on the benefits of studying maths at A level and beyond. Encouraging Girls to do Maths A great resource on girls' participation in maths nationwide amongst other things. Why Not Physics? The Institute of Physics state that if as many girls studied A level physics as boys, there would be 15,000 more young people qualified in high-skilled roles across the economy. Your Daughter Needs to Believe in Herself! A very recent poll has shown that boys are almost TWICE as likely as girls to call themselves a "natural" at maths. We think this needs to change! Don't you? |
Your Daughter's Future
The guide offers parents information on which GCSEs and A levels to consider for different careers. It also contains tips on organising workplace visits to gain experience, managing exam stress and boosting confidence, with tailored information for different ages. Women in Maths The women at the School of Mathematical Sciences at University of Nottingham have made some videos to: become more visible and thus hopefully inspire others; communicate the passion they feel for what they do and what they love about it; fight stereotypes; talk about what it is like to be a mathematician in academia today and why they chose academia; describe the creativity needed for research. |