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SEAMC09


3.141592653589793238
46264338327950288419
71693993751058209749
44592307816406286208
99862803482534211706
79821480865132823066
47093844609550582231
72535940812848111745
02841027019385211055
59644622948954930381
96442881097566593344
61284756482337867831
65271201909145648566
92346034861045432664
82133936072602491412
73724587006606315588
17488152092096282925
40917153643678925903
60011330530548820466
521384146951941511...

 

1

1 1

2 1

1 2 1 1

1 1 1 2 2 1

3 1 2 2 1 1

1 3 1 1 2 2 2 1

1 1 1 3 2 1 3 2 1 1

...

 

a3 + b3 = c3


Mathematics

The Mathematics curriculum is based on the English National Curriculum. This includes focused work on number, algebra, shape and space and data handling and places particular emphasis on the child's ability to use and apply mathematics. Programmes of study in Mathematics at Patana are not dependent on any one published scheme of work but make relevant use of the latest texts from the UK and Australia. This is different from some school syllabuses where each Year 'grade' is allocated a Mathematics textbook and work is taken only from it.

Campus Mission Statement

To help our students reach their mathematical potential by providing an environment this nurtures confidence and an interest in the subject.

We aim for the following outcomes:

  • Our students are exposed to a range of teaching and learning styles which take in to account their individual learning preferences.
  • Our students are provided with appropriate resources to enable them to make best possible progress in this subject.
  • At each stage students are exposed to the four main areas of school Mathematics; number, algebra, shape and space and data handling.

In the Primary School the English National Numeracy Strategy provides a very clear focus for our teaching of Numeracy through the daily Mathematics lesson. An essential element in all lessons is the formal teaching of mental strategies and the ability to use them when solving problems.  Multiplication tables and number bonds are actively taught.

In the Foundation Stage children learn about patterns in numbers and how to identify odd and even numbers. They explore halves and quarters and find out about the names and properties of two- and three-dimensional shapes. They will start to learn how to tell the time.

Activities throughout the Primary School are designed to sustain curiosity, promote enjoyment and develop confidence. Children learn to predict, compare, reason and explain through activities which invite alternative problem-solving strategies and solutions. They learn to understand the value of mental calculations, especially involving numbers, and to enjoy the challenge of using and developing alternative methods of arriving at a solution.

Across the Primary School children are expected to enhance their understanding by selecting and using appropriate materials and developing a variety of systematic recording methods. Technology is an integral part of the children's mathematical experience and includes computer data-handling packages and the use of calculators.

In the Secondary School the Mathematics department enters students for a number of external examinations and our teaching is aimed at preparing students for these. We do our best to ensure that students are interested and engaged in the material they are presented with and that they have opportunities for both acceleration and enrichment.

At the end of Year 11 students take either the IGCSE Extended option which has access to a full range of grades up to A* or the IGCSE Core option where the top grade available is a C. For more able students the opportunity exists to take the IGCSE Extended papers at the end of Year 10 and then follow this with an International A/S Level in Pure Mathematics at the end of Year 11.
The IGCSE is similar in nature to GCSE. The main difference is that the IGCSE has a greater focus on number and algebra, and as such, forms a better grounding for our senior studies courses.

The IB programme also has a number options open to prospective students. Able mathematicians should consider the Higher Level Mathematics course, capable students should opt for Standard Level Mathematics and others Mathematical Studies. At present we do not offer Further Mathematics but we hope that this may be an option in the near future.

The department uses setting throughout all year groups which allows students to make the best possible progress.

We have recently undertaken a major audit of the main texts used and some changes have been made. In particular in the senior studies programme where we use texts which have only become available very recently. We also have built up a large store of additional resources over the last few years which includes an extensive bank of worksheets, internet resources and a comprehensive bank of past papers.

Students are shown how to make the best possible use of calculators. In Years 7 to 11 scientific calculators are used and a graphical calculator is a requirement for the IB programme, whatever option is studied. Where possible students are shown both calculator and non-calculator approaches to problems even though there will be no non-calculator paper in any of the external examinations.

The department also employs a range of ICT to facilitate the learning process. Each of the mathematics teaching rooms are equipped with a computer and projector and two of the rooms have interactive whiteboards. The teaching area also contains a computer lab. Many of the students opt to use Microsoft Word and Excel to produce coursework in years 12 and 13, and mathematics staff support the students in this respect.

The top two sets in each Year group are prepared for the UK based Junior, Intermediate and Senior Mathematics Challenge papers. Even though the competitions have only been running for a short period of time our results have been impressive with many students achieving Gold, Silver and Bronze certificates. Some of our very best students have also made it through to the subsequent Olympiad rounds achieving certificates of distinction and even medals. These competitions ensure that even the most gifted are stretched.


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