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Studying Mathematics at Bloxham School

Mathematics is one of the core subjects in the National Curriculum, and is designed to develop investigational and practical skills, as well as the traditional computational and manipulative processes, logical thought and abstract reasoning.

Mathematics in the Lower School

In Lower School all pupils study maths for eight hours a fortnight, and are currently taught in one of three sets, according to mathematical ability. At the beginning of the First Form, the sets are usually determined by the pupils’ performance in the entrance test.

Mathematics in the Third Form upwards

In the Third, Fourth and Fifth Forms pupils are taught in one of four/five sets, according to mathematical ability. Progress is assessed regularly and where appropriate pupils are moved between sets. Set one is currently kept at about twenty pupils which enables the most able to be given more challenging work. Set four is usually much smaller which allows the least able to receive the extra help they need. Set two is usually slightly larger than set three.

GCSE mathematics is rigorous and challenging. Pupils in sets one and two are entered for the Higher Tier exam which allows the most able to aim for the 7, 8 and 9 grades. Some pupils from sets three/four are also entered at the Higher Tier. However, most pupils in the lowest set are entered at the Foundation Tier where a grade 5 is targeted.

Mathematics in the Sixth Form

In the Sixth Form we offer single A Level Mathematics and Further Mathematics.  Single A Level Mathematics consists of pure mathematics and an applied module which is a mix of mechanics and statistics.  The Further Mathematicians are taught separately and cover the A Level material and then proceed to cover the necessary pure and applied modules.  The applied modules are chosen in light of the group as we can tailor the modules on pupils’ interests and needs.

The exams for both A Level Mathematics and Further Mathematics are taken in the Upper Sixth.

A Sixth Form mathemetics qualification is a very useful and, in many cases an essential qualification in a wide variety of careers and degrees. For the scientist, the study of mathematics beyond GCSE level remains highly desirable, and the undergraduate scientist who does not have an understanding of the mathematics specification finds this a considerable disadvantage when embarking on a university course. Some careers in the city will actively seek the best mathematicians, such as actuary or banking analyst.

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