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Faculty Team Leader, Mathematics - Mr I Hopwood


Mathematics is a creative discipline.  The language of mathematics is international.  The subject transcends cultural boundaries and its importance is universally recognised.

For mathematics to be useful, learners must have the skills and confidence to apply, combine and adapt their mathematical knowledge to new situations. They need to have the capacity to identify and understand the role mathematics plays in the world and use mathematics in ways that enable them to function as effective citizens and benefit them in life and work.

The Faculty has provided students with the following opportunities:

National Junior and Intermediate UK Mathematics Challenges

These are aimed at the top third of students.  The challenges involve answering 25 multiple choice questions in one hour and is sat in normal exam conditions.  The top 40% of students nationally receive a gold, silver or bronze certificate in the ratio 1:2:3 and a Best in School certificate is also awarded.  Around 1,200 of the highest scores are invited to participate in the Junior mathematical Olympiad.

The UK Team Maths Challenge

This competition promotes mathematical dexterity, team work and communication skills.  Activities include Group competition, cross number and a Mathematical Relay Race.  A team consists of four students, usually two from Year 8 and two from Year 9.

In 2011/2012, Chailey School were very successful and won the Regional Final, qualifying them for the National Finals in London.  This achievement was repeated in 2012/2013 by the next Chailey School Team.

World Maths Day

During World Maths Day, students play other students in their age category from around the world in live games of mental arithmetic.  Students of all ages enjoy the event.  During the event, students can earn points for up to 50 games each game lasting one minute.

Edge Hill Mathematics Poster Challenge

Students in Year 9 compete by producing posters showing solutions to one of two mathematical questions.  The five best posters are sent to Edge Hill University.  Those that qualify for the next round provide posters for increasingly more difficult problems.  A final shortlist of about 30 groups will attend a presentation day at Edge Hill University where they will be required to display and present their solution to a selection panel.

Aims and Objectives

The Mathematics department at Chailey School aims to allow all students the opportunity to achieve their full mathematical potential through a variety of teaching and learning methods. We aim to teach students how to select and apply appropriate mathematical skills to solve problems and to demonstrate that mathematics is a powerful means of communication. We wish to provide students with a challenge and a sense of achievement and to build mathematical confidence, thereby counteracting anxiety and negative images of the subject. We aim to instill a fascination about mathematics and show mathematics as a creative activity, requiring imagination, initiative and flexibility of mind. We allow independence of thought and approach, highlight the interactive nature of mathematics and encourage systematic working habits.

We believe in the broadest curriculum for all students irrespective of ability, gender, culture or ethnic diversity. All students have their individual needs and may require different types of stimuli and teaching approaches depending on their attitude, ability and previous mathematical experience. We encourage students to participate fully in all aspects of their mathematical development.


High quality teaching is oral, interactive and lively.  It is a two way process in which students are expected to play an active part.  The department presents a balance between the demand for independent study and co-operative teaching styles by offering a variety of teaching methods, both formal and informal.  Positive expectations on the part of the teacher foster an equally positive attitude to the subject from the students. Students are encouraged to check their work for possible errors, to make sense of their solutions, to set their own challenges and to discuss their work with the teacher and other students.




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