Maths
Key Stage 3 / S1 - S3
What’s different with PGL?
Making mathematics truly inspiring can be a challenge. PGL’s
Maths courses apply mathematics in the context of an adven-
ture activity experience, enabling pupils to fi nd mathematical
answers to how their world works. All modules offer practical,
hands-on experiences through mathematical study of infor-
mation and data derived from outdoor activity sessions. The
maths curriculum is integrated into the residential experience
and supported with our ICT facilities.
“Learning mathematics outside the classroom is not enrichment, it
is at the core of empowering an individual’s understanding of the
subject.”
The National Centre for Excellence in the Teaching of Math-
ematics (from OFSTED thematic report, October 2008).
Units of Study
Tower Time
Theme 3. Numbers and the Number
Route Master
The units of study covered in our mathematics course relate to the
Pupils use trigonometry to analyse data from their abseil session. Pupils Walking a route, pupils will investigate the measuring issues caused by a route
System
teaching programmes designed to meet the objectives within the National
collect angle and height data to use in their calculations and also have that has many turns and few straight lines. By plotting their fi nished route, they
Curriculum Mathematics Framework. All courses are tailored to meet the
the opportunity to collect further data such as time for each abseil leg. Aero Noughts will be able to investigate the use of angles as a checking tool. They will also
needs of your Key Stage 3 pupils according to their level, from 4 to 8.
This data is then used to calculate the height of the abseiling tower, the Pupils collect data from an Aeroball activity session and analyse this data be able to use GPS units as a device for checking time and distance.
length of the abseiling rope and the distance covered in a session, which, with a focus on ratios and percentages. Data can be in terms of goals
Units encourage pupils to use and apply maths, and they will:
alongside other equations, is used to produce an annotated presentation scored and shots taken which then allows ‘goals per game’, ‘shots per goal’
Sample Itinerary
● Decide what data is relevant to an enquiry
demonstrating their understanding. and other ratios to be calculated and expressed as percentages. This
● Collect small sets of data from surveys and observation
session can be developed and extended to look at a wide range of data.
Day Morning Afternoon Evening
● Use a range of techniques, methods and resources
Theme 2. Handling Data
Sports Report
1
Arrive at centre in time Orientation /
for evening meal Scavenger Hunt
● Compare and evaluate solutions Heart Beat
Competing in a series of race-style exercises and small team games,
● Use symbols, diagrams and graphs Pupils participate in a rope-based activity and use data logging equipment
pupils have the opportunity to compare data from different games and
2
Zip Wire Maths study unit:
Archery Heart Beat
Campfi re
● Explain and justify methods and conclusions to record their pulse rates and the amount of time whilst on the activity. This
therefore focus on percentage increase or decrease and compare
data is then used to calculate averages and to construct a graph, which is
fractions or ratios. The concept of simplifying fractions can be explored.
3
Orienteering Maths study unit:
High Ropes Marker Trail
‘The Great Egg Race’
Theme 1. Algebra
used to create a presentation identifying key points in their experience and
an analysis of how pulse rates changed during the activity period.
Full Throttle Theme 4. Shape, Space and Measures
4
Maths study unit: Quad Bikes
Route Master Challenge Course
Talent Show
Pupils use speed calculations to analyse their quad biking session. Pupils
Stock Take
Marker Trail 5
Maths study unit: Return to school
select and collect data from their session including track lengths and
Pupils prepare a proposal for a new PGL retail outlet. Using data from the
Stock Take after lunch
This unit uses an orienteering style activity to focus on angles and
lap times. Pupils then have the opportunity to: calculate speeds for both
existing centre outlet (including stock fi gures, sales, costs and profi ts) they
distances, to include the design of a ‘shortest route’ using straight lines at
themselves and the rest of their group, construct linear function graphs and
use averages, charts and diagrams to explain trends and patterns within
fi rst. This can be developed by introducing limitations such as mode of
produce an annotated presentation to demonstrate their understanding.
the data and to identify the best selling stock. They then use this data in
transport, blockages or route restrictions so that the impact on angle and
their proposal to calculate the best prices and maximum profi ts for their
distance are thoroughly investigated.
outlet over a 52 week period.
06 www.pgl.co.uk 0333 321 0777 07
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