ICT at GCSE by pengxiuhui


									    Mission Statement of the Mathematics Department

The Mathematics Department at S.Peter‟s School will provide for
all students‟ mathematical experiences through spiritual, moral,
cultural and social contexts – irrespective of their background,
ability, sex or race. These experiences should help the students to
acquire the mathematical skills and understanding they need as
they journey through life.

The Department also hope that students will come to appreciate that whilst being an important tool
in other subjects, Mathematics is a subject in its own right, and that there is a sense of awe and
wonder to behold within its boundaries.

                                Spiritual, Moral, Cultural, Social

Spiritual development is not confined to religious beliefs but seeks to help the development of a
personal belief.

It seeks to foster curiosity, self-understanding and relationships with other people.

In mathematics, spiritual development is usually defined in terms of developing a pupils‟ sense of
awe, wonder and creativity.

Personal morality combines the beliefs and value of the individual, those of the social, cultural and
religious groups to which they belong and he laws and customs of the wider society.

In mathematics, moral development can usually be highlighted through the use of statistics.

Cultural education is closely linked to aspects of spiritual, moral and social education and is
particularly concerned with the history of mathematics and the contribution made to mathematics
by other cultures.

Through social education, pupils gain an understanding of the communities in which they function
– the family, the school, the department… and the wider community.

In mathematics, social development can be highlighted through opportunities
 for paired, small group, large group and whole class involvement.

Spiritual development is not confined to religious beliefs but seeks to help the development of a
personal belief.

It seeks to foster curiosity, self-understanding and relationships with other people.

In mathematics, spiritual development is usually defined in terms of developing a pupils‟ sense of
awe, wonder and creativity.
                         Subject Specification and Assessment Process

The importance of Mathematics lies in its ability to provide a means of communication, which is
powerful, concise and unambiguous. A good knowledge of Mathematics is fundamental to the
study of the Physical Sciences and of Engineering of all kinds. Mathematics is increasingly being
used in Medicine and the Biological Sciences, in Geography, Economics and Business and
Management Studies. A good mathematical background will open up many career opportunities.

All pupils follow courses leading to GCSE, and depending on which set they are in, will follow
either Specification A or Specification B provided by AQA.

Specification A is a linear course and will be followed by Set 1, with the intention that they will be
entered for GCSE at the end of Year 10. In Year 11 they will start the following AS Modules –
Methods & Discrete 1 (students can find further information about these Modules on the
Department web site).

Specification B is a modular course and will be followed by all other students. There are FIVE
modules to be undertaken throughout the two years, as follows

Module 1 – Handling Data (AO4) will be examined in either November or March of Year 10.
Module 3 – Number (AO2) will be examined in either June of Year 10 or November of Year 11.
Module 5 – Algebra (AO2) and Space, Shape & Measures (AO3) will be examined at the end
of Year 11.

As with other syllabuses, one-fifth of the marks are given for internal coursework with the
remaining four-fifths depending on the results of the three examinations taken at appropriate times
throughout Year 10 and Year11. Three tiers of assessment are available: -

        Foundation - (Grades G - D)
        Intermediate - (Grades E - B)
        Higher - (Grades C - A*)

Failure to achieve the lowest grade in a tier will result in an „unclassified‟ result. Pupils‟ test
performance throughout the two years determines their level of entry.

One piece of coursework tests understanding of Handling Data (Module 2) whilst the second one
tests understanding of Algebra (Module 4). Each is worth 10% of the total assessment.

For all Higher Tier pupils an additional course is provided - GCSE Statistics. Some of this work
overlaps with GCSE Mathematics and additional work is covered in a series of after school
Masterclasses. This will be offered to those students who display a thorough grasp of the subject at
the end of Year 10 as part of an Excellence in Cities early entry project. A full range of grades is
available. There may be an opportunity for other students to take this examination at the end of
Year 11. The curriculum is also designed to provide pupils with the understanding of Mathematics
needed to support work in other subjects and to handle the Mathematical needs of everyday life.

For those who gain high grades at GCSE, a well-established series of AS Level courses that are
appropriate to a wide variety of careers or courses in Higher Education. Such careers include
Accountancy, Banking, Engineering, Computing and Quantity Surveying. In addition, we will be
able to offer students AS Statistics and AS Use of Mathematics, which are commencing from the
start of the next academic year.
                                      How can Parents Help?
    1. Coursework
Students‟ coursework portfolios consist of at least two projects: one that tests Handling Data whilst
the other tests Algebra and is an investigation. They are (differently) assessed according to the
following three strands:

          Handling Data (Module 2)                            Investigation (Module 4)
    Specify and Plan                                  Making and Monitoring Decisions
    Collect, Process and Represent                    Communicating Mathematically
    Interpret and Discuss                             Reasoning

To receive a high mark students must satisfy the demands of the level descriptors at Grade C or
Grade A. Parents should refer to the Mathematics Department web site in relation to this in order to
help their child plan the work appropriately. There are examples of writing frames, which may help
students plan their project, or give them a gentle nudge in the right direction.
Parents can help their child to produce a well-written project by asking the following questions:
a. Can the ideas be extended using more difficult mathematics?
b. Have key words and phrases been used throughout the project?
    For example
               I decided to ......so that / because
               I noticed that .....
               I noticed a connection between....
               When I compiled a table / drew a graph ... I noticed that
               This reminded me of Pythagoras‟ rule so I ....
               I tested...
               I tried multiplying.....
               Rather than test specific examples I used algebra to prove .........
c. Has a range of charts been used? Have they been annotated and interpreted appropriately?
d. Has a main summary been provided? Has further work been suggested?
   e. Have problems that your child encountered been discussed and improvements suggested?

    2. The Department Web Site

There are many materials that have been put on line by the Department. These include

Revision “quicktests”
Examination Practice
Powerpoint Presentations
Writing Frames
Mathematics Links to other sites

But there many more topics – why not log onto www.speters.org.uk/maths
 3. Examination Papers
In your child‟s written examination there will be one non-calculator paper and one calculator paper.
There are a number of points, which should help you prepare your child for them:
       a. Make them aware of grade descriptors (refer to the Department web site). Ask their
          maths teacher for advice.
       b. Help them practice non-calculator/mental skills regularly. If necessary hide their
       c. Ensure that they learn all the formulas/theorems that they need - ask maths staff for
       d. Make sure they understand what is required by the question. Key words are

                                            Show that
                                          Give a reason
                                           Explain why
                                        Draw accurately
                                          Find / Obtain
                                  Appropriate Degree of Accuracy

       e. Check their homework regularly to ensure that all working is shown.
       f. Ensure that they use summary sheets and „test yourself‟ sheets as a basis for their
       g. Help them identify strengths and weaknesses in relation to Number, Algebra,
          Shape/Space and Handling Data. Ask for further work if necessary.
       h. Ensure that you know when additional Masterclasses are being put on and insist that
          your child attends.
All students in the Higher Tier will also have the opportunity to do GCSE Statistics – entry will be
dependent upon their results. It is anticipated that this will be extended to include a number of other
students. Many of the above comments apply but all coursework will be statistically based and only
one written paper is taken. Attendance at a Masterclass after school will be compulsory for such
students in order to complete the additional work.

For further advice please contact Mr. C. Sherrington (Head of Mathematics Department)

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