Mathematics at Key Stage 4

In addition to our general aims, we aim to develop understanding and application of skills, knowledge and concepts introduced at Key Stage 3. We support the aims outlined in the WJEC GCSE syllabus, and KS4 Focus Statement, and prepare pupils for the GCSE examination in the tier appropriate to their ability.

Pupils in upper groups acquire a good foundation for further study of the subject, and of other related disciplines. We hope that all pupils gain an understanding of the mathematics necessary for adult life, and that they feel confident in their ability to use their mathematics outside the classroom.

 

Homework Policy

The faculty believes that the careful and thoughtful setting of regular homework helps to promote good standards and encourages pupils to develop skills of independent learning. For the class teacher, it is a valuable tool for assessing understanding and retention of work.

All pupils receive homework at least once a week. Generally the homework for any group is set on the same day each week, and this is chosen by the class teacher. This encourages good work habits as pupils get into the routine of doing their maths homework at the same time from week to week, and parents are in a better position to support their children. 

Pupils note all homework in their planners. The details are written down alongside the deadline. Pupils are always given more that one evening to complete homework.

Homework is always checked by the class teacher, and returned to the pupils as soon as possible, and certainly within a week of setting the work. Feedback to pupils is made in the form of written comments, as well as general verbal comments made to the whole class.

Homework is set to give pupils the opportunity to practise further the skills and methods taught in the lesson. It enables pupils to consolidate understanding and between lessons, reminds them of work covered.

So that pupils are not easily discouraged from attempting homework, generally the questions set are very similar to, and no more difficult than those covered during a lesson. If a challenge is set, then pupils are aware that the problem is difficult, and are given a time limit for the question. Homework is designed to build confidence.

At least once a month, KS4 pupils are set homework which is not related to the present topic but is a useful reminder of past work. Similar questions are quickly discussed with the class before being set as homework. 

In the week before a half-termly test, pupils are expected to revise for the test at home. Clear and detailed guidance is given on what to revise, and pupils are reminded that revision takes the form of practising answering questions and not simply reading through their books making notes.

Leading up to external examinations, pupils are provided with a revision programme that involves past paper practice. Some of this is expected to be completed at home.

Year 10 and 11 pupils complete a large part of their coursework at home. The project is broken down into manageable tasks, and pupils are required to bring in their work every week for checking. This is to ensure that pupils are not leaving all the work to the last minute.

If a pupil fails to complete set homework a note is made in the student planner. For a second offence a homework detention is given by the class teacher. If the problem is a persistent one then the pupil is put on Faculty Report.

Coursework “catch-up” sessions are organised for pupils who fail to complete their coursework by the school deadline date.

YEAR 10.

 

A 2-tier system replaces the present 3-tier system. This is a change made nationally by all examination boards.

The tiers available now are Higher (grades A* to D), and Foundation (grades C to G). There will no longer be an Intermediate tier examination

 

 

Pupils in year 10 from September 2006 are set as follows:

 

Each half-year group set into 6 classes

 

ie  forms A to E will be grouped into 6 sets, forms F to J will be grouped into 6 sets.

 

Sets 1, 2 and 3 in each half year group will follow the Higher Tier GCSE.

 

Sets 4, 5 and 6 in each half year group will follow the Foundation Tier GCSE.

Set 6 will also sit the Entry Level assessments.

 

In placing pupils into groups the following is considered:

• SATs level and score

• Average test result

• GCSE prediction given by the CATs test taken earlier in the year

• Recommendations made by year 9 maths teacher

 

This ensures that pupils are placed into the group most appropriate to their ability, and follow the most suitable course.

 

YEAR 11.

 

2007  Entry for GCSE examinations is as follows:

 

Set	Tier of entry
1 and 2	Higher Tier
3 and 4	Intermediate Tier
5 and 6	Modular GCSE

 

The decision for the final tier of entry for the modular GCSE course is decided when the groups are in year 11. The intention is to give all pupils the opportunity of aiming for at least a C pass in the subject.

 

 

At all stages, the class teacher is involved in making decisions for the setting for the pupils that they teach. As well as taking account of the factors noted above, the Head of Faculty seeks their advice when allocating pupils to a group.

 

Throughout the year pupils’ progress within the groups is monitored, and, if necessary, pupils are moved from one group to another. This usually occurs at the end of a half term.