Our aim is to provide our pupils with the skills to work with problems and enquiries involving mathematics; and to teach the concepts, facts and techniques required to use and apply that mathematics.
We also wish to ensure that children are given tasks which are challenging but attainable and that we should provide the means to judge whether they are able to do these thing successfully.
Class Organisation
Recently, we have changed the structure of our S1 course and how the classes are organised. We now have five S1 classes (150 pupils) which are split into 6 broad banded ability groups. These groups come together in 1 block. S1 pupils are allocated to classes based on their primary reports/SEEMIS information and the results of our basic skills review.There is always room for pupils to move to another class based on the evidence they produce in class.
Whenever possible we try to timetable departmental cooperative teaching for added support.
S1 classes have 1 period of maths each day (5 periods a week).
Prior Learning
Secondary teachers who choose to ignore or to take little account of pupil’s prior attainments are failing their pupils.
(Achieving Success in S1/S2)
We use prior learning as a basis on which to decide future learning pathways. Tools we call upon include:
1. SEEMIS Data for our incoming S1 pupils.
Staff are issued with this data to inform them of the last National Test Level which each of their pupils has passed and the date on which they achieved this. SEEMIS Data also helps us to initially place our S1 pupils into sections.
2. Primary Reports.
Again staff are issued with this data to help them to gain an initial understanding of the pupils academic background.
3. S1 Basic Skills Review.
Since our S1 pupils can arrive from a number of different primary schools (up to 64), on occasions their reports can be delayed getting to our school. We feel it is a useful exercise to issue a short Basic Skills Review in the first week of S1 to get the pupils brains back into gear and to give some initial feedback about pupils who may have arrived at the school with no prior information. This test can also be used as an early warning to staff to recognise pupils who may need support with their basic number work.
Delivering the Curriculum
Using the Maths 5-14 Guidelines, the department has adopted the Glasgow Scheme Planners using the New Maths in Action Series and the TeeJay Textbooks as the principal resources. Staff have at their disposal Time Plans which provide guidelines for planning lessons and allow staff to monitor the pace of their pupils learning.
Monthly checks are carried out by the Principal Teacher to monitor pace of the course for each class.
Furthermore the Time Plans indicate when activities like class assessments, mental tests and problem solving activities take place. Time Plans are reviewed and discussed regularly at Departmental Meetings.
We endeavour to deliver our S1/2 curriculum to our pupils using an informed, enthusiastic and interactive approach – with an emphasis on direct teaching. Staff are encouraged and are willing to share good practice with each other. Current issues like non-calculator and mental maths skills are incorporated into our daily lessons and assessments and are discussed regularly at Departmental Meetings. Effective use of ICT is encouraged to enhance our pupils’learning. Each classroom in the department is equipped with a ceiling-mounted projector and a whiteboard. We also have 3 Smartboards and 2 Hitachi Starboards in the department. Staff can easily access resources like Bulletpoint software, Plato and a variety of Powerpoint lessons on the school’s network.
Our S1 course is completed by early May and then our S1 pupils start on our S2 course.
Resources
Our main resources in S1 are:
S2 |
Level |
| MIA Book 13, TeeJay Level E | Level E/F Groups |
| MIA Book 12, TeeJay Level D | Level D Groups |
| MIA Book 11 | Level C Groups |
| MIA Book 1B | Level B Groups |
| TeeJay Mental Tests | Levels A-F |
| TeeJay Remediation Worksheets | Levels A-F |
| TEN Problem Solving Materials | Levels A-E |
Homework
We recommend that our pupils in S1 spend at least 20 minutes per night on maths homework.
Homework normally takes the form of an extension of the pupils class work for that day.
We suggest that our pupils self correct their homework and then get their class jotters signed by a parent/guardian.
Pupils are encouraged to record their homework in their homework diary.
Assessment
S1 pupils will normally have 4 ‘block’ assessments over the year. In addition they will complete at least 4 mental tests pitched at their appropriate 5-14 level. S1 pupils will be selected to sit their national Assessment based on the evidence accrued.
Our S2 courses
The majority of our S2 classes embark on their Standard Grade course at the start of S2. Our aim is for most of the pupils to complete their Standard Grade course by Christmas of S4 (at the latest) allowing them time to complete Unit 1 of Higher/Int2/Int1 in S4. The knock on effect being that pupils will have more time to complete their National Qualifications course in S4/S5.
At the end of S1 each pupils updated SEEMIS Data (National Test Results) and class assessments are taken into consideration when allocating pupils to their S2 section. Initial S2 section lists are discussed with staff and possible changes are assessed.
S2 pupils have an allocation of 4 periods of maths and arrive in 1 block, allowing them to be organised into ability groups.
Resources
Our main resources in S2 are:
S2 |
Level |
| MIA Book 33 | Credit/General Classes |
| MIA Book 32 | Upper General/Foundation Classes |
| TJ Book 3G | Lower General/Foundation Classes |
| TeeJay Levels A-D | Lower ability groups still following 5-14 courses |
Homework
We recommend that our pupils in S2 spend at least 20 minutes per night on maths homework.
Homework often takes the form of an extension of the pupils class work for that day. Furthermore pupils will be given ink exercises covering a block of work including some recall questions.
Assessment
S2 pupils will be assessed continually throughout S2 at regular intervals. This would normally take place after feedback has been issued on their ink exercises.
The main purpose of assessment at S1/S2 is to inform decisions about learning and teaching. Schools, teachers, parents and pupils need to know whether key steps in learning have been mastered or where difficulties have arisen in the learning process.
(Achieving Success in S1/S2)
Type of assessment |
When?/ How often? |
S1 |
S2 |
| Listening to pupils' responses | Day to day | * | * |
| Checking pupils' jotters | Day to day | * | * |
| Basic Skills Review | 1st week of term in August | * | |
| Class Assessment | After each block of work | * | |
| T.J. Mental Tests | After each block of work | * | |
| National Assessments | S1- April/May | * | |
| Ink exercises | After a block of work | * | |
| Class assessments | After ink exercise | * | |
| National Tests | S2 - May/June | * |
Formative Assessment
The following strategies are employed regularly throughout the department to enhance teaching and learning and provide quality feedback:
· Questioning techniques- No hands up rule; Think, pair, share; 3 Part question; Allowing thinking time; Hands up / eyes closed.
· Traffic lights
· Comment only marking in ink exercises
· Use of pupil show me boards
· Display of learning intentions
· Peer assessment
Recording
Their class teacher records pupils’ results from their assessments and a copy of these results are entered into the S1 or S2 Yearbook (our central marks store).
Reporting
Our S1 and S2 reports are in line with National Guidelines. We strive to focus on the positive elements of our pupils’ progress and inform parents of the development needs associated with their daughter’s learning potential.
- S1 Report - Late April - S2 Report - Early February
Technology
One of the priorities in our Development Plan is for the department to look at ways to extend our teaching and learning approaches – ICT plays an integral part of this.
All our teaching areas have ceiling mounted LCD projectors. In addition, we have 3 Smartboards and 2 Hitachi Starboards. Some CPD time has been allocated to searching for appropriate website/internet resources to use to deliver ICT based lessons.
The dept also have access to a number of Powerpoint lessons and some staff have created their own Powerpoint lessons for use in S1 and S2. A set of TI-83 Graphics calculators is also available for use with classes in S1 and S2.
We are aware of the importance of forging good relationships with parents and informing them of their daughter’s progress. Contact with parents takes place via a number of media.
Contact with Parents - S1 |
Contact with Parents - S2 |
| Introduction Letter issued in August | |
| S1 Parent's Evening in mid May | S2 Parent's Evening in early March |
| Homework Letters | Homework Letters |
| Comments in pupils' jotters | Comments in pupils' jotters |
| Telephone conversations | Telephone conversations |
| Parental interview | Parental interview |
Monitoring and Evaluating
The department uses a variety of techniques and procedures to monitor and evaluate the teaching and learning taking place.
1. Our S1 and S2 yearbooks give an overview of a pupil’s, a class/section or the whole year group’s performance in class assessments, mental tests and National Tests.
2. Departmental discussion takes place regularly at Departmental Meetings.
3. Class assessments are regularly reviewed and updated/modified if necessary.
4. Analysis of National Test results.
5. Principal Teacher class visits/observations.
6. S1/2 Focus Period/Self evaluations.
7. The use of Quality Indicators from “How Good is Our School?” to self-evaluate and plan next steps.
8. S1 and S2 Reviews.