Class Organisation
We presently offer the following courses:
- Advanced Higher - 1 section (5 periods per week)
- Maths Higher (units 1,2 and 3) - 2/3 sections (6 periods per week)
- Intermediate 2 (units 1,2 and 3 or units 1,2 and appl) - 2 sections (5 periods per week)
- Intermediate 1 (units 1,2 and appl) - 1 section (5 periods per week)
Our courses are offered over two columns of the S5/S6 options choices.
Prior Learning
The P.T. interviews all S5/S6 students in June. Using information such as the pupils Grade Point Average and predictions from class teachers as starting point pupils decide which column to choose maths and are initially allocated a section.
Delivering the Curriculum
Our courses are based on Higher Still Guidelines. Our main resources are:
- Heinemann Higher Maths - Higher
- Maths In Action Book Intermediate 2 - Intermediate 2
- Maths In Action Book Intermediate 1 - Intermediate 1
Staff use appropriate time plans to monitor the pace of each course. Ink exercises are issued to students at regular intervals (usually after a chapter of work). The ink exercises for the Higher Still courses are designed to test both basic competency and beyond, calculator and non-calculator skills.
Assessment
Formal assessment takes place at agreed dates. We are currently monitoring the pace of our courses to help determine the most suitable times for assessment. All assessments have standardised marking schemes to help ensure consistency across the department. The department usually offers Supported Study prior to an assessment period.
| Assessment | Level(s) | What is assessed? | Date |
| Unit 1* | AH, H, Int.1, Int.2 | Basic competence | Mid Oct. |
| Paper II | AH, H, Int.1, Int.2 | Beyond competence | Late Oct. |
| Unit 2* | AH, H, Int.1, Int.2 | Basic competence | Early Feb. |
| Pre-lim. ** | AH, H, Int.1, Int.2 | Basic/beyond competence (covers units 1 & 2) | Mid Feb. |
| Unit 3 * | AH, H, Int.1, Int.2 | Basic competence | Late April |
| Paper II | AH, H, Int.1, Int.2 | Beyond competence | Late April |
** Letters are sent to the parents of pupils who fail the pre-lim outling possible future courses of action.
Homework
Often homework is an extension of class work. Furthermore pupils are given an Ink Exercise to complete after each chapter of work. Pupils in S5/S6 are expected to spend between 30 mins and 1 hour each night on homework.
Recording
Class teachers record results and a copy of these results are entered into our S5/S6 Yearbook (our central marks store).
Reporting
Our S5/S6 reports are consistent with the whole school reporting format. Date for reports are as follows:
S5/6 Review - Mid November
S5/6 Reports - Early March
Technology
The best pupils' coursework included Higher and C.S.Y.S. pupils acquiring the ability to make appropriate use of graphic calculators to deepen their understanding of mathematics and solve problems efficiently.
(Standards and Quality in Secondary Schools 1995-1999: Mathematics)
All of our Higher level pupils have the opportunity to use the Texas TI-83 calculator for the duration of the course. Pupils are issued with consent letters for their parents outlining agreement for usage of the calculators including using a post-dated cheque as a guarantee for the safe return of the equipment.
The department has two TI-83 Teacher's Versions, two viewsceens and two O.H.P.s with which to use class presentations. In addition, we also have a copy of teacher's notes for use for such lessons.
Partnership With Parents
Contact with the parents of our S5/S6 pupils usually takes place in any of the following forms:
| Contact with parents of S5/S6 | Date |
| Induction information | Mid Aug. |
| Calculator letter | Late Aug. |
| Pupil absent for unit test letter | At times of unit tests |
| Pupil failed pre-lim letter | After pre-lim (late Feb.) |
| S5/S6 Parent's Evening | Mid Nov. |
| Comments in pupils' jotters | At any time |
Monitoring and Evaluating
The department uses a variety of techniques and procedures to monitor and evaluate the effectiveness of our S5/S6 courses.
1. Our S5/S6 yearbook gives an overview of pupils’ performance.
2. Departmental discussion and sharing of good practice.
3. Use of time plans to monitor pace of courses.
4. Class visits by Principal Teacher.
5. Analysis of SQA exam results.
6. Use of SQA predictions and G.P.A. to motivate pupils and advise pupils.
7. On going review of courses.
8. Use of S5/6 Focus Period on learning and teaching.
9. S5/S6 Review.
10. Self evaluation using “How good is our Department?”
11. Use of regular assessment to monitor pupils’ progress.
12. Use of prior knowledge to help determine pupils appropriate course.