• Understand mathematics and mathematical processes in ways that promote confidence, foster enjoyment and provide a strong foundation for progress to further study • Extend their range of mathematical skills and techniques • Understand coherence and progression in mathematics and how different areas of mathematics are connected • Apply mathematics in other fields of study and be aware of the relevance of mathematics to the world of work and to situations in society in general • Use their mathematical knowledge to make logical and reasoned decisions in solving problems both within pure mathematics and in a variety of contexts, and communicate the mathematical rationale for these decisions clearly • Reason logically and recognise incorrect reasoning • Generalise mathematically • Construct mathematical proofs • Use their mathematical skills and techniques to solve challenging problems which require them to decide on the solution strategy • Recognise when mathematics can be used to analyse and solve a problem in context • Represent situations mathematically and understand the relationship between problems in context and mathematical models that may be applied to solve them • Draw diagrams and sketch graphs to help explore mathematical situations and interpret solutions • Make deductions and inferences and draw conclusions by using mathematical reasoning • Interpret solutions and communicate their interpretation effectively in the context of the problem • Read and comprehend mathematical arguments, including justifications of methods and formulae, and communicate their understanding • Read and comprehend articles concerning applications of mathematics and communicate their understanding • Use technology such as calculators and computers effectively, and recognise when such use may be inappropriate • Take increasing responsibility for their own learning and the evaluation of their own mathematical development
- 8+ in Mathematics - 5+ GCSE grades at 9-5 including English & Maths. Preference to courses is given to those students who achieve a grade 6 in their chosen subjects.
• Students are expected to self-assess all independent work and aim to correct any errors before submission. Teachers are expected to oversee the pupils’ assessment and give guidance/constructive feedback as to how to improve future performance and correct any misconceptions. This should be carried out at least once every fortnight and in line with the school policy. • End of topic tests are to be done under exam conditions, teacher assessed and marks entered onto the appropriate departmental Google Doc for comparisons, quality assurance that groups are progressing in tandem and as expected and can be monitored by the Head of Department. Periodically, moderation of marking takes place during departmental meetings which further enhances the quality assurance that mark schemes are being applied consistently. • Opportunities for teacher feedback can be from individual conversations regarding independent work and end of topic tests. With regard to end of topic tests teachers are to feedback using WWW and EBI with students adding their MRI in response. This qualification consists of four 1 hour 30 minute written examinations of equal weighting: • Core Pure Mathematics 1 • Core Pure Mathematics 2 • Further Pure Mathematics 1 • Decision Mathematics 1
About Education Provider
| Region | South East |
| Local Authority | Kent |
| Ofsted Rating | Good |
| Gender Type | Boys |
| Address | Avenue of Remembrance, Sittingbourne, ME10 4DB |
• Understand mathematics and mathematical processes in ways that promote confidence, foster enjoyment and provide a strong foundation for progress to further study • Extend their range of mathematical skills and techniques • Understand coherence and progression in mathematics and how different areas of mathematics are connected • Apply mathematics in other fields of study and be aware of the relevance of mathematics to the world of work and to situations in society in general • Use their mathematical knowledge to make logical and reasoned decisions in solving problems both within pure mathematics and in a variety of contexts, and communicate the mathematical rationale for these decisions clearly • Reason logically and recognise incorrect reasoning • Generalise mathematically • Construct mathematical proofs • Use their mathematical skills and techniques to solve challenging problems which require them to decide on the solution strategy • Recognise when mathematics can be used to analyse and solve a problem in context • Represent situations mathematically and understand the relationship between problems in context and mathematical models that may be applied to solve them • Draw diagrams and sketch graphs to help explore mathematical situations and interpret solutions • Make deductions and inferences and draw conclusions by using mathematical reasoning • Interpret solutions and communicate their interpretation effectively in the context of the problem • Read and comprehend mathematical arguments, including justifications of methods and formulae, and communicate their understanding • Read and comprehend articles concerning applications of mathematics and communicate their understanding • Use technology such as calculators and computers effectively, and recognise when such use may be inappropriate • Take increasing responsibility for their own learning and the evaluation of their own mathematical development
- 8+ in Mathematics - 5+ GCSE grades at 9-5 including English & Maths. Preference to courses is given to those students who achieve a grade 6 in their chosen subjects.
• Students are expected to self-assess all independent work and aim to correct any errors before submission. Teachers are expected to oversee the pupils’ assessment and give guidance/constructive feedback as to how to improve future performance and correct any misconceptions. This should be carried out at least once every fortnight and in line with the school policy. • End of topic tests are to be done under exam conditions, teacher assessed and marks entered onto the appropriate departmental Google Doc for comparisons, quality assurance that groups are progressing in tandem and as expected and can be monitored by the Head of Department. Periodically, moderation of marking takes place during departmental meetings which further enhances the quality assurance that mark schemes are being applied consistently. • Opportunities for teacher feedback can be from individual conversations regarding independent work and end of topic tests. With regard to end of topic tests teachers are to feedback using WWW and EBI with students adding their MRI in response. This qualification consists of four 1 hour 30 minute written examinations of equal weighting: • Core Pure Mathematics 1 • Core Pure Mathematics 2 • Further Pure Mathematics 1 • Decision Mathematics 1