Mathematics is crucial to our understanding of the world we live in and has a significant practical and cultural impact on how we live our lives, however it is neither uniquely defined nor value-free and culture-free. School mathematics is not the same as academic or research mathematics, but a re-contextualised selection from the parent discipline.
At Day Waterman College, we have chosen a curriculum that reflects the needs and the values of students in the modern world, while at the same time valuing mathematics for the beauty of mathematics.
• To set challenging targets with high expectations for all students.
• To offer a variety of approaches to teaching and learning to engage and motivate students and demand their active participation.
• To smooth the transition for students between Key Stages and ensure progression in teaching and learning throughout their time at Day Waterman College.
• To explore enrichment opportunities outside the curriculum to enhance students’ enjoyment of mathematics. In addition, we do hope that students will acquire the logical abilities, characteristic of a mathematician.
Principles of Teaching and Learning Mathematics
We aim to:
• Establish a classroom climate where all students feel that they can contribute, and which secures their motivation and concentration;
• Adopt teaching and organisational strategies to keep all students suitably challenged, while giving them maximum opportunity to interact with their teacher;
• Provide appropriate support, aids or interventions to give particular students access to the planned programme and to keep any who might fall behind in step with the rest of their class.
• Questioning – targeting individuals or groups, open questions, encouraging students to explain strategies and to each other
• Teaching focused, at times, on individuals/groups while others work independently.
• Targeting teacher’s own support or the support of additional adults in the classroom.
• Providing resources to support individual students
• Open-ended tasks – investigations, problems.
• Providing extension material(s)
At Key Stage 3 we follow the Collins Framework series of text books and at the same time develop independent minds with a series of planned mathematical investigations which both use and develop skills that have been taught. Progress is continually monitored through analytical tests that highlight to the student what areas they need to develop. Individual support is given as needed following these analytical tests.
As students move into KS4, an increasing number of investigations based on real life situations and of a pure mathematical nature will develop these skills of logical and creative thinking. This will
mean that students will finish their IGCSE course both prepared for the further study of mathematics and have the tools needed for modern living. They will also be fully prepared for their KS5 courses in many disciplines.
KS 3 (Years 7 to 9)
All students have grade descriptors and assessment criteria tracker sheets to help them self assess their ability and set targets for their identified areas for improvement. Homework (based on assessment criteria with an effort grade and an accompanying comment to indicate how improvement can be made) are marked towards these levels. This helps our students set aspirational targets for themselves
Topics covered at key Stage 3 include; Numbers and Number system, Calculating and measurements, Algebra,
Shape, Space and Measure, Data handling.
KS 4 (IGCSE Years 10 & 11)
All students have grade descriptor sheets relevant to their target grade in their folder. Official
homework are set and marked for students with their current targets improved on regularly.
Topics covered at Key Stage 4 include; Numbers and Number system, Calculating and measurements, Algebra,
Sets, Vectors and Functions, Matrices and Transformation, Statistics and Probability.
All students will be entered for the Higher Tier of IGCSE Mathematics with Edexcel. Students have the opportunity to take their Mathematics option early which gives them a chance to further increase their mathematical knowledge by taking the further mathematics option, a useful tool for students going into Engineering and Technology.
Information Communication Technology is an ever changing subject. The ideas, methods and applications involved in ICT are constantly evolving on an almost daily basis. The department and the college are continuous striving to stay current in our use of digital technologies. We currently have four designated ICT suites as well as smaller clusters throughout the college.
All curriculum areas use some form of ICT on a day to day basis but within their Teaching and Learning
environment with a focus on using digital technology to refine and develop our student’s software skills.
DWC has taken huge strides to provide students and staffs with the latest technology in terms of hardware and software to enable them meet the demands of the extensive curriculum on offer. The teachers are enthusiastic about their subject and continue to develop their own skills in order to provide an interesting and varied curriculum for the students.
The majority of the ICT programme is delivered and progressed through the use of the Moodle, which is the school’s VLE (Virtual Learning Environment). The students are encouraged to use this system as their own personal network area, enabling the completion of homework and coursework directly onto the school network.
Using the computer network, Students in years 7 and 8 have the opportunity to gain knowledge skills and understanding in the areas of communicating information, data handling, modelling, multimedia and control in line with the national Key Stage 3 strategy. By the end of the Key Stage, all students should be able to use ICT securely, confidently, creatively and independently be equipped to go on to develop their skills, knowledge and understanding at a higher level.
ICT Department Aim
The ICT department aims to provide all students with a wide range of software skills and basic theoretical knowledge of ICT. Our aim is to ensure that;
• Students can access enormous amounts of information quickly;
• Students can work at their own pace ensuring a personalised form of learning;
• Students can access quality material irrespective of their geographical location;
• Students can interact with peers and teachers outside the classroom.
In Key Stage 3 students will refine and enhance skills in each of the major software applications.
In year 7 the students will be completing the following topics:
1. File Management and introduction to School Network
2. E- safety project
3. Spreadsheet and Modelling
5. Data Handling
In year 8 the students will be completing the following topics:
1. Develop a sound project using Audacity
2. Design a Movie Project using Movie maker
3. Create interactive stories, games, and animation using Scratch
4. File Management and Viruses
5. E-mail features and functions
6. Reliability and validity of information
7. Stop Frame Animation
In year 9 the students will be completing the following topics:
1. Modeling (Spreadsheet)
3. Business Communication
4. Music mix
5. Video Shoot
7. Data handling
Key stage 4.
In year 10 and 11, ICT becomes optional, and if students wish to continue their ICT lessons, they can do, and will have the opportunity to gain an IGCSE qualification in ICT.
In year 10 and 11, the students will be completing the following topics:
1. Types and components of computer systems
2. Input and output devices
3. Storage devices and media
4. Computer networks
5. Data types
6. The effects of using ICT
7. The ways in which ICT is used
8. Systems analysis and design
10. Document production
11. Data manipulation
13. Output data
14. Data analysis
15. Website authoring
16. Presentation authoring
Strategies for Teaching Science
Students are taught in mixed ability form groups. KS3 students have 2 lessons timetabled for each 2 week session. KS4 students have 5 lessons timetabled for ICT in a 2 week session.
All lessons are very well differentiated to accommodate all our student’s learning needs. A variety of teaching methods and learning strategies are used as appropriate to the age, abilities and aptitude of the students.
Methods used include
Peer Assessment Problem Solving Collaborative Work