Year 8 Mathematics

Brief summary of the syllabus:

All pupils will follow a scheme based on the Essential Mathematics series. The scheme covers all the initial aspects of the National Curriculum at the first key stage for secondary schools.

The scheme has at its core class-taught lessons on the topics which form the foundations of further study. There is additional material surrounding this core, both to support those whose understanding of a topic is insecure and to extend those whose ability leads them beyond the core. Throughout the second year, pupils are set pieces of investigative work which give them the opportunity to apply the concepts they have learned to problem-solving. Some of this work also provides an opportunity to explore uses of ICT within Mathematics.

What skills/attributes are being developed and examined?

As well as providing the tools for further study of Mathematics and for dealing with the mathematical situations which arise in other areas of study, we would seek to instil in pupils an investigative and enquiring approach which will enable them to tackle new concepts and unfamiliar problems effectively. We also emphasise the importance of mental recall and calculations by regular practice.

What can parents expect to see in class work and homework specifically?

Both in homework and class work, parents may expect to see a wide variety of work, ranging from traditional "question and answer" to extended pieces of open-ended work with strong emphasis placed on method and approach rather than simply on right or wrong answers.

What can parents do to help in this subject at this stage?

Parental help with the teaching and learning of the rudimentary elements of mathematics (eg tables, accurate use of instruments, arithmetic, etc) is invaluable. However, as the child's mathematical development continues, we would urge parents to contribute to the process described above and to give children hints and pointers which will allow them to develop their own understanding, rather than providing them with rigid rules and procedures.

Setting and Course Schedule:

The year group is divided into two parallel halves, with four sets in each half. During the second year, pupils will continue to work through book eight of Essential Mathematics and starting book nine by the Spring term. Additional textbooks may also be used in set four.

Each time the class reaches a particular point in the textbook there will be a test. There are two end-of-year examinations, one testing specifically the work covered during the year, and the other in the form of the Key Stage 3 tests to give an indication of attainment in the National Curriculum.

There are regular Mental Arithmetic tests and an opportunity to explore the use of ICT (EXCEL) during the course of the academic year.

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Tests:

The following is a guide to testing in Year 8:

Please note that if a boy misses a test due to holiday, he will not be given the opportunity to re-sit the test. If absence is due to other reasons the test will be taken in an after-school session on a date determined by the department.

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Setting:

Set changes, where necessary, takes place after each half-term test. Setting for Year 9 will be based on the average of the half-term test results and the end-of-year School examination (the School examination is given higher weighting). Teacher judgement is exercised in borderline cases. The National Curriculum interim test does not contribute to the setting arrangement.

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Revision:

In order to revise effectively for tests in Mathematics, it is important to ensure that each new piece of work studied is recorded, but even more important to practise examples, which will indicate whether or not the techniques and their applications have been grasped. Teachers will provide full notes to accompany each new topic, and there is a wealth of exercises available for practice.

Good performance in Mathematics tests clearly relies on using techniques efficiently to produce correct solutions. However, chances of success are always enhanced by:

• having a complete and accurate set of class notes and worked examples
• having the necessary equipment, eg calculator, protractor, ruler and compasses
• laying work out neatly and logically
• drawing neat and clearly labelled diagrams
• showing working
• pacing to avoid rushing
• careful checking
• efficient and correct usage of calculator

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Pupil Target-setting:

The design of some of the tests and examinations highlights strong and weak areas by generating a percentage score in each of the National Curriculum attainment targets. Feedback from tests and examinations also includes highlighting of the particular areas of the curriculum which have been tested from which a pupil can determine for himself those areas in which he is confident and those in which he is weak. Pupils are then encouraged to formulate action plans (as part of the bespoke tutoring system) which concentrate upon improving the weaker areas.

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