New College Presidency Team4/04/19
Falmouth College have elected a new Student Presidency Team for 2019/20 after a tough process and some very impressive interviews.Read More...
Maths at KS3 and KS4 is taught in sets covering the full range of abilities.
At present Years 7 and 8 are set across two parallel populations with Years 9-11 set across their respective year groups.
The emphasis is at KS3 is on securing progress so that all students can go on to achieve their potential at GCSE. Students follow one of three streamed schemes of work, depending on their KS2 levels, designed to secure at least two levels of progress across the Key Stage. There is regular assessment using traditional GCSE style testing materials as well as more open-ended tasks; at least every three weeks students receive feedback on their current grade.
At KS4, students are entered for the OCR GCSE examinations. All students are following the OCR Mathematics B specification (J567), which is examined by two equally weighted papers at the end of Year 11. Students either follow Higher (A*-D) or Foundation (C-G) tier, depending on their expected progress grade, and their level at the end of Year 9. Borderline students begin Higher tier in Year 10, and are reassessed before the start of Year 11.
Students in the Sixth form study the OCR (MEI) 'A' level for Maths and Further Maths. The subject is well supported in the Sixth Form with many students then choosing to study maths or related subjects at University.
Students have been successful at the UKMT Maths Challenge at Junior, Intermediate and Senior levels.
The department enhances the curriculum for gifted and talented students and supports the maths masterclasses held at Truro College for Year 9 students.
The philosophy of the department is to enable every student to make progress and to reach their full potential in mathematics. Regular revision, booster and small group sessions are arranged to support students across the ability range, while all students have access to after school ‘drop-in’ sessions, should they require further support.
Mr G Popperwell