Mathematics - Wollaston School

We wish to promote Numeracy and a zest for Mathematics in our students. We hope that each student finds purpose in their work and is able to apply their Mathematical knowledge and skills across the curriculum and throughout their lives.

Year 7

In year 7, students complete a baseline test at the beginning of the year. We use this information to place students into sets within the first month of them joining Wollaston school. At Christmas, we review these sets taking into account their baseline test, their FFT20 target grades as well as their autumn assessment. Effort grades will be taken into account if several students are working at the same level, but the principal factor for deciding which set a student is placed into will be the levels achieved both in the baseline and autumn assessment as well as their FFT20 target grade. There may however be occasions where - acting on teacher advice - students are placed at the discretion of the Head of Mathematics. The sets are not fixed and are reviewed again during the summer term as well as throughout the course of year 8 and year 9.

Year 8 Mathematics

Year 9 Mathematics

Year 10 Foundation Mathematics

Year 10 Foundation Mathematics Programme of study

At the beginning of year 10 students are placed into sets based on their academic performance across year 9 with the main factor considering their end of year 9 assessment. The end of year 9 assessment is a GCSE foundation paper so it gives us a real indicator on students abilities on the core skills of Mathematics. Like before, sets are not fixed and it is possible for students to change sets based on their academic performance and effort levels deserve.

Year 10 Higher Mathematics

Year 10 Higher Mathematics Programme of study

At the beginning of year 10 students are placed into sets based on their academic performance across year 9 with the main factor considering their end of year 9 assessment. The end of year 9 assessment is a GCSE foundation paper so it gives us a real indicator on students abilities on the core skills of Mathematics. Like before, sets are not fixed and it is possible for students to change sets based on their academic performance and effort levels deserve.

Year 11 Foundation Mathematics

Year 11 Higher Mathematics

A-Level Mathematics

Further Mathematics

Core Mathematics

Computing

At Wollaston school, we believe that a high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems.

The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content.

KS3 Computer Science

At KS3, students take computing lessons based on the curriculum supplied by the national centre for computing education for 1 lesson per week. In this time they cover, various aspects of computing, including:

• Computer Systems
• Evolving Technology
• Visual coding languages, using Scratch.
• Text-based coding, using Python
• Physical Computing, using the microbit
• Website creation

KS4 Computer Science

WHAT IS COMPUTER SCIENCE?

Computer Science is not just about computers. Rather it is the study of computation and information, and is a subject which involves you in the very make-up of the world, and over the last 40 years it has transformed the way we run our everyday lives.

Computer systems are part of our everyday lives, ranging from embedded systems controlling a fridge to bank systems handling billions of transactions each day. Many of these systems are very familiar, yet we take for granted systems that make things like mobile phones, planes and medical equipment possible.

WHAT DOES THE COURSE INVOLVE?

An interest in technology and solid logical problem-solving skills and, due to the demanding nature of this course, entry criteria will apply to this course.

WHAT THEMES WILL BE STUDIED?

We study a range of themes relating to computer hardware and software, including how computers and networks work, operating systems, security and hacking and the ethical, social and legal aspects of computer use. We also study how sound, images and other data is stored using binary and hexadecimal code. Coding aspects will be taught using our chosen language, Python 3.

HOW IS IT ASSESSED?

There are 2 written papers, with one involving writing code during the exam itself.

Paper 1 : Computational thinking & programming skills

Content covered:

Computational thinking;
Code tracing;
Problem-solving;
Programming concepts including the design of effective algorithms and the designing, writing , testing and refining of code.

Form of assessment:

Written exam - 2 hours, 90 marks. Contributes 50% of GCSE

Questions:

A mix of multiple choice, short answer and longer answer questions assessing programming, practical problem-solving and computational thinking skills.

Paper 2: Computing concepts

Content covered:

Fundamentals of data representation;
Computer systems;
Computer networks;
Cyber security;
Relational databases & SQL code and the ethical, legal and environmental impact of technology.

Form of assessment:

Written exam - 1 hour 45 minutes, 90 marks. Contributes 50% of GCSE.

Questions:

A mix of multiple choice, short answer, longer answer and extended response questions assessing SQL programming skills and theoretical knowledge.

Students will find course details here: https://www.aqa.org.uk/subjects/computer-science-and-it/gcse/computer-science-8525

KS5 Computer Science

WHY STUDY COMPUTER SCIENCE?

Students who study Computer Science have access to a wide range of career and educational opportunities. It is seen by many to be a highly demanding area of study and the analytical and problem-solving skills learned can prove vital to a student’s future course or career. Computer Science combines effectively with Maths and Science subjects to create an attractive portfolio of qualifications, enabling a student to move on to a range of University Technology, Maths or Science-based courses.

HOW IS IT ASSESSED?

Students take exams for both papers at the end of Year 13. Paper 1 is assessed in an on-screen exam and Paper 2 is assessed in a written paper. Each exam lasts 2 hours 30 minutes. The NEA Coursework is completed under supervision , mainly in Year 13, and moderated externally. We study the AQA GCE Syllabus.

HOW IS THE COURSE STRUCTURED?

In year 12, we cover content from paper 1 and some content from paper 2. We also begin planning work for the non-examined assessment, or course-work element.

Year 12:

Paper 1 – 40% of qualification

Fundamentals of programming
Fundamentals of data structures
Fundamentals of algorithms
Theory of computation
Systematic approach to problem solving

Paper 2– 40% of qualification

Fundamentals of data representation
Fundamentals of computer systems
Fundamentals of computer organisation and architecture

Year 13:

Paper 2 continued

Consequences of uses of computing
Fundamentals of communication and networking
Fundamentals of databases
Big Data
Fundamentals of functional programming

NEA ‘coding’ assignment - 20% of qualification

The non-exam assessment assesses student's ability to use the knowledge and skills gained through the course to solve or investigate a practical problem. Much of this must be completed under supervision.

A detailed syllabus can be found here: https://www.aqa.org.uk/subjects/computer-science-and-it/as-and-a-level/computer-science-7516-7517

Computing Extra-Curricular

At the weekly code club we enjoy taking part in many competitions. Such as the following robotics and e-safety challenges below.

The Raspberry Pi Team took part in the International School’s robotics competition, known as PI Wars. To take part , they had to build a robot with a Raspberry Pi head, which completed a variety of challenges against other schools.
Challenges included self-guiding (using sensors) and remote-controlled challenges, including a drag race, maze, obstacle course, crazy golf, target-shooting, jousting (with pins and balloons) as well as being judged on technical merits (by Robot Wars head judge, Dr Lucy Rogers) , aesthetics and the quality of the BUILD BLOG created in the months leading up to the event.
The team came 8th out of 29 teams, some coming from as far as Turkey, Malaysia and Hong Kong!

Year 8 Computer Coding Game

Three of our year eight students, who regularly attend our after school Coding Club, entered a competition organised by Cranfield University and the British Computer Society. They created a game, based on the theme of identity theft, alongside a promotional video and Google Play listing. The girls were runners up in the Year 8 section. The presentation took place at Cranfield University where they were lucky enough to try out a control tower simulator and Amy and Niamh also had a chance to fly in a plane simulator.

INSPIRE. MOTIVATE. ACHIEVE.

SCHOOL OFFICE: 01933 663501

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We wish to promote Numeracy and a zest for Mathematics in our students. We hope that each student finds purpose in their work and is able to apply their Mathematical knowledge and skills across the curriculum and throughout their lives.

Year 9