Mathematics Department

The 2012 Staff

Richard Alexander(England)
Bruno Kateule(Zambia)
Bongani Nxumalo(Swaziland)
Quinton Reissmann(prefers no national affiliation)
Sara Edstrom(Sweden)

Annalie Koekemoer(South Africa)
Iain Pearson (Scotland/South Africa)

Nicole Lambert (UK)

Curriculum and Approach

The priority given to Mathematics at Waterford Kamhlaba is reflected in it being a daily subject for most students. Classrooms have computers and data projectors to support modern approaches but our teaching is still largely based on thinking, doing and working out with pencil and paper or even better, in the head. We try to teach for understanding, believing that developing a thoughtful and informed approach to problem solving is more useful than being given a formula.

Teachers meet regularly to share teaching strategies. A lead teacher is responsible for key year groups, ensuring that high standards are maintained and a consistent approach is taken.

Students coming up from Primary school into Form 1 are generally enthusiastic about Maths and our first goal is to capture and build on that, while putting in place correct foundations and countering any unhelpful habits that might have been developed.  Classes are mixed ability. We prioritise mental techniques. Drawing and measuring shapes and the use of Mathematical instruments are emphasised as we look at reflections, rotations, symmetry, special shapes (polygons), angles, parallel lines and co-ordinates. In Number, we use a number line and learn how to relate fractions-decimals-percentages. In Data, we categorise data into sets and construct pie & bar charts. In introductory Algebra we start “letter-for-number” work and solve simple equations, usually by inspection. Calculators are not used as we maintain a focus on mental arithmetic, estimating and checking.

In Form 2 we firm up on directed numbers, use grids with all four quadrants, do more algebra and letter-for-number work as well as function machines, rules for orders-of-operation, collecting like terms, and equation-solving using the balance method. Word problems are introduced, giving practice in converting everyday language into Mathematical language. Congruence, similarity and ratio are emphasised. Calculators are still not used as we once again focus on mental work, estimating and checking. The target is to ensure that the basics are covered well rather than to race through lots of material.

In Form 3, the top third of the year group goes into an accelerated class with the aim of writing the IGCSE in International Maths (a new course started by Cambridge in 2008) a year early. All classes cover Pythagoras, right-angle triangle trigonometry, linear functions and their graphs, rearranging equations, solving simultaneous linear equations using substitution and elimination techniques, pi, circle circumference and area, averages and rounding numbers. Calculators are now necessary but a specific focus on mental Maths remains, with a percentage of each term grade based on performance in mental tests.

Most Form 4 and 5 students take the IGCSE programme to “extended level” and begin work on quadratics, vectors, mensuration and statistics. As Mathematics is a gateway subject for entry to most tertiary education, an IGCSE at grade C is the minimum goal for all students. Students who need support are prepared separately for this in a special, small class that focuses on “core level”, practical Maths in Form 5. The accelerated class takes an AS level course which is excellent preparation for those going on to do serious Maths beyond Form 5.

Maths is compulsory in the International Baccalaureate Diploma programme. Maths Studies is available as a foundation course, Standard Maths is for students who need a solid grounding in Maths for other subjects and Higher Maths is a challenging course for the specialist. All students use a graphical display calculator, currently the CASIO fx9750GII which can be purchased from the department. We also make extensive use of graphing packages such as Autograph for project-based work, although spreadsheets are often the most educational graphing tool.

Homework Policy

Students are set prep several times a week, making a weekly total of one to one and a half hours of Maths homework in the lower Forms.  Much but not all prep will be “close marked”; students need to learn to regard prep as an opportunity to develop and check out their learning, taking personal responsibility for their own progress.

Grades, Tests and Reports

Most term grades are based primarily on in-class tests carried out under close supervision, some of which will be mental where no written working is allowed. An A is usually awarded for aggregate marks above 75%, a B for 65%, C for 55% etc, although after discussion between teachers of parallel classes, this may vary a little. As well as using tests, smaller weightings are given to homework, assignments and projects and classroom participation.  Maths can only be learned effectively by doing and active participation in class is regarded as essential.

Help Sessions

Several times a week, before and after school, we run free, drop-in help sessions at which students can seek help with homework, revision, SATs and Maths Olympiad work.

Maths Olympiads

Each year we prepare and enter about a hundred students for the South African Maths Olympiad. About half of these generally qualify for the second round.

The top 100 students from the region go into an elite final round. In 2011 Margaret Stratton (IB2), Dylis Chiu (IB1), Jessica Sithebe (Form 5) and John Nodder (Form 4) qualified for the senior section. Margaret was presented with a special award in Cape Town as the best student in the region outside South Africa.

Several Waterford students qualified in recent years for the Swazi team at the Pan-African Maths Olympiads in Senegal, Nigeria and Benin.

SATs

Mr Nxumalo and Mr Kateule offer special sessions each year to help students prepare for the American College Board tests. Our results are usually excellent.

Preparing for the Mathematics in the IB Diploma Programme

Mathematics in the IB Diploma Programme has three levels: Higher, Standard and Studies.  An IGCSE A* (or equivalent) is necessary to qualify for Higher, an IGCSE B (or equivalent) is necessary for Standard.  Maths Studies is open to everyone.  All levels do internally assessed project work and use a graphical display calculator – currently the CASIO fx9750GII which available here at school.  During the first ten days of the IB Diploma Programme, students have the opportunity to revise and prepare for a placement test based on the Presumed Knowledge as published by the IBO, for Standard level Mathematics.  Click here for access to the topic list and sample test questions

Entrance Tests

For more information on the Maths entrance tests, please click here