Standards and Quality in Secondary Schools 1995-1999: Mathematics (html)

Standards and Quality in Secondary Schools 1995-1999: Mathematics

SUMMARY: KEY STRENGTHS AND POINTS FOR ACTION

The key strengths of mathematics in secondary school included:

well designed courses in S3/S4 at General and Credit levels leading to good Higher courses in most departments;
in some schools very high standards of attainment, particularly in S5/S6 Higher and CSYS classes, where pupils often displayed a good understanding of mathematical concepts and confidence in problem solving;
in most departments, teachers who were good at giving clear explanations and using effective questioning techniques when teaching groups or classes;
in almost all departments, a good range of courses from S3 to S6 aimed at the full spectrum of ability;
well organised arrangements for assessment from S3 to S6;
good pupil response and relationships with teachers in most mathematics classes; and
hard-working teachers and good teamwork in most departments.

The major weaknesses identified in this report should be addressed by teachers, principal teachers, headteachers and education authorities to ensure that:

teachers raise their expectations of pupils and aim to improve attainment at all stages;
the amount of direct teaching is increased, particularly in S1/S2 and in some S5/S6 courses;
teachers give pupils a more active role in lessons; place more emphasis on non-routine and challenging problems; and make better use of available ICT when appropriate;
S1/S2 courses and assessment and reporting arrangements are aligned to 5-14 National Guidelines, including the use of National Tests;
from S1 to S5 departments place more emphasis on developing pupils' skills in mental calculation and written calculation without the use of a calculator, and in algebra where it is a course requirement;
joint Foundation/General Level courses at Standard Grade give better preparation to those pupils with the potential to achieve a General Award; and
departments undertake more systematic self-evaluation as a basis for improved development planning, focused on raising pupils' attainment, setting clearer targets and measures of success.

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