THE MATHEMATICS AND COMPUTING SPECIALISM
The vision: Braunton Mathematics and Computing College:
raise attainment and contribute to whole school improvement through high quality innovative approaches to teaching and learning;
have a mathematically rich curriculum that embraces all aspects of school life and develop and share good practice across the curriculum, particularly through considered use of ICT;
improve post-16 participation in mathematics and computing and provide appropriate learning pathways so that students develop the skills needed to progress into employment, further education/training and higher education according to their individual abilities, aptitudes and ambitions;
develop the skills and understanding of teachers, and make imaginative use of new technologies as a means of raising the quality of teaching and learning in mathematics;
are centres of excellence in mathematics and computing education and are lead centres in facilitating the developing and sharing of resources and good practice with their local families of schools and their wider communities, including business and industry;
actively contribute to local, regional and national developments within mathematics and computing.
1. Ethos and key characteristics of Mathematics and Computing Colleges
Mathematics and Computing Colleges are expected to develop a visible and distinctive mathematics and computing ethos within the school and to communicate this to their local community, including industry and businesses.
Mathematics and Computing Colleges:
Mathematics and Computing Colleges:
Mathematics and Computing Colleges:
Mathematics and Computing Colleges:
create a visible mathematics and computing/ICT ethos that is understood clearly by students, parents and the community and which inspires and motivates, raises attainment and improves post-16 participation in the specialist subjects;
develop a mathematically and computing/ICT rich curriculum, that pervades all aspects of school life and work with the wider community
address the needs of future citizens, as well as those of future mathematics and computing/ICT specialists;
develop a rich repertoire of teaching and learning strategies, including involvement in subject associations, industry, local and national developments and initiatives and competitions to enrich provision for their own students and those in their partner schools;
develop and disseminate resources and good practice to be shared with other schools and the wider community;
work with relevant businesses and industries to establish high status vocational courses and work-related opportunities, to ensure that all students have access to appropriate pathways.
create a visible mathematics and computing/ICT ethos that is understood clearly by students, parents and the community and which inspires and motivates, raises attainment and improves post-16 participation in the specialist subjects;
develop a mathematically and computing/ICT rich curriculum, that pervades all aspects of school life and work with the wider community
address the needs of future citizens, as well as those of future mathematics and computing/ICT specialists;
develop a rich repertoire of teaching and learning strategies, including involvement in subject associations, industry, local and national developments and initiatives and competitions to enrich provision for their own students and those in their partner schools;
develop and disseminate resources and good practice to be shared with other schools and the wider community;
work with relevant businesses and industries to establish high status vocational courses and work-related opportunities, to ensure that all students have access to appropriate pathways.
create a visible mathematics and computing/ICT ethos that is understood clearly by students, parents and the community and which inspires and motivates, raises attainment and improves post-16 participation in the specialist subjects;
develop a mathematically and computing/ICT rich curriculum, that pervades all aspects of school life and work with the wider community
address the needs of future citizens, as well as those of future mathematics and computing/ICT specialists;
develop a rich repertoire of teaching and learning strategies, including involvement in subject associations, industry, local and national developments and initiatives and competitions to enrich provision for their own students and those in their partner schools;
develop and disseminate resources and good practice to be shared with other schools and the wider community;
work with relevant businesses and industries to establish high status vocational courses and work-related opportunities, to ensure that all students have access to appropriate pathways.
create a visible mathematics and computing/ICT ethos that is understood clearly by students, parents and the community and which inspires and motivates, raises attainment and improves post-16 participation in the specialist subjects;
develop a mathematically and computing/ICT rich curriculum, that pervades all aspects of school life and work with the wider community
address the needs of future citizens, as well as those of future mathematics and computing/ICT specialists;
develop a rich repertoire of teaching and learning strategies, including involvement in subject associations, industry, local and national developments and initiatives and competitions to enrich provision for their own students and those in their partner schools;
develop and disseminate resources and good practice to be shared with other schools and the wider community;
work with relevant businesses and industries to establish high status vocational courses and work-related opportunities, to ensure that all students have access to appropriate pathways.
2. Target-setting requirements
In both the school plan and community plan, Mathematics and Computing Colleges will focus on mathematics and either computing or ICT.
In both the school plan and community plan, Mathematics and Computing Colleges will focus on mathematics and either computing or ICT.
School plan attainment targets
Output targets in the plan cover the following:
Key Stage 3
In both the school plan and community plan, Mathematics and Computing Colleges will focus on mathematics and either computing or ICT.
School plan attainment targets
Output targets in the plan cover the following:
Key Stage 3
In both the school plan and community plan, Mathematics and Computing Colleges will focus on mathematics and either computing or ICT.
School plan attainment targets
Output targets in the plan cover the following:
Key Stage 3
In both the school plan and community plan, Mathematics and Computing Colleges will focus on mathematics and either computing or ICT.
School plan attainment targets
Output targets in the plan cover the following:
Key Stage 3
Raising the percentage of students (of cohort) attaining level 5+ in mathematics in the statutory tests
Raising the percentage of students (of cohort) attaining level 5+ in ICT (teacher assessment)
Raising the percentage of students (of cohort) attaining level 5+ in mathematics in the statutory tests
Raising the percentage of students (of cohort) attaining level 5+ in ICT (teacher assessment)
Raising the percentage of students (of cohort) attaining level 5+ in mathematics in the statutory tests
Raising the percentage of students (of cohort) attaining level 5+ in ICT (teacher assessment)
Raising the percentage of students (of cohort) attaining level 5+ in mathematics in the statutory tests
Raising the percentage of students (of cohort) attaining level 5+ in ICT (teacher assessment)
Key Stage 4
Increase the percentage of students (of entry) attaining A*-C grades at GCSE or equivalent in mathematics and either computing or ICT
Increase the percentage of students (of entry) attaining A*-C grades at GCSE or equivalent in mathematics and either computing or ICT
Increase the percentage of students (of entry) attaining A*-C grades at GCSE or equivalent in mathematics and either computing or ICT
Increase the percentage of students (of entry) attaining A*-C grades at GCSE or equivalent in mathematics and either computing or ICT
Whole School
Improving the Key Stage 3 Average Point Score by improving exam success in year 9
Increasing the percentage of students attaining 5 or more GCSEs or equivalent at A*-C
Increasing the GCSE Average Point Score by raising the number of higher grades that the student’s achieve
Improving the Key Stage 3 Average Point Score by improving exam success in year 9
Increasing the percentage of students attaining 5 or more GCSEs or equivalent at A*-C
Increasing the GCSE Average Point Score by raising the number of higher grades that the student’s achieve
Improving the Key Stage 3 Average Point Score by improving exam success in year 9
Increasing the percentage of students attaining 5 or more GCSEs or equivalent at A*-C
Increasing the GCSE Average Point Score by raising the number of higher grades that the student’s achieve
Improving the Key Stage 3 Average Point Score by improving exam success in year 9
Increasing the percentage of students attaining 5 or more GCSEs or equivalent at A*-C
Increasing the GCSE Average Point Score by raising the number of higher grades that the student’s achieve
|