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Mathematics

Aims and Objectives

The Mathematics Faculty at Marist College Eastwood exists as an integral element in the organisation of a school which strives to offer to all students an education which is Catholic and Marist in nature. As such, the teachers in the Mathematics Faculty aim to do their part in imparting this Christian instruction through their Mathematics teaching and through their attitudes and conduct towards their students at all times. These attitudes are reflected in:

* A fundamental respect towards the students they teach.
* Care with respect to the preparation and organisation of lessons and assessments.
* Willingness to communicate with the parents of students, either in large meetings or personal interviews, regarding the education of their sons.

Since our particular subject is one of the foundation skills needed in any society, we are committed to the following aims:

* To give each pupil a firm grasp of the fundamental operations of arithmetic so that he can adequately perform every-day calculations required in day-to-day living.
* To develop the ability to think logically, to reason things out at a level commensurate with the development of the pupil.
* To develop the ability to communicate in both written and verbal forms.
* To give each pupil the satisfaction of having successfully studied the subject at his level of ability.
* To prepare senior students for further studies beyond Secondary Schooling.
* To develop the ability to use abstract ideas and concepts.
* To develop an appreciation, no matter how elementary, of the importance of mathematics in today’s world and the part it is playing in its future development.

Organisation

Stage 4: Year 7

There are currently seven classes graded according to demonstrated ability.

Students are initially graded based upon an externally administered test the year before enrolment.

Classes will be regraded at the end of Semester One to form two divisions. MA1, MA2 and MA3  will be in Division A whilst MB4 to MB7 will be in Division B. The third class could be ranked in either division depending on what is most appropriate; this will be determined year by year. If it becomes apparent that a student is glaringly misplaced early on in the year and that his classroom performance suggests a higher or lower class, then the student will be moved .

These two graded Divisions will both follow the New South Wales syllabus for the Australian Curriculum with Division A providing a greater challenge for the more gifted students.  Continual monitoring of individual performance takes place to ensure that boys are placed in a Division and class which best suits them.

The grade received on the Semester One Report posits each student relative to all students in the cohort. In Semester Two, Year 7 students will also receive a grade which indicates their performance in their Division.

Stage 4: Year 8

There are five graded classes in two graded divisions. These two graded Divisions will both follow the New South Wales syllabus for the Australian Curriculum with Division A providing a greater challenge for the more gifted students. The particular aim is to position them for the 5.3 Pathway in Year 9. As in Year 7, continual monitoring takes place to ensure that boys are placed in the appropriate Division and class.

The grade received on the Semester Report posits each student relative to all students in the cohort. In addition, students receive a grade which indicates their performance in their Division.

Stage 5: Year 9

In 2018 there are 6 grades classes:

9M3A and 9M3B following the 5.3 Pathway
9M2C and 9M2D and 9M2E following the 5.2 Pathway
9M1F following the 5.1 Pathway

The progress of each student is followed closely to ensure that they are achieving at appropriate levels for the pathway outcomes. The opportunity remains for boys to be promoted to the advanced pathway (5.3) if they show the required attitude and ability, although such a change can be problematic because of the different nature of the work.

The grade received on the Semester Report posits each student relative to all students in the cohort. In addition, students receive a grade which indicates their performance in their Pathway.

Stage 5: Year 10

Year 10

There are 5 graded classes:

10M3A and 10M3B following the 5.3 Pathway
10M2C and 10M2D following the 5.2 Pathway
10M1E following the 5.1 Pathway


The grade received on the Semester Report posits each student relative to all students in the cohort. In addition, students receive a grade which indicates their performance in their Pathway.


In terms of preparation for Stage 6 as a general rule students should be thinking about the following Mathematics Course levels

10M3A  Advanced or Extension 1
10M3B  Advanced or Standard 2
10M2C  Standard 2
10M2D  Standard 2 or Standard 1
10M1E  Standard 2 or Standard 1

Only in exceptional circumstances will the Head of Mathematics allow a student to undertake Advanced Mathematics (formerly known as Mathematics or 2 unit) if they have been studying 5.2 Mathematics in Year 10. The Head of Mathematics will consult with Mathematics faculty staff and will informally interview all students in Year 10 in order to share teacher recommendations.


It should be noted that the Stage 6 Mathematics curriculum will change significantly from the start of Year 11 2018. (see below)

Stage 6: Year 11 (HSC Preliminary Course)

In 2018 a new syllabus (with name change) began in HSC Preliminary Course for Mathematics Standard. The courses which will be offered are

Extension 1
Mathematics
Standard

Please note that NESA (NSW Education Standards Authority) indicated on Friday April 21st 2017 that Advanced and Ext 1 and 2 will not be implemented until 2019.

Stage 6: Year 12 (HSC Course)

Extension 2
Extension 1
Advanced
Standard 2 (Board developed-ATAR)
Standard 1 (Board endorsed- Non ATAR)
This course can be undertaken and a student be eligible for an ATAR if it is their only Category B subject.


Note: The number of classes in each level is determined by student demand and student ability.

In previous years we have accelerated students in order that they might sit  HSC Mathematics (2 unit) in Year 11. We will continue to consider this as an option if it is warranted and a feasible model can be found. The possibility with the new syllabi may not allow for this in the future. Acceleration should not be considered as automatically taking place.

Students at Marist College Eastwood have performed with distinction in HSC examinations for many a time. Our results in this statewide examination are regularly among the best in the Sydney Archdiocese and always well above the State average.

The 2017 Etchings report states

The 2017 NAPLAN results again demonstrate that numeracy is strong amongst our Years 7 and 9 cohorts as a whole. In Year 7, 77 of 140 students gained one of the top two bands. Year 9 supplied an average score of 639.2  which was an average learning gain of 60, fifteen higher than last year. 82.5 % (2.5% up on last year) of our students have already reached the new required standard of a Band 8 or better in Numeracy to qualify for an HSC.

These are the best results in the IWR.

Our 2017 HSC results were again most commendable, a flagship for the school. A school mean of 10.08 above the state mean in General Mathematics 2 including 52.45 % of students securing a Band 5 or 6 (9 Band  6s) ; 59.08% of students secured a Band 5 or 6 (4 of 22 students got Band 6) in 2 Unit Mathematics which included a remarkable 100 from an accelerated Year 11 student who was placed eq16th in the state; and where none of the 11 students studying Extension 1 and 2 scored less than an E3 and where 6 achieved the highest band, E4.”

Boys at the College are also encouraged to participate in ventures such as the Australian Mathematics Competition (AMC) and the Mathematics Challenge for Young Australians (MCYA) .The Mathematical Olympiad may also be offered to our most gifted students.

These outstanding results can be found in archived newsletters and previous copies of Etchings

We are confident that the combination of a dedicated and experienced staff and a commitment to the fundamentals will continue this trend of success at the College in the future.

Mr David Cooper
Mathematics Coordinator
June 2018

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