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Faculty of Mathematics

Faculty of Mathematics

 

Aims and Objectives

The curriculum aims at developing students:

  1. the ability to think critically and creatively, to conceptualise, inquire and reason mathematically, and to use mathematics to formulate and solve problems in daily life as well as in mathematical contexts and other disciplines;
  2. the ability to communicate with others, express their views clearly and logically in mathematical language;
  3. the ability to manipulate numbers, symbols and other mathematical objects;
  4. number sense, symbol sense, spatial sense, measurement sense and the capacity to appreciate structures and patterns; and
  5. a positive attitude towards mathematics learning and an appreciation of the aesthetic nature and cultural aspect of mathematics.

 

Curriculum

Junior Secondary School Curriculum (Secondary 1-3)

The junior secondary curriculum provides a solid foundation for more advanced studies. It is organized into three strands: a) Number and Algebra, b) Measures, Shape and Space, and c) Data Handling. There are altogether 31 compulsory learning units and the arrangement in UCCKE is shown below:

Level

Number and Algebra

Measures, Shape and Space

Data Handling

Secondary 1

1.   Basic computation

2.   Directed numbers

3.   Approximate values and numerical estimation

4.   Using percentages

5.   Algebraic expressions

6.   Linear equations in one unknown

7.   Polynomials

8.   Formulae

1.   3-D figures

2.   Angles and parallel lines

3.   Mensuration

4.   Congruent triangles

5.   Rectangular coordinate system

1.   Organisation of data

2.   Presentation of data

Secondary 2

1.   Rational and irrational numbers

2.   Rates, ratios and proportions

3.   Linear equations in two unknowns

4.   Polynomials

5.   Identities

1.   Errors in measurement

2.   Arc lengths and areas of sectors

3.   Mensuration

4.   Polygons

5.   Similar triangles

6.   Pythagoras’ theorem

7.   Trigonometry

1.   Organisation of data

2.   Presentation of data

Secondary 3

1.   Using percentages

2.   Laws of integral indices

3.   Linear inequalities in one unknown

1.   Mensuration

2.   Quadrilaterals

3.   Centres of triangles

4.   Rectangular coordinate system

5.   Trigonometry

1.   Measures of central tendency

2.   Probability

     

 

Good Practices in Learning and Teaching of Mathematics in UCCKE

In previous school development cycles, UCCKE has successfully promoted and implemented the following good learning and teaching practice and these will continue to be applied in the new development cycle:

  1. Co-working Atmosphere
  2. Blended Learning
  3. Assessment as Learning
  4. Pre-Lesson Preparation and Post-Lesson Consolidation
  5. Cater for Learners’ Diversity

 

The rapid growth of digital technology and the increasing demand for artificial intelligence (AI) literacy necessitate new pedagogical approaches and subject-specific practices to enhance learning effectiveness for the modern generation of students:

  1. AI as Teaching Assistant
  2. Lesson with Digital Technology
  3. Individualized Learning Log on Regular Practice
  4. Students as Analysts on AI Response
 

Student Work Policy

Student Work

Target Group

Objectives

Detailed Implementation

a.    Self-marked regular exercises/ learning task documented in Student Log Sheets

S1 – S3

·    To develop students regular learning habits on regular consolidation

·    To initiate students’ self-regulated record keeping habits.

·    To appreciate students who are eager to walk an extra mile for their studies

·    Students should follow teachers’ instruction to do regular exercise and check their works on their own or by their peers.

·    Students should follow teachers’ instruction to design and create their own student log sheets to record their works.

·    Students are encouraged to do extra works relating to their preparation and consolidation of lessons and record them in the log. Bonus mark will be awarded.

b.   Teacher-marked exercises/ learning tasks

S1 – S3

·    To give detailed guidelines and feedback on micro-technique of mathematics

·    To help students strive for better assessment performance

·    Students need to submit the tasks for teacher to mark according to the deadline provided by teachers.

c.    Summary of Knowledge

S1 – S3

·    To initiate the use of AI tools on summarizing knowledge

·    To initiate creativity of students on studies

·    To help students strive for better UT/Exam performance

·    Students are required to submit an individualized revision summary, once per session, through the platform as suggested by teachers.

d.   Projects

S1

·    To promote cross-curriculum integration of knowledge

·    To widen students’ horizon on mathematics application

·    Students should follow teachers’ instruction to write a short report on how mathematics can apply to daily life in relation to other subjects.

 

Assessment Components

Assessment

Purpose

Points to Note

1.   Session Quiz and Chapter Test

·    Quiz: Diagnosis of Understanding

·    Chapter Tests: Evaluation of Mastery

·    Both: Enhancing Learning and Retention, Developing Skills and Mindset

·    The quizzes and tests will mostly be marked by teachers and feedback aiming at better understanding of the knowledge will be provided.

·    For self-marked quizzes and tests, teachers will give clear guidelines on marking scheme. Appropriate follow-up advice will also be provided

2.   Session-end Uniform Test

·    Evaluation of Comprehensive Mastery

·    Reinforcing Learning and Retention

·    Informing Future Instruction and Placement

·    The test will cover material from the entire session where key concepts are on higher priority.

·    Every question must align with a learning objective.

·    Appropriate weighting between basic, intermediate and advanced levels will be applied.

3.   Year-end Exam/ Mock Exam

The year-end/mock exam serves most of the purposes as the uniform test but in a whole year perspective. In addition, it also serves the purpose of “Readiness for Higher-stakes Assessment”.

·    Public examination practice may be taken into consideration as a framework on both the content, the time arrangement and the marking principles.

 

Mark Policy

Session

Mark Component

Weighting

S1

S2 -S3

Autumn

Learning Habit

1%

1%

Students’ self-marked regular work recorded in Student Log Sheet

2% (+Bonus Mark)

3% (+Bonus Mark)

Teacher-marked pre-assessment exercise

2%

2%

Quiz/Chapter Test

5%

5%

Uniform Test

14%

14%

Sub-Total Daily Mark

24%

25%

Winter

Learning Habit

1%

1%

Students’ self-marked regular work recorded in Student Log Sheet

2% (+Bonus Mark)

3% (+Bonus Mark)

Teacher-marked pre-assessment exercise

2%

2%

Quiz/Chapter Test

5%

5%

Uniform Test

20%

20%

Sub-Total Daily Mark

30%

31%

Spring

Learning Habit

1%

1%

Students’ self-marked regular work recorded in Student Log Sheet

2% (+Bonus Mark)

3% (+Bonus Mark)

Teacher-marked pre-assessment exercise

2%

2%

Quiz/Chapter Test

5%

5%

Exam

30%

30%

Whole Year

Summary of Knowledge

3%

3%

Project

3%

–

Sub-Total Daily Mark

16%

14%

Exam Mark

30%

30%