Mathematics Department

Ravinder Sekhon Maths The Mathematics department at Rashid School for Boys consists of a unit of 6 full-time members of staff (with 1 member also teaching Business & Economics). The team are a fully qualified group of professionals with qualifications ranging from the UK, the Republic of Ireland and also the USA. The department are encouraged to utilise a variety of teaching strategies  to meet the needs of a diverse group of students. Using experiences gained in teaching within international schools across the world and across different curricula, the teachers are encouraged to develop engaging and innovative schemes of work to address the ever changing world we live in.

In Years 7 and 8, the students are divided into 5 sets, based on academic ability and using both quantitative and qualitative data gained from GL CAT data. The course which the students follow has been adopted from established resources matching the philosophy and content of the 9-1 National Curriculum in England. The students are assessed throughout the academic year and at the end of the year by both external (GL progress tests for Maths PTiM) and internal (National Curriculum Optional Progress tests).

In Years 9 (pre-IGCSE), 10 and 11, the students continue in their sets and follow the Pearson’s Edexcel IGCSE 9-1 course. There is history of some students who have been fast-tracked and begin their AS level courses. The school has a good history of students making good progress in their attainment from when they enter the school in Year 7 to when they finish Key Stage 4 in Year 11.

In Years 12 and 13, students will either be entered into the AS-Level course or sit the internal RSB Maths Studies course. Students leaving at the end of Year 12 sit, in addition to their AS-levels, the American College Board SAT examinations. This is an external exam taken by the students in a venue outside of the school site. The department offers support to these students with voluntary attendance required for classes delivered on a Thursday afternoon.

The department continues to integrate ICT into its work schemes and has a range of software at its disposal on the school network. The students have access to school software at home that is monitored by their teacher and this includes “Mymaths” and “Prodigy”. Teaching resources include “Active Learn” used in conjunction with interactive whiteboards available in all the classrooms.