S2 Mathematics: Reporting Window 1

Probability

Pupils have used mathematical vocabulary appropriately to describe the likelihood of events occurring in everyday situations, and extended this to a probability scale, showing probability as a fraction, decimal or percentage. We have also looked at interpreting data gathered through everyday experiences to make reasonable predictions of the likelihood of an event occurring.

Patterns and Sequences

Pupils have learned to explain and use rules to extend well known number sequences including square numbers, triangular numbers and Fibonacci sequences. They have also learned to determine a general formula for the nth term to describe a sequence and use it to solve related problems, linear examples only.

Properties of Shape 1

Pupils have investigated properties of triangles and quadrilaterals, using appropriate vocabulary to describe their key features. They have also explored how and why different shapes fit together and create tiling patterns.

Number 2

Pupils extended their range of rounding numbers to an appropriate degree of accuracy, and investigated the practical impact of inaccuracy and error. Within real life contexts pupils explored the idea of tolerance, and the efficiency of using scientific notation to express large and small numbers. 

What pupils should know / be able to...

The majority of work covered during the first half of S2 is based around CfE Level 3 outcomes before moving onto Level 4 outcomes for the remainder of the session. The majority of pupils at this stage of S2 are working at Third C or above. This does not mean that pupils performing below this level are not making progress - all pupils are making progress but some require more support with CfE Level 3 content than others. 

Working Level and Working Grade descriptions for S2 Maths:

Third A: Making excellent progress at CfE Level 3, performing well against all the outcomes covered. Can apply the key knowledge and skills developed in unfamiliar settings when given problem solving activities. When topics allow for extension into CfE Level 4 outcomes, copes very well with the increased challenge.

Third B: Making good progress at CfE Level 3, performing well against most of the outcomes covered. Sometimes copes well with problem solving material that asks pupils to apply their knowledge in unfamiliar settings but at times finds this challenging. When topics allow for extension into CfE Level 4 outcomes, copes well with the increased challenge.

Third C: Making reasonable progress at this level, performing well against many of the outcomes covered while finding others more challenging. Sometimes needs concepts broken down into more manageable chunks and occasionally needs to revisit previously visited content in order to build more solid foundations before moving forward.

Third D: Making some progress at this level, performing well against a few of the outcomes covered while finding the majority challenging. Often needs concepts broken down into more manageable chunks or further consolidation of the level below.

Second A-D: While continuing to be exposed to CfE Level 3 content in class, finds the work very challenging and requires most tasks to be broken down into smaller, simplified versions to make progress and build confidence. Grading of A-D reflects where a pupil sits within this group.