Watershed College

The #1 Preferred Vocational College



Education is a key enabler for our future generations. Through education, we ensure that our students emerge with the skills and character required for continued progress in life. We have a strong and forward-looking education system at Watershed College, guided by Christian ethos.

The Mathematics department is manned by very experienced and competent teachers. The Head of Mathematics department is Mr M. Moyo who has demonstrated great leadership qualities and a source of inspiration to his colleagues. The other members are Mr D. Makwiranzou, Mr R. Machuwe, Ms G. Kamupira and Mr F. Saungweme.

Philosophy of the Department in teaching of Mathematics

  • Teaching should be predominantly pupils centred and learners should be given the chance to derive rules for themselves.
  • Constructive learning process is encouraged.
  • Mathematics topics should not be compartmentalised but treated as a unified board of knowledge. Students should be given the initiative to find the  inter-relationships of concepts.
  • Foster problem-solving skills through discovery method.
  • Foster teaching for understanding
  • Equip students with skills that they will be able to use in real life.
  • Embrace latest technology as a medium of instruction.

Mathematics at Forms 1 and 2

Forms 1 and 2 students do the checkpoint syllabus, administered by Cambridge International Examination Board. However, our students do not write the examination set by Cambridge at the end of the two year course. We give them locally administered examinations whose quality compares very well with Cambridge. Three Cambridge endorsed textbooks are used for the duration of the course. The school runs an Academic Support Programme (ASP) which is a remedial programme designed to assist students with learning difficulties in English Language and Mathematics. At the end of the first course, students are put into four sets, 2A, 2B, 2C and 2D on the basis of their aptitude in Mathematics.  A student may be moved up or down the sets depending on his/her level aptitude at the beginning of the second term if there are compelling reasons. The set changes are, however, minimal. The lowest set operates with a limited number of students, on average about 10 in order to maximize individualised attention by the teacher.

 The Checkpoint syllabus:

  • Provides a smooth transition from primary to secondary education.
  • Lays a solid foundation for the IGCSE syllabus.

Mathematics at Forms 3 and 4

At form 3, all students do Extended Mathematics syllabus code 0580, run by the Cambridge International Examining Board. They are put in sets, 3A, 3B, 3C and 3D on the basis of their level of competence in Mathematics. At the end of form 3, those students who do not measure up to the requirements of Extended Mathematics syllabus are encouraged to do Core Mathematics.

The IGCSE syllabus:

  • Provides a smooth transition from Secondary Level Mathematics to Advanced level Mathematics.
  • Lays a solid foundation for the Advanced Level Mathematics

Mathematics at Advanced Level Syllabus 9709

A Level Mathematics is offered to an average of 30 students. The number is equally divided between two teachers. Our students do not write AS examinations but do write only at the end of the two year course.  Students taking up Physics do Mechanics, M1 option whilst those taking Commercial subjects do Statistics, S2 option. We are responsive to the careers that the students wish to study at tertiary level. The Mechanics option is a requisite tool for engineering and design techniques. The applied Statistics option provides data analysis skills that a business manager, an economist or an accountant requires.