Mathematics
Departmental Aims
With seven dedicated rooms and seven dedicated staff filling fulltime, jobshare and parttime posts, the busy Mathematics department offers courses in GCSE Mathematics, GCSE Further Mathematics, AS, A Level and Further Mathematics.
All courses follow the CCEA specifications.
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Often referred to as – “the people that count,” our aims in the department include;
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raising the level of mathematical attainment of each pupil,

ensuring that pupils make progress in Mathematics throughout their schooling,

enabling pupils to appreciate the usefulness of Mathematics in everyday life and across the curriculum,

enabling as many pupils as possible to appreciate the beauty and elegance of Mathematics,

challenging the mathematically able and allow them to develop a fascination for Mathematics which will encourage them to study the subject further.
Maths Department Pupils at Work
Staff
Mrs C Anderson (Head of Department)
Dr G I Boreland
Mrs J Kelly
Mrs P D McDowell
Mr M Monteith
Dr L Moore
Mrs C J Swift (PartTime)
Personal Development
Mathematics can also make a contribution towards the personal development of our pupils by promoting the following skills:
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1. Working in a logical and systematic manner.
This involves not only careful and accurate execution of routine tasks neatly presented, but also elements of appraisal and review as the task proceeds.
2. Working independently.
Pupils will have developed mathematically when they are asking their own questions….why?…. how?….what if?….does the order matter?…….
3. Working cooperatively.
The aim here is to emphasise the interactive nature of Mathematics. Many areas, including statistical work and problem solving, are often better done in small groups.
4. Developing selfconfidence.
Mathematics can provide a challenge and a sense of achievement for all pupils. It can provide a sense of security amidst the uncertainties of everyday life. In how many other subjects is there always a correct answer?
5. Developing selfdiscipline.
Mathematics encourages the selfdiscipline to work at an appropriate task, in some depth, over a period of time.
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Mathematics has a vital role to play in its contribution to the school’s aims through the elements and skills listed above. However, our general objective is to provide a worthwhile and enjoyable programme of study and learning environment, so that after five or seven years at school, our pupils will leave not with negative feelings towards Mathematics, but with an appreciation of its usefulness, its language and its beauty.
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KS3
Pupils in Years 8, 9 and 10 are taught in mixed ability classes, corresponding to the form classes and usually the classes have the same teacher for all three years.
GCSE
Pupils in Years 11 and 12 are taught in banded classes. Pupils are placed in rank order on the basis of the results of assessments during Year 10. The top 72 pupils (approximately) are offered the opportunity of taking both GCSE Mathematics and GCSE Further Mathematics. If places in these classes are not accepted, the offer is made to those pupils next in rank order. These pupils are accommodated in three equal classes of 24 pupils and take their GCSE Mathematics in Year 11 followed by their GCSE Further Mathematics in Year 12.
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The remaining pupils are banded into four equal classes in year 11. We enter the vast majority of our pupils for the HigherLevel GCSE Mathematics with most pupils taking either the M4 and M7 modules or the M4 and M8 modules. A few pupils may take other combinations of modules. In all cases the aim is to give the pupils the best opportunity to maximise their grades. Decisions on modules to be taken are made in Year 12. A gender balance is sought within in each class, where possible.
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Please refer to the Subject Choice for GCSE Information Booklet for further information on full course details and criteria for entry.
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Cory Dawson selected to attend the National UKMT Summer school in 2020.
GCE
Pupils who choose to study A level in Years 13 and 14 are divided into up to five classes, in each year group. One of the Year 13 classes completes both AS and A2 GCE Mathematics in that year. The majority of these pupils then take GCE Further Mathematics in Year 14, though a few pupils (usually for careers reasons) complete the studying of Mathematics at this point.
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The other three classes in each year group, study AS Mathematics in Year 13 with most then continuing to take the A2 in GCE Mathematics in Year 14. The A level classes are mixed ability and are set according to the other subjects the pupils are studying. The majority of these students have studied GCSE Further Mathematics in Year 12. A small number do not enjoy this background.
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Please refer to the Subject Choice for AS/A Level Information Booklet for further information on full course details and criteria for entry.
Homework
Years 810
In the department we set three different styles of homework:

Sparx Maths homework – this is individually tailored homework set via an online platform. This is set weekly and will take between 3060 minutes to complete.

Formal homework that is completed in homework books and will be assessed by the class teacher, typically two per term.

Short, continuation homework in their classwork book, in preparation for the next lesson.
Years 1112
As with Years 810, pupils in the GCSE classes will be set Sparx Maths homework, formal homework and continuation homework. Those pupils in GCSE Further Mathematics classes should expect continuation homework after each lesson.
Years 1314
Homework will generally be set at the end of a completed topic. On average, this will work out as one formal homework, in each two week period. Pupils will be expected to work independently on continuation homework in between timetabled lessons.