Mrs C Anderson (Head of Department)
Miss R Adamson (Temporary)
Mr G I Boreland (Career Break)
Miss J Borland (Part-Time) (Temporary)
Mrs J Kelly
Mrs W L McCullough (Job Share)
Mrs P D McDowell (Job Share)
Miss J McGivern (Temporary for Maternity Leave)
Mrs K V Merriman (Part-time)
Dr L Moore
Mrs C J Swift (Maternity Leave)
With seven dedicated rooms and nine dedicated staff filling full-time, job-share and part-time 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.
Often referred to as – “the people that count,” our aims in the department include
- 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.
Mathematics can also make a contribution towards the personal development of our pupils by promoting the following skills:
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 co-operatively.
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 self-confidence.
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 self-discipline.
Mathematics encourages the self-discipline to work at an appropriate task, in some depth, over a period of time.
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.
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.
Pupils in Years 11 and 12 are taught in banded classes. Pupils are placed in rank order on the basis of the results of the Year 10 May examination. 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.
The remaining pupils are banded into four equal classes in year 11. At the end of year 11 the pupils will re-grouped into two classes working towards GCSE Higher Mathematics Module 4 and Module 6 (Higher completion paper) and two classes working towards Higher Mathematics Module 3 and Module 6. A gender balance is sought within in each class, where possible.
Please refer to the Subject Choice for GCSE Information Booklet for further information on full course details and criteria for entry.
Pupils who choose to study A level in Years 13 and 14 are divided into four classes, in each year group. One class works to complete A level Mathematics in year 13 and then Further Mathematics in year 14. Some of these candidates finish studying Mathematics when the A level course is complete.
The other 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 Further GCSE Mathematics in year 12. A small number do not enjoy this background.
The department is keen to promote equal opportunities for both boys and girls as is indicated by the breakdown of classes
Please refer to the Subject Choice for AS/A Level Information Booklet for further information on full course details and criteria for entry.
On average, the pupils will be set one formal homework each fortnight. This will be completed in the homework book and will be assessed by the class teacher. Pupils may also be asked to complete a short, continuation homework in their classwork book, in preparation for the next lesson.
On average, the pupils will be set one formal homework each fortnight. This will be completed in the homework book and will be assessed by the class teacher. Pupils can also be asked to complete a short, continuation homework in their classwork book, in preparation for the next lesson. Pupils in Further GCSE Mathematics classes should expect continuation homework on a regular basis.
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.