Miss S. Mc Aleer (Head of Department)

Miss N. Mc Ferran
Mr J. Burns
Mrs S. Hodge
Mrs L. Rowan (Signature Project)
Mrs C. Malley

Mr M Mc Nulty 

Departmental Aims

    • To develop a positive attitude to mathematics focusing on the students’ confidence, enjoyment and understanding through enthusiastic and challenging teaching in a supportive classroom climate.

    • To develop within students, the ability to think and communicate mathematically and to express this in a variety of modes.

    • To encourage students to think logically and reason for themselves while applying their knowledge to a range of problems in a variety of contexts. 

    • To develop the knowledge, skills and understanding needed to apply a range of mathematical concepts to their everyday lives and the word around them.

    • To allow them to be financially aware and capable of managing their own monetary affairs.

Key Stage 3

All year 8 to 10 pupils follow the programme of study of the N.I. Curriculum

  There are four attainment targets
• Using and applying mathematics
• Number and algebra
• Shape, space and measure
• Handling data

The aim is to provide a solid foundation of knowledge and skill that allow pupils to progress to GCSE courses.

G.C.S.E.  Mathematics

GCSE Higher and Foundation

Examination Body    OCR

Method of Assessment:2 Papers in June of Year 12


Paper 1  50%   1.5 hrs Non-Calculator

Paper 2  50%   1.5 hrs Calculator


Paper 3  50%   2 hrs Non-Calculator

Paper 4  50%   2 hrs Calculator

Grading                       System Foundation Tier C-G
                                  High Tier A*-D

The syllabus followed in G.C.S.E. Maths is OCR. The qualification is available at two levels, Foundation (C-G), and Higher (A*-D) and consists of 2 Papers.
These Papers can be sat in June of Year 12 only.

Homework is set every night the pupil has Maths and is normally expected to last for 20 minutes to half an hour.

GCSE Maths at grade C or above is a requirement for all post 16 courses at  A and AVCE level and a grade C/D or above for most vocational courses.
More information on OCR GCSE Maths and its content can be found at the following web address:-

G.C.S.E. Additional Maths

Examination Body  CCEA

Method of Assessment
 2 Papers – 50% each
Grading System A*-E

Additional Mathematics is intended for those pupils who require a knowledge of mathematics beyond GCSE.
There is no coursework for Additional Mathematics.

There will be two written papers.

Paper 1 Pure Mathematics  2 hours 50%
Paper 2 Mechanics and   Statistics 2 hours 50%

Pure Mathematics topics include:
• Algebraic fractions, solving equations, matrices, logarithms, trigonometry, differential calculus and integral calculus.

Mechanics topics include:
• Motion with constant acceleration, Newton’s Laws, friction and the equilibrium of particles and rigid bodies.

Statistics topics include:
• Illustrating statistical data, measures of central tendency, dispersion, probability, Time series, bivariate analysis and Spearman’s rank correlation coefficient.

It is expected that a minimum of 30 minutes is spent on set homework each day the pupil has an Additional Mathematics class.

Additional Mathematics is useful for those who:
• will do AS/A level mathematics; or
• will do a course at AS/A level that requires mathematics beyond GCSE; or
• wish to extend their knowledge of mathematics.

A Level
AS Level Maths

Examination Body EDEXCEL

Method of Assessment
3 Papers of equal weighting    11/2 hrs each
Grading  System A* - E

Modules are:-

Core 1  in June
Core 2  in June
Statistics 1  in June

All modules can be re-sat if necessary

Grade boundaries:  

    A 80+
    B 70+
    C 60+
    D 50+
    E 40+
    U <40

A2 Level Maths

Method of Assessment  6 Papers of equal weighting    11/2 hrs each

Grading System A*-E

Modules are:

Year 1             Core 1             June

Core 2             June

Statistics 1       June

Year 2             Core 3             June

Core 4             June

Statistics 2       June

Grade boundaries:  

    A 80+
    B 70+
    C 60+
    D 50+
    E 40+
    U <40

More information on Edexcel GCE Maths and its content can be found at the following web address:-

A Level Maths can lead to careers in Engineering, Accountancy, Finance, Statistics, Computers, Medicine, Dentistry, Teaching and many others.

Maths Homework Policy


To promote independent learning and raise academic standards

• To develop the habit of independent study and encourage the student to take responsibility for their own learning in Maths.
• To reinforce and extend the work done in Maths class.
• To provide the Maths teacher with the opportunity to assess the pupils understanding and progress.
• To allow the pupils to receive constructive feedback.
• To involve parents in the pupil’s learning in Maths.

Homework Procedures
• Homework should be given after each Maths class i.e. 3/4 times a week
• Homework given should be relevant to the pupil’s work in class and used to reinforce their learning.
• Agreed guidance on the amount of time students should spend on homework is as follows:-

Class Group                          Time
Low band Year 8-10           10-15 minutes
Middle band Year 8-10       Minimum 15 minutes
Top band Year 8-10           Minimum 20 minutes
Low band Year 11 & 12      Minimum 15  minutes
Middle band Year 11& 12   Minimum 20 minutes
Top band Year 11 & 12      Minimum 30 minutes
Year 13 & 14                    Minimum of 45 minutes

• The Maths teacher should go through the homework in class at the start of every lesson so that pupils have instant feedback. Pupils should mark their homework themselves to learn from their mistakes and to ask questions on areas of difficulty. The teacher should then ensure that corrections are done and understood.
• Exercise books should be checked on a regular basis.
• If homework is not completed teachers must record this on the monitor sheet and in their own records.
• After 3 homeworks have not been completed within a term the appropriate Maths departmental letter should be sent home to inform parents. This should also be recorded on and the relevant form teachers should also be made aware of this through a referral.


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