Head of Department

Miss Mary Bogan

Subject Teachers

Mr Colm Maguire

Mrs Bronagh Mullan

Mr B Regan

Mrs Stephanie O'Neill

Subject Information

Mathematical Skills are viewed most highly by employers.  Mathematics can be used as a tool to solve problems in many different work situations and most employers would be keen for their workforce to be as numerate as possible. 

Departmental Aims

  • To develop a positive attitude to Mathematics in the school focusing on the students’ confidence, enjoyment and perseverance.  To develop a classroom ethos distinguished by enthusiastic and challenging teaching in a supportive climate.

  • To stress the importance of Mathematics in everyday life and develop an understanding of the part which Mathematics plays in the world around them.

  • To develop within students, the ability to think mathematically - precisely, logically and creatively.  To encourage students to think for themselves and to apply their knowledge to a range of problems in a variety of contexts.

  • To develop an ability to understand mathematical ideas and to communicate them in a variety of modes.  To encourage students to ask questions and to express their reasoning and thoughts.

  • To develop the knowledge, skills and understanding needed to apply a range of mathematical concepts to situations which may arise in their own lives. 

  • To use a variety of motivating experiences in the classroom, taking account of differences in abilities and in the ways in which students learn most effectively.

Key Stage 3

Our aim is for the students to develop a powerful set of tools that can be used to reason, problem solve and think in abstract ways.The revised Key Stage 3 NI curriculum will be implemented this year in Year 8 and Year 9.The Northern Ireland curriculum aims to empower young people to achieve their potential and to make informed decisions throughout their lives·      

To develop the young person as an individual·        
To develop the young person as a contributor to society·        
To develop the young person as a contributor to the economy and environment

In mathematics at Key Stage 3 there are four attainment targets: 

· Using and applying mathematics
· Number and algebra
· Shape, space and measures
· Handling data


The mathematics area of study delivers the key elements in the Learning for Life and work context:

Personal understanding, 
Mutual understanding, 
Personal health, 
Moral character, 
Spiritual awareness, 
Cultural understanding,
Media awareness,
Ethical awareness, 
Economic awareness and 
Education for sustainable development.

The curriculum develops the thinking skills and personal capabilities:·      

Managing information·        
Self management·        
Working with others·        
Thinking, problem-solving and decision-making
Being creative


The CCEA GCSE Two-Tier specification offers two levels of entry: Foundation Tier and Higher Tier. This flexibility allows students with wide ranges of ability to demonstrate achievement.For each tier of entry, papers target the following range of grades:

Higher Tier






Foundation Tier






The course presents students with four areas of study:

  • Using and Applying Mathematics

  • Number and Algebra

  • Shape, Space and Measures

  • Handling Data.

At each tier, students must sit two tests: a module test and a completion test. Each test consists of 2 papers: one with-calculator paper and one non-calculator paper.The module test is worth 44% of the total award. The completion test is worth 56% of the total award. The tier of entry is determined by the choice of completion test.Module N3 is taken at the end of Year 11Students may take these two tests together at the end of the course as a linear examination, or they may take them at different sittings as a modular course.

Students sit the following papers at each test and tier:

Module tests N1, N2, N3, and N4 are timetabled at the same time on the same day. Completion tests N5 & N6 are timetabled at the same time on a different day.

Students will follow the Modular Course CCEA for an AS award.

Students sit examinations in 4 modules in June of Year 13 (C1, C2, M1 and S1)


A-Level Mathematics in this Department follows the CCEA Modular Scheme of Assessment. The specification adopts a modular structure and candidates are required to study three modules for the Advanced Subsidiary (AS) and six modules for the full Advanced GCE in Mathematics. Selection of modules is subject to the satisfaction of the synoptic assessment requirements.

In the first year of certification of the Advanced Subsidiary GCE in Mathematics, Assessment units C1, C2, M1, and S1 will be offered in June.

In the second year of certification of Advanced GCE in Mathematics modules C3 and C4 will be delivered.


Mathematicians generally define their work as solving theoretical and practical problems concerned with engineering, economics, marketing, physical sciences, computing and statistics. As a result, they are much in demand, particularly in actuarial work and in finance. There is also a substantial and increasing demand for mathematicians to work in the science and electronics-based industries and engineering.