• T Convie (Head of GCSE and A-level)
• C McHugh (Head of KS3)
• B Killen
• S Monan
• M McNamee
• N Glackin
• A Walsh

Mathematics is a subject that opens doors and provides opportunities: doors to employment and further/higher educational courses and opportunities to learn about the relevance of mathematics to everyday life.

Mathematics is all around us. It exists in the proportions of artistic works, in the scores of our favourite songs and in the physical structures we live and work in daily. It is also the bedrock of many other subjects including the Sciences, Economics and Engineering and is extremely relevant to subjects like Psychology and Design.

The study of mathematics can develop a host of skills that are essential to students continuing in their studies as well as those currently in or entering the workplace. These include problem-solving, logic and reasoning, and attention to detail. Mathematics can also lead to careers in finance, business, IT and teaching, among others.

The following topics are taught during years 8, 9 and 10. Assessments are conducted at Halloween, Christmas, Mid-term, Easter and End of Year.

After studying KS3 Mathematics, pupils are able to study GCSE Mathematics, developing into GCSE Further Mathematics, A-level Mathematics and A-level Further Mathematics.

All students study GCSE Mathematics. Each student will study two modules which best suit their ability.  Currently, the following combinations are used:

The content of each module relates to:

• number and algebra;
• geometry and measures; and
• statistics and probability.

Each module gives students opportunities to:

• develop their knowledge, skills and understanding of mathematical methods and concepts;
• acquire and use problem-solving strategies;
• select and apply mathematical techniques and methods in mathematical, everyday and real-world situations;
• reason mathematically, make deductions and inferences, and draw conclusions; and
• interpret and communicate mathematical information in a variety of forms.

It also gives students a sound basis for progression, including progression to further study of mathematics at AS/A2 level or to the world of work.

The modules all provide opportunities for students to develop and apply their mathematical skills to real-life contexts.

There is no coursework associated with GCSE Mathematics.

All modules in GCSE Mathematics are assessed through written examination papers, which are set and marked by CCEA.

Questions may require knowledge and use of problem-solving strategies. Each written paper includes structured questions, questions set in context and some questions requiring the unprompted solution of multi-step problems.

Within all units there will be questions on the functional elements of mathematics. This means that students will need to show how they can apply mathematical skills to questions set in a wide range of contexts.

There will also be questions that assess quality of written communication (QWC). These QWC questions assess how students can express solutions in clear, concise, correct mathematical language, in words or in symbolic form.

More details on the individual modules, their respective topics and related guidance notes are available in the full specification on the CCEA website.

This GCSE Further Mathematics specification replaces the old Additional Mathematics specification and retains much of the same content. To study GCSE Further Mathematics you will ideally need to be studying ordinary GCSE Mathematics modules M4 and M8.

GCSE Further Mathematics involves studying mathematics at a level beyond GCSE Higher Tier. It can act as a stepping stone that gives students a sound basis for studying GCE A-level Mathematics, introducing some of the mechanics and statistics topics that appear at AS/A2 level.

Further Mathematics can also help students progress to other studies that require mathematical knowledge and skills, for example higher level science, geography, technology or business.

The Further Mathematics specification consists of two units, and students must study both.

In Unit 1: Pure Mathematics students investigate algebra, trigonometry, differentiation, integration, logarithms, matrices and vectors.

Unit 2: Mechanics and Statistics includes exploring kinematics, vectors, forces, Newton’s Laws of Motion, friction, moments, understanding and using statistical terminology, measures of central tendency and measures of dispersion, probability, and bivariate analysis.

Through these units students will have opportunities to:

• develop their mathematical knowledge, skills and understanding;
• select and apply mathematical techniques and methods in mathematical, everyday and real-world situations;
• reason mathematically, interpret and communicate mathematical information, make deductions and inferences, and draw conclusions; and
• design and develop mathematical models that allow them to use problem solving strategies and apply a broader range of mathematics to a variety of situations.

Each of the two GCSE Further Mathematics units is assessed through a two-hour written examination paper. CCEA set and mark both papers, and each is worth 50 percent of the final mark.

The examination paper for each unit has a single question-and-answer booklet that includes a formula sheet.

There is no coursework associated with GCSE Further Mathematics.

More details on the individual modules, their respective topics and related guidance notes are available in the full specification on the CCEA website.

GCE A-level Mathematics builds on the skills, knowledge and understanding that students have developed in their previous study of mathematics up to GCSE level. A study of GCSE Further Mathematics is beneficial but is not a requirement.

Students with a qualification in A-level Mathematics have experienced success in further and higher education as well as careers in accountancy, finance, statistics, computer programming, engineering, medicine, psychology, dentistry and teaching among others.

A-level Mathematics aims to develop and strengthen a range of knowledge and skills. Among these, the course aims to help students:

• develop their understanding of mathematics and mathematical processes;
• develop their reasoning skills and their ability to recognise incorrect reasoning;
• extend their mathematical skills and techniques for use in more difficult, unstructured problems;
• understand the coherence and progression in mathematics and how different areas of mathematics are connected; and
• become aware of the relevance of mathematics to other fields of study, the world of work and society in general.

A-level Mathematics offers students two qualifications. These are:

• 4 Core Modules (addressing Pure Mathematics) C1, C2, C3, C4
• 1 Mechanics Module M1
• 1 Statistics Module S1

At AS level, students must complete three modules. To obtain the Advanced GCE qualification, students must complete six modules (three at AS plus an additional three at A2).

Each module is equally weighted and the grading system is detailed below.

+ It is not possible to obtain an A* grade at AS level. To obtain an A grade at AS level an average of 80% is required in the three modules.

++ To obtain an A* grade at A2 level the candidate must have averaged 80% in all six modules and an average of 90% in modules C3 and C4. To obtain an A grade at A2 level an average of 80% is required in all six modules.

More details on the individual modules, their respective topics and related guidance notes are available in the full specification on the CCEA website.

A-level Further Mathematics builds on the skills, knowledge and understanding that students have developed in their previous study of mathematics up to A-level. A study of GCSE Further Mathematics is beneficial and A-level Mathematics is a necessity.

Students with a qualification in A-level Further Mathematics have experienced success in further and higher education as well as careers in accountancy, finance, statistics, computer programming, engineering, medicine, psychology, dentistry and teaching among others.

Ryan Mullan who achieved 2nd place in Northern Ireland with his Mathematics Teachers Mr A Convie and Mr B Killen

A-level Further Mathematics aims to develop and strengthen a range of knowledge and skills. Among these, the course aims to help students:

• develop their understanding of mathematics and mathematical processes;
• develop their reasoning skills and their ability to recognise incorrect reasoning;
• extend their mathematical skills and techniques for use in more difficult, unstructured problems;
• understand the coherence and progression in mathematics and how different areas of mathematics are connected; and
• become aware of the relevance of mathematics to other fields of study, the world of work and society in general.

An A-level Further Mathematics student will sit his A-level mathematics during year 13 and his A-level Further Mathematics during year 14.

• 4 Core Modules (addressing Pure Mathematics) C1, C2, C3, C4
• 3 Further Pure Mathematics Modules F1, F2, F3
• 4 Mechanics Modules M1, M2, M3, M4
• 1 Statistics Module S1

Each module is equally weighted. The grading system for A-level Further Mathematics is similar to that of A-level Mathematics.  However, to obtain an A* in A-level Further Mathematics an average of 90% is required in three out of the five modules FP2, FP3, M2, M3 and M4.  To obtain an A grade in A-level Further Mathematics an average of 80% is required in all six Further Mathematics modules.

More details on the individual modules, their respective topics and related guidance notes are available in the full specification on the CCEA website.