Maths Department Aims


“Promoting a positive can-do mindset which builds confidence and motivation in the learning of Mathematics”.

We aim to develop the application of Mathematical concepts and to promote independent enquiry and an enjoyment of learning Mathematics.

  • We use active and involving teaching approaches
  • We use effective questioning techniques to encourage thinking
  • We identify misconceptions as starting places for concept building
  • We are responsive to the needs of each pupil and allow additional time before moving on when required
  • We actively encourage reflection on learning
  • We create an ethos in the maths department of high standards of behaviour, work and presentation.


In line with the school development plan we facilitate and organise learning activities so that:

  • every lesson counts
  • all pupils are given the chance to succeed.

As a department we are committed to the philosophy that during their time with us, each pupil should:

  • Have a positive experience of learning Mathematics.
  • Show continuous progression and improvement.
  • Achieve their full potential.


In particular, we wish each pupil to develop:

  • The ability to apply Mathematics in everyday situations and develop an understanding of the part which Maths plays in the world.
  • The ability to apply Maths to other subjects across the curriculum.
  • The ability to solve problems, present solutions clearly, check and interpret results.
  • The ability to communicate what they have learned clearly, both in written form and orally.
  • The ability to work individually and as part of a group.
  • The confidence to experiment and make mistakes, and persevere when problems arise.

Useful web links for Pupils and parents;


Maths Department Staff:

Mrs C. McWilliams (HOD)

Miss L. McNicholl

Mr B. Kelly

Mrs S. McFadden (Numeracy co-ordinator)

Mrs M.Heggarty

Miss A. Lagan

Miss E Dowds

Ms B Nevin



KS3 Maths:


Our schemes of work have been created in line with the requirements of the revised curriculum.

Schemes are to be used by teachers as guidelines for their lesson planning.

Schemes are accompanied by a Yearly overview, five topic overviews and five substantial assessments.

  • Shape, Space and Measures 1 (September/October)
  • Handling Data (November/December)
  • Number (January/February)
  • Shape, Space & Measures 2 (March/April)
  • Algebra (May/June)

Our schemes aim to provide opportunities for pupils to develop:

  • knowledge and understanding of personal finance issues;
  • the application of mathematical skills to real life and work situations;
  • the creative use of technology to enhance mathematical understanding;
  • creative thinking in their approach to solving mathematical problems;
  • increasing competence in mental mathematics skills;
  • increasing competence in pencil and paper methods;
  • increasing confidence in the use of mathematical language and notation;
  • practical skills using technology.

Pupils will be given opportunities to:

  • demonstrate mental mathematical capability with simple problems;
  • decide on the appropriate method and equipment to solve problems–mental, written, calculator, mathematical instruments or a combination of these;
  • demonstrate financial capability in a range of relevant everyday contexts;
  • research and manage information effectively to investigate and solve mathematical problems,
  • using ICT where appropriate;
  • show deeper mathematical understanding by thinking critically and flexibly, solving problems and making informed decisions, using ICT where appropriate;
  • demonstrate creativity and initiative when developing ideas and following them through;
  • work effectively with others;
  • demonstrate self- management by working systematically, persisting with tasks, evaluating and improving own performance;
  • communicate effectively in oral, visual, written, mathematical and ICT formats.


Assessment & Tracking

  • Pupils will sit five substantial assessments in Maths each year. These assessments will occur at the end of each unit and will continually revisit topics previously studied. Pupils will be awarded a level and will be given teacher feedback on how to improve. In the mid-year and end of year exams pupils will be given the opportunity to self –evaluate and so teacher comments are not expected on these assessments.
  • In addition to the end of unit assessments pupils will also sit a usually shorter and more specific assessment for each unit studied.       This may take the form of a Using Maths Task.

Additional Support Arrangements.


Catch Up Numeracy

Catch Up Numeracy is a structured one to one intervention for pupils who have difficulties in numeracy.  The programme requires students to have two 15minute sessions per week with an accredited member of staff. The programme is targeted to the needs of the individual addressing the core components of numeracy, including counting, number comparison and word problems.



This numeracy support programme provides Year 10 and Year 11 students with the opportunity to work one to one with a trained sixth form mentor. Students are selected based on their PIM score and through discussions with class teacher. Each student meets their mentor once a week to review previous learning in Maths. STEP UP is takes place in five week blocks throughout the year aimed to help students review their learning on a regular basis and share good practice.


Key Stage 3 Mentoring

Numeracy co-ordinator mentors small groups/individual students who class teachers have identified could benefit from additional support. The Numeracy co-ordinator meets these students once a fortnight to review previous learning in Maths using the STEP UP programme.


KS3 Third Quartile Class Support

Twice a fortnight the Numeracy co-ordinator is timetabled to be with KS3 classes where the majority of students fall within third quartile (Key Stage 3 target grade - level 5). This allows the Numeracy co-ordinator to support the teacher by either working one to one with a particular student or carry out number focus activities while the class teacher works with a smaller group.



YEAR 11 & 12 GCSE Maths (CCEA)


This specification aims to encourage students to:

  • develop 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;
  • interpret and communicate mathematical information in a variety of forms appropriate to the information and context; and
  • acquire a foundation appropriate to a further study of mathematics and other disciplines.

This is a unitised specification. This course offers opportunities to build on the skills and capabilities developed through the delivery of the Key Stage 3 curriculum in Northern Ireland.

This course allows students the opportunity to develop and apply skills to real-life contexts. These skills are embedded within this specification.


GCSE Further Maths

This specification aims to encourage students to:

· develop further 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;
  • extend the base in mathematics from which they can progress to: - higher studies in mathematics; and/or - studies such as science, geography, technology or business which contain a significant requirement in mathematics beyond Higher Tier GCSE Mathematics;
  • 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.

 Key features

· This course offers opportunities to build on the skills and capabilities developed through the delivery of the Key Stage 3 curriculum in Northern Ireland.

· It is designed to broaden the experience of students whose mathematical ability is above average and who: - will follow mathematical courses at AS/A Level; - will follow other courses at AS/A Level that require mathematics beyond GCSE Higher Tier; or - would like to extend their knowledge of mathematics.


Post 16

GCE (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.


The specification allows pupils to be awarded an AS (3 modules) or an A level (6 Modules) in Mathematics (awarded by CCEA)


The specification

  • Seeks to consolidate and extend the knowledge, skills and understanding developed in Key Stage 4.
  • Has a structure which will allow candidates of all abilities to have the opportunity to demonstrate positive achievement.
  • Provides a suitable foundation for the study of Mathematics and other subjects in further and higher education and for a range of careers.
  • Enables schools to provide a coherent, satisfying and worthwhile course of study for those pupils who do not progress to further study of Mathematics.
  • Gives flexibility to decide which scheme of assessment best suits CPC students.

It is recommended that pupils who choose AS/A level Maths will have achieved a Grade B or higher at GCSE level. It is also recommended that pupils will have gained their grade by completing T4 and T6 (or equivalent- higher level) at GCSE. Even though it is not necessary, it would be advantageous that pupils have completed the GCSE ‘Further Maths’ course.



  • To be awarded an AS level, a pupil must sit 3 units in the Summer of Y13.
  • To be awarded an A level, a pupil must sit 3 units in the Summer of Y13 (it is possible to re sit these in the Summer of Y14) and 3 units in the Summer of Year 14.
  • All units are of equal weighting




The UK Maths Challenge is a competition for Year 9 students from all over the UK. To receive an award you need to be placed within the top 20%. This year CPC had 12 prize winners!  Well done to Clodagh Laverty, Grace Elliot, Megan McGarry, Graice Cunningham, Ciara McKeague, Mark McClean, Ceire Carton and Ellie Carson who received a Bronze award.  Lily McCaughan, Cahal Hargan and Conor Berry received a Silver award which is a fantastic achievement. Finally, a massive congratulations to Eoin McClements from 9JD who was awarded a Gold award as his result was placed in the top 6% of UK entries! CPC is very proud of all Year 9 students who took part.


UK Maths Challenge Winners 2014 from CPC are pictured below;




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