Department Aims
· Set high staff and learner expectations and to promote and sustain an ethos of achievement, and for learners to be motivated and actively involved in their own learning and development.
· Use tasks, activities and resources effectively in meeting the learning needs of all pupils who will acquire a solid foundation in mathematics.
· Have high expectations from staff and learners and use praise to help learners develop confidence in using and applying mathematics to reach a high standard of numeracy.
· Ensure the learning climate, teaching approaches and the clarity and purposefulness of dialogue between staff and learner will enable learners to enjoy the challenges and aesthetic satisfaction of mathematics and to become independent thinkers that learn to work co-operatively.
· Exhibit the core school value of kindness when dealing with the young people we are lucky enough to have in the mathematics department. Ensuring they feel heard, valued and supported.
· Appreciate that the rationale and design of the curriculum will develop mathematical programmes and day to day activities which promote and ensure equality and fairness for all learners through approaches to inclusion.
· Ensure the provision, organisation and use of mathematical resources will be easily accessible and arrangements made to ensure health and safety, including security, for all staff and learners.
Curriculum
The BGE curriculum provides a rich and challenging set of experiences for all pupils. Young people are initially kept in mixed level classes to allow them to settle in and have very consistent experiences. Once assessed, pupils are put into appropriate BGE levels, ranging from level 3/4 through to early level/level 1. Throughout, they are given challenging work at the appropriate level, incorporating CPA teaching strategies that encourage learning and understanding on a deeper level.
Throughout BGE young people are continually assessed through low stakes topic checkers, as well as more informative end of unit assessments. Adjustments to levels are made depending on the results of these assessments. All assessments are matched to the BGE benchmarks.
Staff
Mr McClure (PTC)
Mr Kerr
Mrs Duffy
Mr Wilson
Mrs Purse
Mr Gillespie (0.6)
Miss Saddiq
Mr Sidhu
