S1-S3 BGE Mathematics progressing into Senior Phase Mathematics

Courses have been designed to allow for progression across the BGE and into the Senior Phase, building on prior knowledge and skills, and continues to consolidate and remediate problem areas.

Through careful course design across the BGE and the implementation of teaching strategies based around the use of manipulatives and alternative representations, we aim to develop an understanding and fluency in number and algebra. This ensures that every learner will experience excellent learning by being included, engaged and are attaining.

Enrichment tasks are a feature of lessons, forming an integral part of learning. The Department are working hard to develop and foster a culture where all learners work hard and are responsible for their own revision and seek help with areas of difficulty.

Our framework, Building Mathematically, allows learners to navigate the field of mathematics in a way which maximises deep understanding, enjoyment, autonomy and self-improvement.

Progression through BGE S1-S3

Progression from BGE to Senior Phase

As young people progress from S3 into Senior Phase a number of maths pathways are open for them. The appropriate pathway will be discussed with each learner as part of our course choice process. 

Mathematics is offered at National 5, Higher and Advanced Higher. This is your traditional Mathematics subject, and consists of topics including algebra, trigonometry, calculus etc. All these topics that are extremely useful for those pursuing a career in STEM but likely not used much again by those who don't.

Applications of Mathematics is offered at National 3, National 4, National 5 and Higher level. This is a more useful course to those who need a mathematics qualification but don't need the topics mentioned above. The course is more focused on finance, statistics and real life calculations like areas, volumes etc. This is the course for those who want to be a teacher, nurse, etc. or any other career other than STEM.

Both courses share the same tariff points and are widely accepted by colleges, universities, employers etc. Some pupils are reluctant to take Applications of Maths because they don't understand enough about the subject content, or believe it to be a lesser qualification. This, however, is not the case. Some pupils tend to cope better with Applications because it relates better to real life contexts and is less abstract than the traditional Mathematics course.

The diagram below provides an overview of progression pathways that pupils entering the Senior Phase can follow in Mathematics.