Broad General Education

The mathematics experiences and outcomes in the Broad General Education (S1 - S3) are structured within three main organisers, each of which contains a number of subdivisions:

Number, money and measure

• Estimation and rounding

• Number and number processes

• Multiples, factors and primes

• Fractions, decimal fractions and percentages

• Money

• Time

• Measurement

• Mathematics – its impact on the world, past, present and future

• Patterns and relationships

• Expressions and equations.

Shape, position and movement

• Properties of 2D shapes and 3D objects

• Angles

• Symmetry

Information handling

• Data and analysis

• Ideas of chance and uncertainty.

A general overview of the courses can be found in the documents below

As pupils develop concepts within mathematics, these will need continual reinforcement and revisiting in order to maintain progression.

The course structure in Clydebank High School allows many of the topics listed above to be revisited across levels with more challenging contexts in which to use their skills.

Please find below an overview of the progression Pathways and course structure within the maths department

The underlying aim with this new curriculum is to allow more time to deepen understanding of each separate skill and build in opportunities to revisit them for those who need it, based on teacher judgement and assessment.

Formative Assessment approaches will be used on a regular basis in the classroom to gauge pupil understanding:

• ​Discussion with pupils

• Show Me board responses to questions

• Observation of pupil engagement with activities

Summative Assessment will be carried out at regular intervals, usually covering 3 or 4 topic areas. This will provide vital feedback on knowledge retention and highlight areas of both strength and weakness to enable more targeted revision to enhance understanding.