Curriculum Intent

Our vision within the mathematics department is to enable students to build a secure framework of mathematical skills and reasoning, which they can use and apply with confidence in the real world. The mathematics department aims to develop mathematical fluency and mastery of key concepts and skills to enable students to use mathematics with confidence in their everyday and future adult lives. We will support all students and challenge them to fulfil their full potential.

Mathematics aims to develop students’ mathematical confidence allowing them to become resilient learners who can solve a range of complex problems and can also critically analyse the world around us. Mathematics is a universal language which underpins many other areas of the curriculum; as well as developing skills that will help with everyday life such as budgeting for household goods, running a business and understanding politics. The principles of mathematics are universal no matter what part of the world you are in. 

Mathematics is the study of numbers, shapes, and space. Students will start Key Stage 3 by building on their Key Stage 2 learning to retrieve and develop their core mathematical skills. Whilst following a dedicated sequence of lessons, all students will be developing their knowledge, skills and understanding across the key learning strands: number, algebra, ratio, proportion, probability, statistics, geometry and measures. Each mathematics lesson is designed to fully challenge students while still being accessible to all through differentiated teacher support. Every lesson is carefully planned by the individual teacher, allowing them to implement their own teaching style and tailor the content of the lesson to the specific class in front of them. Maths lessons feature clear modelling, class discussion and independent practice.

Our key stage 4 curriculum is designed to build upon skills learnt at key stage 3. At this stage in the curriculum students will now be following a foundation tier or a higher tier scheme of work.

We aim to build fluency, confidence and appreciation of mathematics as well as mastery of its core techniques and key concepts. We do this through an emphasis on “mathematical fundamentals” in Years 7 and 8 across the strands described above. We seek to make students fluent and confident in the language of mathematics so that, as they progress, they can tackle problems that require “mathematical decision making” as needed in daily life.

Our aim is to establish an unthreatening climate for learning in which pupils are prepared to take risks and see their mistakes as part of their learning process. They will check the reliability of this solution against reasonable expectations and ideally, appreciate the satisfaction of solving the problem successfully.

As students take their mathematics further they will be able to appreciate the beauty of mathematical patterns, the power of mathematical models and the overall fascination of the subject through cross curriculum activities and maths clubs. Whilst we want students to achieve the very best examination results possible, we believe our curriculum goes beyond what is examinable. As a department we offer opportunities for individual and team competition through the UKMT, for example.

As a department we work with students to prepare them for the next stages of their learning from Key Stage 3 to GCSE, from GCSE to college and to the world of work.

We have eight subject specialist teachers employed in the well-equipped maths department with eight dedicated maths classrooms. We also have access to an ICT suite where students have the opportunity to use Hegarty Maths and Times Table Rockstars.

Curriculum Overview


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2




Place value

Positive and Negative Numbers


Addition and Subtraction (incl.  perimeter)

Language of Algebra

Simplifying Expressions

Angle Notation

Basic Angle Rules

Multiplication and Division (incl. area)

Multiplying and Dividing Algebra

Squares and Roots



Factors and Multiples, including HCF / LCM

Equivalent Fractions

Ordering Fractions

Operations with Fractions (incl. area and perimeter)





FD Equivalence

Fractions of Amounts (incl. increase/decrease)

Basic Probability

Basic Probability (continued…)


Language of Algebra

Simplifying Expressions

Angle Notation

FDP Equivalence

Percentage of Amounts (incl. multipliers and increase/decrease)

Percentage Change


Substitution (including area formulae)

Coordinate Geometry

Graphs of Linear Functions (incl. reflections)

Introduction to Statistics

Sequences (including nth term)

Expanding Single Brackets



Transformations (Reflection, Rotation, Translation)




FDP Revision

Basic Probability


Introduction to Statistics

Circle Geometry



Substitution (including area formulae)

3d shapes

Basic Geometry

Further probability

Further Geometry

Coordinate Geometry

Graphs of Linear Functions (incl. reflections)





Linear graphs

Advanced Statistics




Further Algebra

Further Number

Further probability

Geometrical methods


Pythagoras and Trigonometry





Further Geometry

Circle Theorems

Advanced Statistics

Further Algebra



Geometrical methods

Further Number

Advanced Algebra




Key Stage 4 Specification

Subject Leader:

Mrs Bianchi


Exam Specification:

EDEXCEL GCSE Mathematics 1MA1

QN Code:


Summary of course content

Full Linear GCSE course content including

  • Statistics
  • Number
  • Algebra
  • Geometry and Measure
  • Probability
  • Ratio, proportion and rates of change


The  exam is assessed as 3 separate papers;

Paper 1 is a non-calculator exam 1 hour 30 minutes long

Papers 2 and 3 are each, also 1 hour 30 minutes long  but allow the use of a calculator

Papers are taken on separate days but must be taken within the same exam series.

All exams are taken in May/June of year 11.

What type of activities take place in lessons?

The range of activities used at Key Stage 3 are also used at GCSE level:

  • Paired and group work is used as well as individual activities.
  • Matching/sorting activities.
  • Mathematical games
  • Practise Exam questions.
  • Use of ICT programmes such as Hegarty Maths
  • Competitions and project work
  • Presentations of work/ideas to class

What type of homework tasks will be set?

Revision/consolidation exercises of topics taught in lessons, research and exam style questions

How will it help me in the future?

Maths is present in many aspects of life; using and managing money is just one example where mathematics is used by everyone.

A good GCSE Grade in maths is required by most colleges for a place on a course post 16 and is also required by many employers for job applications and apprenticeship places for example.

How will this course build on what I have studied in Year 9?

GCSE topics have been taught throughout year 9.

These topics will be revised and assessed throughout years 10 and 11 along with other topics from the GCSE curriculum.

Most GCSE topics (with the exception of a few of the highest grade topics) build on previous skills and knowledge of mathematical processes and skills taking them up to GCSE level.

What skills will I develop?

Skills already learnt will be developed and extended taking them to GCSE level.

You will learn to;

Collect, analyse and present data.

Use mental and written methods to perform calculations.

Manipulate algebra.

Solve problems involving shapes