The intent of our Maths curriculum is:

To instil a keen interest in mathematics for all students.

We offer opportunities to develop key skills, enabling a more comprehensive understanding of the subject as they progress through the curriculum. We link mathematics to real‐world situations promoting problem‐solving in an attempt to make the subject relevant and tangible. We introduce mathematical terminology from KS3 resulting in greater fluency and less misconceptions.

Maths also provide opportunities for students’ to achieve when faced with demanding and fulfilling content. It gives students the confidence that the mathematical skills, knowledge and understanding that they will have acquired during the course of their study are as good as that of the highest performing countries in the world.

Finally, Maths provides a strong foundation for further academic and vocational study and for employment, to give students the appropriate mathematical skills, knowledge and understanding to help them progress to a full range of courses in further and higher education.

Our Maths curriculum is implemented by:

High quality lessons that are broken down into small connected steps which gradually unfold a given concept.

This approach ensures access for all students and leading to a broad understanding of key concepts and the ability to apply concepts in a range of contexts.

The following concepts are central to the implementation of our Maths curriculum:

Representation and Structure
Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation

Mathematical Thinking
If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by students, thought about, reasoned with and discussed with others

Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics

Variation is twofold. It is firstly about how the teacher represents the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop deep and holistic understanding. It is also about the sequencing of the episodes, activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.

The mathematics curriculum consists of 6 strands, namely: (1) algebra, (2) geometry & measure, (3) number, (4) ratio, portion and rates of change, (5) probability and (6) statistics.

Our curriculum strategy has been devised to maximise the potential of all students regardless of ability. Students are set from year 7, allowing them to progress at their own rate of understanding yet are able to move between sets as this improves.

Key Stage 4 consists of preparing Year 10 and 11 students for their GCSE exams by closing the knowledge gaps, working on exam technique, memory recall and significantly improving problem‐solving skills, bringing together all the hinterland information learned to date.

The impact of our Maths curriculum is:

To ensure all students:

a) Become effective mathematical problem solvers
b) Communicate and reason mathematically
c) Connect mathematics to daily lives
d) Develop confidence in mathematics ability for future success
e) Appreciate and understand the role of mathematics in real-world situations
f) Understand the connection between mathematics, science, and technology
g) Become knowledgeable consumers
h) Widen their career choices involving mathematics

Key Stage 4 Assessment

GCSE Exam board: Edexcel

Link to the specification:

GCSE Assessment:
3 papers, each 1 hour and 30 minutes (both Foundation and Higher tier papers)
80 marks available for each paper – 240 marks in total

Paper 1 Non-Calculator
Paper 2 Calculator allowed
Paper 3 Calculator allowed