Head of Mathematics Mr M Smith
Mathematics is the means of looking at the patterns that make up God's world and the intricate and beautiful ways in which they are constructed and realised. Numeracy is the means of making that knowledge useful. Mathematics contributes to the school curriculum by developing students’ abilities to:
• Reason logically, algebraically and geometrically
• Think creatively to solve problems
• Handle data
• Make decisions
• Form links between other subjects such as Science, Geography, Technology and Music
Mathematical thinking is important for all members of a modern society and delivers a perspective on cultural capital complementary to other subjects. As a habit of mind its use in the workplace, business and finance; and for personal decision-making is unparalleled. The subject transcends cultural boundaries and its importance is universally recognised. Mathematics helps us to understand and to change the world.
Year 2016 2017 2018 2019
A*-C (9-4) Mathematics 80% 81% 68% 77%
National figure 63% 61% 60% 60%
Meeting the needs of pupils
Mathematics is at the heart of the school curriculum and progress within it is often the key to future college progression. It occupies 4 lessons of the timetable per week in most years. We strive for Quality first teaching in every lesson.
Learning objectives and home learning are differentiated according to target grades for each class, and finer differentiation is used in class to ensure a balance between consolidation and challenge for each pupil.
Teaching assistants are deployed according to individual needs.
Small group intervention sessions are used to support pupils who then benefit from it; these are run by specialist mathematics teachers, and sessions are personalised and tailored to meet the exact needs of the individuals in the group.
Mathematics runs a three year key stage 3 course and in year 9 we start to adopt a transitional approach so that students are ready for the demands of key stage 4 and GCSEs.
In KS4 pupil study 17 units of work, learning objectives are given at the start of each unit, so pupils can see the learning journey for the topic. Pupils sit a pre-learning assessment to guage the depth of their prior understanding of the topics to be studied so teachers can personalise learning by beginning each child’s learning journey for that topic at the correct point. Post-learning assessments track pupil progress on each learning objective and these results are fed back to pupils so they can reflect on their achievements, and find areas to further develop.
We encourage all our pupils to take ownership of their learning and support them to do so. We subscribe to an e-Revision resource, MathsWatch, which we utilise all the way through KS4. It is a collection of hundreds of ‘how to…’ videos explaining each topic that is examined in the GCSE mathematics course. Each set of learning objectives provided at the start of a topic has its MathsWatch clip number stated so if a pupil is absent, struggling with a learning objective or revising they can log on and watch the video, try some questions and even print a worksheet for further practice. GCSEPod and Century Tech are also available on-line resources for children to use.
Study support is also available after school every week.
Key Stage 3
• Pre-learning & post-learning assessments for each unit of study.
• School assessments take place twice per year..
Key Stage 4
• Pre-learning & post-learning assessments for each unit of study
Year 10 January assessments.
Year 10 mock examinations (GCSE examination papers, Summer term)
Year 11 mock examination (December)
Year 11 mocks 2 (Spring)
Topics covered in key stage 3 can be entirely new or can build on prior learning from key stage 2. In Year 7 we broadly follow the White Rose Mastery scheme, and these children will continue on it as they progress through key stage 3. Teachers use this scheme as a base and supplement it with resources unique to each child/class. More details of the sequencing is available at:
note that progression through the units is class-dependent as classes will work at different paces.
At GCSE we follow the AQA specification which can be found here:
Currently we have 16 Units of work, designed so that related topics are taught together to develop conceptual understanding and make explicit links between the different areas of Mathematics.