Curriculum Intent

Our knowledge-rich curriculum will inspire students to develop numerical fluency to gain a broad range of skills and will help us to create the very best mathematicians. Students will be challenged to think, act and communicate ideas to replicate the working environment.  We do this through rich learning and ensuring mathematical principles can be applied to a range of contexts. Students learn about number, algebra, geometry, ratio and proportion, statistics and probability.  The students will develop their problem solving and reasoning skills to effectively apply this knowledge to successfully answer a range of probing mathematical questions and problems. All students will aspire to achieve their best and improve their life chances through success in Maths.


Our curriculum will ensure that all students will become the very best mathematicians. We will challenge them to think, act and communicate ideas to expand their experiences of Maths.  All students will deepen their knowledge and understanding of how mathematical principles can be applied to a range of contexts in everyday life situations and across most other curriculum subjects. We will inspire all students to aspire to achieve their full potential and apply their mathematical skills in their future career pathways, including accountancy, architecture, sport, science or business. 


We deliver lessons of high quality and foster engagement and a curiosity of learning. Each lesson will be highlighted with clear intentions linked to prior skills/knowledge and future learning. Lessons will also be referenced to job opportunities in industry to highlight the importance that mathematics will play in students’ futures. Assessments, using Question Level Analysis, are meaningful and using detailed analysis promote constant individual learning opportunities. The curriculum is continuously quality assured, monitored and improved upon as a collaborative team. Additional intervention is provided to all students with every member of the department in charge of a year group. 

Mathematics at KS3

Upon arrival, students conduct a baseline test which is used with their KS2 data to set on an appropriate pathway. During KS3 regular topic tests and other tests consolidate new knowledge, committing it to long term memory and tracking student's progress regularly. This scheme of work currently spans both Year 7,8 and 9  with a formative mixed topic assessment at the end of each term. Students will be assessed every couple of weeks on specific topic covered. Students are actively encouraged to attempt all problems and possible solutions discussed and compared as a class. Students identified as possible ‘Higher Tier’ candidates are encouraged to make links between topics and are exposed to mathematics in more complex contexts.

Mathematics at KS4

Understanding the new GCSE over the past three years has enabled us to gain confidence in our delivery of the course content and constantly assess its effectiveness to ensure the very best outcomes for our students. They are tracked throughout KS4 and their performance in formative assessments monitored closely. Alongside this, interventions are implemented to ensure all students gain the best positive outcome. Informative decisions are then made relating to each student's progress. Students predicted up to and including a grade 5 will be entered for foundation tier whilst those with a target grade of a 6 and above will be entered for Higher Tier. The final assessment consists of three 90-minute exams (a non-calculator and two calculator papers). We continue to follow the Pearson five-year curriculum plan to ensure smooth transition and consistency in delivery.

Subject Documents Date  
Maths LTP primary and secondary 02nd Feb 2023 Download