folder Maths


  • To encourage students to think independently and be confident when dealing with numbers and handling data.
  • To learn subject specific skills such as numerical reasoning and calculator skills
  • To understand the progression from arithmetic to algebraic manipulation
  • To enable students to apply their knowledge and skills to solve real world problems.
  • To promote the use of mathematics in other areas of the curriculum and demonstrate to students the career opportunities available with a mathematics qualification.

Key stage 3

The national curriculum for mathematics aims to ensure that all students become fluent in the fundamentals of mathematics, included through varied and frequent practice with increasing complex problems over time, so that students develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. Students develop mathematically reason by following lines of enquiry, conjecturing relationships and generalisations. Students develop their problem solving skills by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, by breaking down the problem into smaller steps and persevering in seeking solutions.

In Mathematics students are encouraged to develop their understanding through a wide variety of experiences.  Alongside the theory of mathematical concepts, students apply their techniques to realistic situations in order to achieve a balance between the abstract and reality.  The department has its own ICT facilities, including interactive whiteboards and laptops and we offer lunch time and after school workshops to support learning. In Years 7,8 and 9 students are given one homework task per week. This should take around forty to fifty minutes to complete.  Pupils also have the opportunity to visit Techniquest in Cardiff and Pitchcroft racecourse to apply mathematics in real life situations

In year 7 and 8 students are set across four pairs of parallel sets commensurate with their ability indicated by the Key Stage 2 SATs results, year 7 assessments and their teacher’s assessment.  In year 9 the students are  streamed across the whole year group commensurate with their ability and progress as indicated by their assessments in year 8. Every term students will sit an assessment based on the work they have covered in lessons and their progress is rigorously tracked. If they do not meet the expected target at this stage communication is made with parents/carers to discuss the best support for the student.  Results of these assessments are used to determine any set changes that may take place. Students can move up or down a set depending not only on test results and progress but also on overall attainment demonstrated in classwork or homework.

The topics that are covered in KS3 are shown in the tables.


Key stage 4

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programme of study for key stage 4 is organised into apparently distinct domains, but pupils should develop and consolidate connections across mathematical ideas. They should build on learning from key stage 3 to further develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge wherever relevant in other subjects and in financial contexts. The expectation is that the majority of pupils will move through the programme of study at broadly the same pace. However, decisions about when to progress will be based on the security of pupils’ understanding and their readiness to progress. Pupils who grasp concepts rapidly will be challenged by being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material will consolidate their understanding, including through additional practice, before moving on.

Year 10 and year 11 students are placed in groups based on their Key Stage 3 achievement and aspirational Key Stage 4 target. They are set group and paired tasks as well as being given opportunities for independent work. Students self - assess and peer- assess their class work, reflecting on how they could improve. After each teacher assessed task the student is required to reflect on their work and to respond to their teacher’s comments to support the students’ learning and progression through the course. Enrichment activities and opportunities for the use of laptops is embedded in the scheme of work. Year 10 students have the opportunity to visit Bletchley Park and attend a code breaking workshop. The most able students take part in the Intermediate Maths Challenge Competition and master classes at Warwick or Worcester Universities.

Students study the OCR Linear GCSE (9-1). The J560 course is examined at the end of Year 11 and consists of three papers – Paper 1 and 3 are calculator papers and Paper 2 is non-calculator, each weighted equally towards the final grade awarded. Each of the papers are offered in the Foundation tier (grades 1-5) and the Higher Tier (grades 4- 9).

The equivalence of the new grades compared to the old GCSE grades is given in the table below:

Present grade

2017 grade

Top A*


Bottom A*




Top B


Bottom B/ top C


Bottom C/ Top D


Bottom D/ Top E


Bottom F/Top G


Bottom G


The content for both tiers of entry can be found in detail at


Other Links


This email address is being protected from spambots. You need JavaScript enabled to view it.    Mrs S Connolly-Area leader for Mathematics

This email address is being protected from spambots. You need JavaScript enabled to view it.    Mr P Gallagher- Second in Department. Responsible for KS3

This email address is being protected from spambots. You need JavaScript enabled to view it.      Mr P Cairns- Intervention leader

This email address is being protected from spambots. You need JavaScript enabled to view it.   Mr D Ellis - Further Mathematics co-ordinator.