Within the academy we strive to create a learning environment, curriculum, experiences and relationships in which all individuals can find expression, be nourished and developed.
The academy commits itself to creating an environment for everyone that is characterised by our core values of Truth, Justice, Forgiveness, Generosity and Respect.
The Mathematics Department provides an environment in which students can achieve to their maximum potential and we encourage an atmosphere of learning, investigation, and co-operation. We try to offer activities of varying kinds in order to accommodate students’ preferred learning styles and develop enthusiasm and interest in mathematics whilst ensuring that students leave us with qualifications that allow them to progress to further education or find a job.


Why do students study Mathematics?
Mathematics is essential because it is one of the most widely used subjects in the world. Every career and pathways needs some sort of mathematics. Mathematics helps the mind to reason and change complicated situations or problems into clear, simple, and logical steps. Students are encouraged to discuss different ways of tackling problems and to explain and justify their explanations to challenge their thinking. The reality is that we live in a society where employers expect some level of numeracy.


The aims of the curriculum in Mathematics are to develop:
  • Versatility in tackling problems
  • Rapid recall
  • Confidence
  • Efficiency
  • Explanation and reasoning
  • Expectations of interest, pleasure and challenge
  • Competence in aspects of number commonly used in society
  • Understanding of graphical representations
  • Determination in the solving of problems


The Mathematics Department will encourage:
  • The learning of multiplication tables
  • Mental Arithmetic as a first resort
  • Use of estimation
  • Accuracy of number work, and an appropriate degree of accuracy in answers
  • Appropriate use of calculators
  • Correct representation of statistical data using graphs and charts
  • An understating of the size of numbers
  • Using references to appreciate size in measurement
  • Pupils self-correction of errors
  • Use of discussion to understand process and purpose.


Mathematics KS3
Students do the same topics throughout the year but work is matched to their individual level. Homework is given on a regular basis and students are tested at the end of each section of work.


Addition & Subtraction Multiplication & Division
Statistics Probability
Averages and Range Number Patterns
Estimation and Rounding Decimals
Symmetry Polygons & Tessellation/shape
3-D Algebra
Algebra and Equations Angles
Area and Perimeter Negative numbers/co-ordinates
Units of length/Scale Drawing  Fractions and Percentages


Powers, Roots & Estimations Statistics – averages & grouping
Algebra – Patterns & Rules Graphs & Time
Negative Numbers Statistics – charts & questionnaires
Transformations Fractions, Decimals & Percentages
Probability Number Patterns & Puzzles
Equations Intersecting Lines
Angles Metric System & Ratio
Area Volume


  • Ensure students have basic equipment such as pens, pencils and a ruler for Maths lessons.
  • Encourage students to learn multiplication tables by frequent testing/repetition. Also to learn simple number bonds up to 20 (e.g. 14 + 6 = 20, 20 – 14 = 6 etc.)
  • Working out change when shopping, cost of buying so many of something.
  • Getting students to explain their homework to them. Encourage students to look back at regular intervals through previous work.
  • Look for basic arithmetic/mental arithmetic test papers (W.H. Smith etc.)
  • Use everyday objects to name shapes, say how much it will hold, to look at the labels to see the size of bottles etc.
  • Check homework diaries – know when Maths homework is set each week.
  • Students should be encouraged to use online revision materials, e.g. Key Stage 3 Bitesize
  • Use of MyMaths


Mathematics KS4
Curriculum Progress Leader: C Lovell
GCSE 9-1 3 exams Foundation or Higher
Paper 1 Foundation or Paper 4 Higher: Calculator (33.3%)
1 hour 30 minute written exam
Paper 2 Foundation or Paper 5 Higher: Non-Calculator (33.3%)
1 hour 30 minute written exam
Paper 3 Foundation or Paper 6 Higher: Calculator (33.3%)
1 hour 30 minute written exam
Links to further information:
Students follow a programme of study matched to their ability to prepare them for their Linear exam at the end of Year 11. Students will sit an internal exam at the end of Year 10 to help decide whether they will do the Foundation or Higher exams. Homework is given regularly.



 Percentages  Surds
 Decimals  Compound interest
 Fractions  Recurring decimals
 Scatter Graphs  Histograms
 Probability  Cumulative frequency
Averages Box plots
Solving Equations Quadratic equations
Trial and Improvement Types of graphs
Factorising Solving equations involving fractions
Circles Trigonometry
Loci and constructions Similar shapes
 Surface area and volume  Surface area and volume of compound shapes



  • Encourage students to have basic equipment such as pens, pencils and a ruler for Maths lessons.
  • Using websites such as BBC Bitesize and My Maths to support learning outside of the classroom.
  • Ensuring students attend revision sessions prior to exams.
  • Purchasing a revision guide to help throughout the course.
  • Encourage students to look back at previous work at regular intervals.
  • Please check the calendar to ensure you are aware of when the exams take place so that your holidays do not occur at the same time.