Why do we learn maths?
Mathematics teaches students to be logical, analytical, problem solvers which fosters resilience, independent thinking and a growth mindset – all skills required to become lifelong learners in any chosen profession.
By exploring mathematical concepts and explicitly modelling key language and notations students will be supported and encouraged to articulate their mathematical thinking and communicate their methods accurately.
The regular use of cross curricular connections will develop students' thirst for knowledge, curiosity and appreciation of the power and versatility of mathematics.
Where could Mathematics take me in the future?
Studying mathematics can lead to unlimited career opportunities such as accountancy, computer programmer, doctor, engineer, investment manager, theoretical mathematician, teacher, market researcher, designer.... and many more
These careers can be accessed through studying at university, vocational courses and/or higher level apprenticeships.
Head of Department
Chloe Adams
Assessment Details
In addition to regular multiple choice style questions students will also undertake extended problem-solving questions with real-life contexts to enable them to identify and apply appropriate mathematical methods.
In GCSE study, we will follow Edexcel Specification 1MA1 at the Higher or Foundation tier of entry. GCSE mathematics has a Foundation tier (grades 1 – 5) and a Higher tier (grades 4 – 9). Pupils must take three question papers all at the same tier.
- Paper 1: non-calculator; 1 hour 30 minutes; 80 marks; 33% of the GCSE assessment
- Paper 2: calculator; 1 hour 30 minutes; 80 marks; 33% of the GCSE assessment
- Paper 3: calculator; 1 hour 30 minutes; 80 marks; 33% of the GCSE assessment
All three papers will have a mix of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a pupil progresses through the paper.
Year 7
Autumn 1 | Autumn 2 |
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Why is mathematics a universal language? |
Why is zero neither negative nor positive? What does algebra look like in the real world? |
Place value Axioms and arrays (multiplication) Factors and multiples Order of operations (BIDMAS) |
Positive and negative numbers Expressions, equations and inequalities |
Spring 1 | Spring 2 |
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What are the key features of 2D geometry? | The Cartesian plane |
Angles Classifying 2D shapes Constructing triangles and quadrilaterals |
Coordinates Area of 2D shapes Transforming 2D figures |
Summer 1 | Summer 2 |
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Why were fractions introduced in mathematics? | How do we model proportional relationships? |
Prime factor decomposition Conceptualising and comparing fractions Manipulating and calculating with fractions |
Ratio Percentages |
Year 8
Autumn 1 | Autumn 2 |
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How can we use algebra to solve problems? |
How are 2D graphical representations used? |
Sequences Forming and solving equations Forming and solving inequalities |
Linear graphs Accuracy and estimation |
Spring 1 | Spring 2 |
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How are ratio and proportion relevant in everyday life? |
How do we interpret observations? |
Ratio Real life graphs and rate of change Direct and inverse proportion |
Univariate data Bivariate data |
Summer 1 | Summer 2 |
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What are the key features of 2D shapes? |
What are the key features of 3D shapes |
Angles in polygons Circles and composite shapes |
Volume and surface area of prisms Bearings |
Year 9
Autumn 1 | Autumn 2 |
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What are the key features of 3D shapes? | How do we quantify chance? |
Volume and surface area of prisms Fraction, decimal, percentage review |
Probability Sets, Venn and sample space diagrams |
Spring 1 | Spring 2 |
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How can algebra be used to find two unknown values? | How can position be defined? |
Solving simultaneous equations algebraically Solving simultaneous equations graphically Angles in polygons |
Bearings Construction and loci |
Summer 1 | Summer 2 |
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How do ratios apply to triangles? | What is a parabola? |
Pythagoras Ratio review Similarity and enlargement Surds and trigonometry |
Quadratic expressions Quadratic equations |
Year 10
Pupils build on learning from KS3 to further develop their fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Pupils will move freely between the different mathematical strands allowing them to select appropriate concepts, methods and techniques to apply to unfamiliar and nonroutine problems. Pupils will be encouraged to articulate their mathematical thinking and communicate their methods accurately both written and verbally.
Autumn 1 | Autumn 2 |
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How can we model global population growth? How much of architecture is mathematics? |
Is the quadratic the queen of all equations? Can a proof be beautiful? |
Exponential functions, compound and simple interest Constructions, plans and elevations, scale drawings and problems |
Solving quadratics using completing the square, factorisation, the quadratic formula and simultaneous equations Algebraic identities, proof construction, congruence, geometric proof |
Spring 1 | Spring 2 |
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Do we think in 2 or 3 dimensions? How is a vector similar to a journey? |
How did curiosity about the world lead us to trigonometry? |
Volume and surface area of curvilinear and more complex shapes Operations on vectors, resultant vectors, applied vectors |
Sine and cosine rules, applied trigonometry, 3D trigonometry, trigonometric graphs, exact values of trigonometric functions |
Summer 1 | Summer 2 |
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Is there a right way to investigate a hypothesis? |
What is the best algorithm for finding true love? What is the purpose of circle theorems? |
Sampling, scatter graphs, pie charts, frequency polygons, stem and leaf diagrams, cumulative frequency, box and whisker diagrams, histograms, grouped data averages, Venn diagrams, probability |
Exploration of various algorithms across number, algebra, and ratio and proportion Angles in an arc, quadrilaterals in circles, tangents to circles |