Mathematics invites students to engage in numeric problem solving developing their confidence in numeracy and thinking skills through working together.


Key Stage 3 – 4 x 1hr per week

Key Stage 4 – 4 x 1hr per week

Numeracy and form time intervention sessions as required in KS3 and KS4.


After school Mathematics sessions for Year 11 are available one day a week after school (3.00 - 4.00pm)

Pre GCSE revision sessions are held in the run up to GCSE examinations.


Key Stage 3 Overview and Key Topics


The ‘Pearson 1-9 Progression’ scheme of work is followed with students placed in classes according to ability across the key stage. There are three different schemes of work in place to support the entire ability range and to match the class structure. Each scheme has ten modules of work over the academic year.

In each year group all Mathematics classes are taught at the same time. This allows the schemes of work to be fully integrated and for students to move classes during the academic year according to their progress and ability.


Students are assessed after completion of modules. Assessments cover either a single or double module as required. All year groups will complete an End of Year Assessment.

Assessments are approximately every half term but are front loaded to the beginning of the academic year where possible in order to identify a pattern of progress and attainment for each student as early as possible in the year.

Students will evaluate their assessment performance using a ‘what went well’, ‘even better if’ and ‘to improve I will’, style of analysis with the aim of promoting self-improvement through reflection.


Marking and Feedback

Instant feedback is promoted within the Faculty and within the Faculty marking policy. A coded marking system is used to improve efficiency and provide more students with instant feedback during lesson time. All work completed by students during lessons is reviewed during the lesson. Students evaluate their work based on teacher feedback and their marking.

Attainment and Progress

Attainment is measured using a ‘GCSE Path’ indicator based on the 9-1 grading. Assessment performance is awarded a ‘path’ mark which aims to forecast a GCSE outcome. This applies to all year groups in KS3.


Key Stage 4



The Mathematics examination comprises three papers. There are two calculator papers and one non-calculator paper. The final award is graded 9 – 1, with Grade 9 being the highest award. The two year course is examined at the end of year 11.

Higher tier:                 Grade 9 to grade 4

Foundation tier:          Grade 5 to grade 1

GCSE Further Mathematics is also offered (as an additional GCSE) for the more able students. As well as providing additional challenge this qualification is designed to prepare students for the start of their A-level qualification.

As in KS3 all Mathematics classes are taught at the same time within each year group thereby allowing students to move groups during the academic year according to progress and ability.

The final tier of assessment for each student is usually decided by the end of year 10. However, should a change of tier be considered necessary in year this can also be accommodated.


Students are assessed at the end of each teaching module (usually around 4 weeks). The assessments are made up of past examination questions and a ‘working at’ GCSE grade is provided as a measure of attainment. These grades are combined as the course progresses to provide an overall prediction of the likely final GCSE award. The process of self-evaluation through reflection is continued in KS4.

Mock GCSE examinations are held under simulated conditions during year 10 and year 11. These provide students with ample opportunity to focus on and improve their approach and preparation in readiness for the final GCSE examination. Full and prompt feedback is provided to all students from the mock examinations allowing them to target weaker topic areas during final examination preparation.

Marking and Feedback

In addition to assessment feedback as detailed above, instant class feedback continues to be promoted in KS4 through the coded marking system. The aim of this being ‘instant feedback’; self-evaluation (and peer evaluation) of work with teacher guidance,

Attainment and Progress

Attainment and progress is measured with GCSE predicted grades generated from the course assessments and mock examination performance. Where attainment is not as expected (either higher or lower) students are able to quickly move group to suit their ability.


During KS4 numeracy classes are timetabled in addition to the four hours weekly guided learning hours. These sessions are designed to boost numeracy skills and thereby improve confidence and performance of students in the final examination.

GCSE Further Mathematics

This award comprises two papers (one calculator and one non-calculator) and is awarded grade 9-1 in line with other qualifications. Additional topics include calculus, matrices, trigonometrical identities and solving polynomials.

Other Resources

All students have access to Mathswatch, an excellent on line resource. A preview of this can be found at

This resource provides short interactive clips covering each topic area of the syllabus. The resource also includes structured revision programmes to help students prepare for final GCSE examinations and is therefore an excellent resource throughout both KS3 and KS4.


Mr M Bevilacqua - Director of Mathematics

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