See the latest news from the Maths Department here.

Keystage 3

The new national curriculum for mathematics aims to ensure that all pupils:
 •       Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual       understanding and are able to recall and apply their knowledge rapidly and accurately.
 •       Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
 •       Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.


GCSE Maths has changed and getting more demanding for everyone:

  • The volume of subject content has increased.
  • The demand of that content is increasing too, with harder topics being introduced. This is true for both your Foundation Tier students and Higher Tier students.
  • The total time for the examinations is increasing, from 3 ½ hours to 4 ½ hours. All exams will be sat at the end of the course.
  • There are fewer marks at the lower grades and more marks at the higher grades at both Foundation Tier and Higher Tier.
  • A new grading structure has been introduced, from grade 9 to 1, to replace the familiar A* to G grading scale.
  • In the assessments there’s a greater emphasis on problem solving and mathematical reasoning, with more marks now being allocated to these higher-order skills.
  • Students will be required to memorise formulae – fewer formulae will be provided in examinations.

Together these changes are designed to help students emerge from GCSE Maths with a level of confidence and fluency that will provide a genuine foundation for the rest of their learning and working lives.

Sixth Form

A level Maths aims and objectives are:

  • Understand mathematics and mathematical processes in a way that promotes confidence, fosters enjoyment and provides a strong foundation for progress to further study
  • Extend their range of mathematical skills and techniques
  • Understand coherence and progression in mathematics and how different areas of mathematics are connected
  • Apply mathematics in other fields of study and be aware of the relevance of mathematics to the world of work and to situations in society in general
  • Use their mathematical knowledge to make logical and reasoned decisions in solving problems both within pure mathematics and in a variety of contexts, and communicate the mathematical rationale for these decisions clearly
  • Reason logically and recognise incorrect reasoning
  • Generalise mathematically
  • Construct mathematical proofs
  • Use their mathematical skills and techniques to solve challenging problems that require them to decide on the solution strategy
  • Recognise when mathematics can be used to analyse and solve a problem in context
  • Represent situations mathematically and understand the relationship between problems in context and mathematical models that may be applied to solve them
  • Draw diagrams and sketch graphs to help explore mathematical situations and interpret solutions
  • Make deductions and inferences and draw conclusions by using mathematical reasoning
  • Interpret solutions and communicate their interpretation effectively in the context of the problem
  • Read and comprehend mathematical arguments, including justifications of methods and formulae, and communicate their understanding
  • Read and comprehend articles concerning applications of mathematics and communicate their understanding
  • Use technology such as calculators and computers effectively and recognise when their use may be inappropriate
  • Take increasing responsibility for their own learning and the evaluation of their own mathematical development.