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Click below for relevent information from our Mathematics Department:

KS3 - KS4

Mathematics   Contact: Mrs S Baxter

Key Stage 3:

Purpose of study


Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history's most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.


Pupils are encouraged to have a positive attitude whilst in the maths department which builds confidence resulting in exceptional outcomes. Perseverance is key. Pupils enjoy maths by being given choice in their learning, by becoming creative, showing off each other's work whilst having fun. Pupils are encouraged to work both independently which together promotes self-esteem and mutual respect. Pupils should be inspired when coming in to the maths department.



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 the ability to recall and apply 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.




> By the end of key stage 3, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.


  • > All pupils will follow a personalised learning journey that is individual to them.


  • > Pupils are assessed on whether they are emerging, developing, secure or mastered the learning journey they are following. This will be carried out throughout the year by via classwork, class participation, homework and regular formal assessments.



Through the mathematics content, pupils will be taught to:


Develop fluency

    > Consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the number system and place value to include decimals, fractions, powers and roots
  • > Select and use appropriate calculation strategies to solve increasingly complex problems
  • > Use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships
  • > Substitute values in expressions, rearrange and simplify expressions, and solve equations
  • > Move freely between different numerical, algebraic, graphical and diagrammatic representations [for example, equivalent fractions, fractions and decimals, and equations and graphs]
  • > Develop algebraic and graphical fluency, including understanding linear and simple quadratic functions
  • > Use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics.


Reason mathematically

  • > Extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations
  • > Extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically
  • > Identify variables and express relations between variables algebraically and graphically
  • > Make and test conjectures about patterns and relationships; look for proofs or counter-examples
  • > Begin to reason deductively in geometry, number and algebra, including using geometrical constructions
  • > Interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning
  • > Explore what can and cannot be inferred in statistical and probabilistic settings, and begin to express their arguments formally.


Solve problems

  • > Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems
  • > Develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics
  • > Begin to model situations mathematically and express the results using a range of formal mathematical representations
  • > Select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems.



Course content: Year 7 and 8 will both study the following.


Year 7: Aim to become secure or mastered in the foundations of the content.


Year 8: Aim to become secure or mastered in extending their previous knowledge at a higher level in order to answer more complex and higher level problem solving questions.


Autumn 1:

  • > Numbers and the number system
  • > Properties of shape
  • > Equations, formulae, identities and expressions 


Autumn 2

  • > Calculating
  • > Area, perimeter and volume           
  • > Presenting and interpreting data
  • > Assessing risk                                                                                    


Spring 1:

  • > Visualizing and Construction
  • > Proportional reasoning                                                                                 
  • > Calculating   
  • > Sequences                                             


Spring 2:

  • > Exploring fractions, decimals and percentages
  • > Measuring Data    
  • > Angles      


Summer 1:

  • > Equations, formulae, identities and expressions
  • > Transformations and coordinates   
  • > Functions and graphs                                                                             


Summer 2:

  • > Calculating with fractions, decimals and percentages
  • > Measuring space  
  • > Simultaneous Equations                                                                            
  • > Pythagoras' Theorem