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Maths is one of the most widely used subjects in the world and as such we, as a team, have designed a curriculum to support students in developing their mathematical skills for life after school. We have a wide curriculum that aims to show the amazing uses of maths in the world. With trips to the NEC in Birmingham showcasing maths uses in the real world, to working on day to day uses of finance students get a chance to experience the wonder of maths whilst seeing its day to day uses.

Our aim is for this to run across a five curriculum to inspire students to continue maths education beyond GCSE. Year on year we aim to improve our results whilst not moving from the fact that students will need to understand maths in all aspects of their life and giving them the best rounded view of maths is the only way they can be successful later in life.

Along with the focus in maths specifically students are exposed to numeracy across all subjects and throughout their school day. With the use of the numeracy challenge in form time and close collaboration with other departments we have been able to ensure students get the most out of their maths skills no matter which lessons they are in.


To do this we have a 5-year map of our curriculum that involves breaking down the curriculum into 6 main strands – algebra, number, geometry and shape, ratio and proportion, probability and statistics. Year on year we build students skills within each of these strands exposing them to more and more complex ideas.

Under our new curriculum we focus on small sections of each strand and give students objectives that we aim to complete as we progress through the topic. These are not set in stone and are regularly reviewed as we go so that no student is left behind.

With this we will have students feeling more and more confident when applying maths skills across the school as well as when they leave us at the end of year 11. We aim to give students the knowledge and skills to move on from school with positivity and confidence in maths.


This is a mastery style curriculum as we have been working as a team over the last 2 years on mastery teaching in maths. With my qualification as a mastery specialist I have been upskilling the department with mastery teaching and this will continue to be an ongoing process especially with 2 new members of staff. Therefore, we have changed the curriculum to allow students more time to fully understand each strand of maths.

With the new GCSE there are a large number of questions in context so we have attempted to develop our teaching and teaching resources to support this. Although this is an ongoing process we do feel more confident than at any point before.