Mathematics

“The beginning of wisdom is this: Get wisdom. Though it cost all you have, get understanding.”

Proverbs 4:7

Any fool can know. The point is to understand” – Albert Einstein

Powerful knowledge

The aim of the Mathematics department at The Catholic High School is to mould young people into logical thinkers, able problem solvers and lifelong mathematicians as a product of stimulating and reflective teaching.
Our team of enthusiastic Mathematics specialists strive to promote interest, curiosity and enjoyment in the learning of Mathematics by providing a supportive yet challenging environment, where pupils believe they can achieve. And do.
We seek to help young people develop life skills, through reasoning and also helping them to become fluent in the universal language of numbers that they can use throughout their lives. Arithmetic, Algebra, Data, Measurement and Proportion are the areas that all mathematics skills will be embedded within.

Curriculum Intent

The Mathematics curriculum at The Catholic High School has been designed and adapted to encourage progressive and challenging learning with a heightened focus on depth of understanding and problem-solving opportunities using mastery. With four separate pathways to GCSE, pupils move through the Mathematics curriculum at a challenging, yet appropriate level. Pupils are given the opportunity to, not only develop their GCSE knowledge, but develop and foster enjoyment and curiosity in the subject.
At regular intervals, assessments will be used, linked to each pathway and stage of the curriculum, which will be used to assess our pupils’ understanding of their learning. It is vital that pupils continue to recall and revise their prior learning as the concepts gradually build, becoming more challenging as they progress. Each progress test will be cumulative and encompass skills from their previous year’s criteria. The aim of this approach is to maintain confidence in their skills and encourage heightened curiosity as we interleave new topics. Various revision strategies will be introduced to pupils throughout the course.
Homework is set on a weekly basis using Sparx Maths which is personally tailored for each student driven by that year groups scheme of learning. The practice is challenging, to ensure students need to think and, crucially, achievable so that students can be successful. Years 12 and 13 also have regular homework using past A Level questions which are marked and graded giving students a clear understanding of what grade they are working at.
Year 7 and 8 are taught in mixed ability groups and set from year 9 onwards. Our scheme of work has been written using a mastery approach and encourages independent thought and discussion. Later topics rely on prior subject knowledge. We describe this as a spiralling curriculum. Topics are re-visited and extended at each opportunity. At Key Stage 5, we have carefully planned our order of teaching to ensure pupils have the prior knowledge that they need before starting a new topic.
In Maths, as in English, we strive for our pupils to enjoy and engage in our subject, developing a life-long love of learning.
In Year 11, English and Maths have a co-ordinated approach to mock examinations and following these examinations a target cohort is identified of those students who need intervention to achieve a Grade 4+ in both English and Maths.
Every lesson (KS3-5) begins with a retrieval task that have been designed to allow students to recall, practise and embed knowledge of previous topics. Tasks will often incorporate prior learning skills that complement current topics.

KS3

At Key Stage 3, we address the compulsory curriculum requirements in number, algebra, ratio & proportion, geometry & measure, probability and statistics. We recognise that pupils arrive from a wide range of primary schools, so there is some revisiting of KS2 topics for some which is soon expanded and developed into new and more challenging work. The KS3 curriculum is designed to prepare students for KS4 ensuring the fundamentals are in place and therefore not having to be taught again but rather revisited, developed and extended at KS4. Pupils are taught with a mastery approach, teaching for understanding, rather than an algorithm. Teachers are keen to highlight real world issues, such as statistics analysis and financial problems which will allow pupils to use a variety of mathematical techniques to solve problems together, as well as linking their maths skills to other subjects, whilst also embedding and understanding the relevance of Catholic Social teaching.

KS4

Our main focus is to develop a love of learning, an enjoyment of Mathematics and give pupils the opportunity to become well rounded mathematicians. Whilst preparing them for external examinations that take place at the end of KS4.

Pupils will follow two main pathways:

A 2-year higher GCSE scheme, developed by OCR, which is tailored to the needs of our pupils.
A 2-year foundation GCSE scheme. Students are assessed at regular intervals and will always be given the opportunity to move to the higher scheme if appropriate to allow progress and access to higher grades.
Students requiring additional support with foundational mathematical concepts will follow an Entry Level curriculum during the first two terms of Year 10. At the end of this period, they will sit the Pearson Edexcel Entry Level Mathematics qualification. This pathway provides the time and structure necessary to build confidence and secure understanding before progressing to the OCR GCSE Foundation course

KS5

The A Level qualification follows the Level 3 Edexcel course in Mathematics. Pupils follow a two-year (assessed solely at the end of Year 2) course in Pure Mathematics and Statistics & Mechanics. Teachers are strategically placed for subject areas to give pupils the best possible opportunities for success.

Pupils are encouraged to learn independently, working through past papers and further online revision and extensions. They are directed through topic signposts of independent work they could do.

Pupils can also select to do Further Mathematics A Level in addition to their Maths A-Level. This is delivered in line with our A-Level curriculum to ensure relevant A-Level Maths content has been covered in order to access the Further Maths course.

Catholic Social Teaching

While mathematics is often seen as neutral or abstract, its teaching and application can reflect and support key principles of Catholic Social Teaching when done with intention.

Dignity of a person

Ensure all students have access to high-quality Maths education, regardless of background.
Avoid labelling students as “good” or “bad” at Maths; instead, recognisse diverse learning styles and potential.
Foster a classroom culture that respects and values each student’s contributions and abilities

Common good

Teach Maths not just for individual achievement but for collective benefit.
Use real-world examples that show how Maths can solve community problems (e.g., public health statistics, economic justice).
Encourage collaborative problem-solving and group projects.

Solidarity

Include global contexts in teaching Maths—such as analysing data on global poverty, climate change, or migration.
Use mathematics as a tool for understanding and advocating for social justice.
Support students who struggle with Maths through peer tutoring or inclusive instruction.

Favourable option for the poor and vulnerable

Address educational inequalities by prioritising support for students from underprivileged backgrounds.
Use data literacy to raise awareness about disparities in wealth, education, or health.
Choose teaching resources that are accessible to all, including those with SEND needs.

Dignity of work and participation

Teach students about the ethical use of data, statistics, and algorithms.
Encourage critical thinking about how Maths is used in decision-making (e.g., in elections, resource distribution).
Highlight the importance of numeracy in civic participation.

Care for creation

Use environmental data in lessons—such as calculating carbon footprints, modelling pollution trends, or evaluating renewable energy efficiency.
Promote awareness of how Maths can help monitor and address ecological issues.

Peace

A peace-centred classroom values cooperation over competition.
Group problem-solving, peer teaching, and collaborative projects teach students to work together, listen, and value different perspectives—skills essential for peaceful relationships.

A Curriculum for all

The Mathematics department strongly supports pupils with SEND. We work closely with our subject specialist TAs to ensure they can give targeted intervention. The team implement strategic seating plans, provide specialist printed materials, introduce key word banks, differentiated materials and use concrete real-life example to reinforce concepts. Similarly, the department support PP and disadvantaged students. Ensuring they have the equipment they need for lessons and exams and providing them with revision materials and workbooks that they can use to support independent learning.

The Mathematics Department is committed to fostering a diverse, inclusive, and equitable environment where all students and staff feel valued, respected, and empowered to succeed. We recognise that pupils thrive when a wide range of perspectives, experiences, and identities are represented and celebrated.

Cross Curricular Integration

Science, PE and Geography – Drawing line graphs, pictograms, pie charts, basic algebra, probability, standard form and prefix of units are covered fairly early in the scheme to allow pupils to access these skills in other subjects.

Physics – A Level Physics is very similar to A Level Mechanics. Pupils are able to access their theoretical Mathematical knowledge to help on their more practical Physics questions.

Business Studies – Consistent delivery of calculating percentages.

Developing Literacy

The Mathematics Department is committed to developing literacy within the subject. Tier 3 vocabulary is systematically embedded into topic introductions, with each key term accompanied by its phonetic breakdown to support pronunciation and understanding. In lessons, key terminology and definitions are explicitly taught, with a focus on the etymology of Tier 3 words and connections made to their usage in other contexts. As mathematical reasoning relies on clear and precise communication, students are supported in constructing well-written responses. This is achieved through teacher modelling and the use of sentence stems for those who require additional guidance. Developing students’ ability to read and interpret worded maths questions is essential for building both conceptual understanding and confidence. We teach students to break questions into manageable steps, identify key vocabulary, and rephrase the problem in their own words—encouraging them to relate to the context or scenario presented.

Digital literacy

Digital literacy in mathematics involves the ability to effectively use digital tools, technologies, and resources to explore, analyse, and communicate mathematical ideas. It empowers students to engage with real-world data, enhance problem-solving skills, and develop critical thinking through dynamic and interactive mathematical experiences. As a department we are striving to build in more opportunities for students to develop their digital literacy by incorporating technologies that enhance mathematical understanding. Desmos is already well embedded as a graphical tool in particular at A-Level.

Transition Learning Opportunities

KS2 to 3

The Mathematics department is actively involved in the annual Year 5 Day, during which over 300 primary pupils visit the school. As part of a subject carousel, we deliver interactive and engaging maths sessions designed to spark enthusiasm and build early connections with the subject. Mathematics also plays a central role in the school’s Summer School programme, helping incoming Year 7 students become familiar with both the school environment and mathematical learning. To further support a smooth transition from Key Stage 2, the Year 7 curriculum incorporates planned retrieval activities that build on and consolidate prior knowledge.

KS3 to 4

The use of Sparx Maths has been instrumental in developing students’ independence for revision.

KS4 to 5

Year 11 students are invited to a transition day during which they experience a short Maths lesson, learning about content they wouldn’t have seen before at GCSE. This session allows students the opportunity to ask questions about any concerns whilst being provided with information about the course and expectations of the work required.

KS4 to 5 transition materials are provided for students to help them prepare over the summer for starting the course in September.

To aid the transition between year 12 and 13, materials are provided for students to help them consolidate the year 12 content and prepare them for the start of year 13.

Careers and PSHE Links

Mathematics plays a crucial role in a wide range of careers, from engineering and finance to technology and healthcare, highlighting the importance of developing strong numeracy skills. We make links to different careers throughout the mathematics curriculum as often as we can. This is a useful website that allows students to see how different topics are used in a variety of careers. Maths, Why Bother? | MYPATH Careers Resources

Through PSHE, students can explore how mathematical knowledge supports everyday decision-making, financial literacy, and problem-solving in real-life contexts, such as budgeting, managing personal finances, and understanding statistics related to health and society.