Mathematics

Subject:  Mathematics

CURRICULUM INTENT

   

As a Church of England school, our intent for mathematics is grounded in the belief that every child is uniquely created in the image of God and called to flourish. Our Christian vision shapes everything we do: we nurture pupils so they grow in wisdom, encourage them to act with compassion, and inspire them to use their gifts in service of others. Mathematics is taught as a way of exploring the order, beauty and creativity of God’s world, helping pupils to recognise that learning is both a joy and a responsibility.

Our curriculum is highly ambitious for all learners. It is carefully sequenced so that knowledge builds cumulatively and securely over time, enabling pupils to develop deep conceptual understanding, fluency and reasoning. Lessons are designed so that every child can access rich, challenging content, with support and stretch embedded to ensure that no learner is left behind. Through this, pupils learn perseverance, courage and curiosity—traits that reflect our Christian ethos and prepare them to contribute positively to their community.

Formative feedback is central to our approach. Teachers use ongoing assessment, questioning and dialogue to identify misconceptions, deepen understanding and guide pupils towards greater accuracy and independence. Pupils learn to respond to feedback with humility, resilience and reflection, recognising it as an opportunity for growth and transformation. This mirrors our school motto of Faith, Nurture and Service: pupils grow in faith as they trust in their ability to improve, they are nurtured through supportive guidance, and they learn to serve others by collaborating, sharing ideas and supporting their peers.

Our pedagogy is grounded in well-established research, including the science of learning. We draw on evidence about memory, cognitive load and metacognition to design teaching that helps pupils embed knowledge deeply and apply it flexibly. Through this blend of faith, nurture, service and scholarship, we aim to develop young people who not only achieve highly in mathematics but also grow in character—living out Faith, Nurture and Service daily as they use their skills to understand and shape God’s world.

Implementation

Teaching reflects our Christian commitment to nurture, dignity and service. Classrooms are places where pupils feel safe to take risks, ask questions and grow in confidence. Lessons begin from the belief that all pupils are capable of achieving highly, and that mathematical understanding develops through carefully structured experiences.

Learning is sequenced with precision so that concepts build cumulatively. Each unit connects to prior knowledge, enabling pupils to deepen understanding and make secure links across the curriculum.

Teaching draws on research-informed practice, including the science of learning. Retrieval practice, spaced learning, explicit instruction and guided practice are woven into lessons to strengthen long-term memory. Cognitive load is managed through clear explanations and worked examples. Pupils are taught to reason mathematically, articulate their thinking and reflect on their learning, developing metacognitive habits that support independence.

Formative assessment is used responsively throughout lessons. Teachers adapt teaching in the moment, address misconceptions swiftly and provide feedback that moves learning forward. Targeted support and challenge ensure that every learner—regardless of starting point—can flourish. Opportunities for collaborative problem-solving and real-life application help pupils use mathematics in service of others and the wider community.

Impact

The impact of our curriculum is seen in pupils who are confident, resilient and reflective mathematicians. They develop secure and connected knowledge that enables them to reason, solve problems and apply their understanding with accuracy and creativity. Pupils demonstrate deep conceptual understanding, strong procedural fluency and the ability to explain their thinking clearly.

Because teaching is grounded in the science of learning, pupils retain key knowledge over time and can draw on it flexibly in new situations. They show perseverance when faced with challenge, approaching problems with curiosity and courage—qualities rooted in our Christian vision of hope and growth.

Assessment information shows that pupils make strong progress from their starting points, and that gaps are identified and addressed quickly. High expectations for all ensure that attainment is ambitious and inclusive, with every child supported to flourish.

Beyond academic outcomes, pupils recognise the beauty, order and purpose within mathematics, seeing it as a way of understanding God’s world. They use their mathematical skills to collaborate, think critically and contribute positively to their community. By the time they leave our school, pupils are well-prepared for the next stage of their education and equipped with the confidence, compassion and character to live out Faith, Nurture and Service in all they do.

 

IMPLEMENTATION

The content and principles underpinning our Mathematics curriculum here at Archbishop Temple Church of England High School focus primarily on the teaching of our pupils, which is underpinned by methodical curriculum design and supported by carefully-crafted lessons and resources to foster deep conceptual and procedural knowledge.

 

Programmes of Study

Year 7

In Year 7, students are taught the fundamental principles which will enable them develop their mathematics over the next five years. All pupils follow the same rigorous Scheme of Work which develops topics previously taught at KS2. Pupils are introduced not only to procedural content, but also to the world of problem-solving. By the end of the year, all pupils should be familiar and fluent with basic algebraic techniques and proportion, fractions, decimals, factors and coordinate geometry.

Year 8

The Year 8 Programme of Study introduces pupils to the use of formula (both creating and using them) in order to develop problem-solving techniques. Essentially, basic skills from Year 7 are built upon in the first half the scheme of work. These algebraic skills are expanded upon and pupils develop skills in solving complex equations and number patterns. As the scheme develops, pupils are introduced to more Geometry; this involves both area and angular measurements of shapes (often this is entirely new to pupils) but requires skills taught previously in Year 7. Towards the end of the year further statistics and the world of data analysis is introduced to pupils. This area is fundamental in showing pupils the relevance of everyday data and how it can be interpreted and used to influence predictions and trends.  

Year 9

As we approach the end of Key Stage 3, pupils’ skills are further tested and developed. Many new topics are taught at this stage, enabling pupils to develop them at Key Stage 4. The year begins with number work. Here, pupils are shown how to manipulate Indices and Surds and then apply them in the shape-based modules which follow. The often scary world of Trigonometry is opened up to pupils and, for the first time, the use of a calculator is explored.  Further problem-solving techniques are looked at, introducing Simultaneous Equations coupled with developing linear graphs (seen in Year 7) which brings a whole host of topics together. As the course nears its end, pupils extend their knowledge of Statistical Analysis and how this plays a huge part in life outside the classroom setting.   

Year 10 & Year 11

At the start of the course in Year 10, pupils follow our own GCSE courses which suits their individual needs. The four strands of mathematics: Number, Algebra, Geometry and Data Handling are all covered in depth in order to further enhance a pupil’s ability to problem solve and to master skills within the subject. The course allows pupils to gain confidence within the subject and develop their understanding so as to allow them to reach their own potential. This culminates in an intensive revision programme which begins at the start of the Spring Term in Year 11. 

 

IMPACT

The impact of our Mathematics curriculum is that children understand the relevance of what they are learning in relation to real world concepts.

High-quality assessments at the end of each term, allow pupils in our care to demonstrate their growing understanding of the subject, whilst also allowing teachers to assess the impact of their teaching; these assessments are taken at the end of each unit.  In addition, teachers focus on formative assessment lesson by lesson.

Our formative assessments are designed to support students in achieving fluency in each topic. This means that in lessons pupils are quizzed on prior knowledge in order to embed these skills in their long-term memory. Our teachers explicitly teach the meaning of subject-specific language and we expect lessons to contain challenging and purposeful material.

Every child has an equal right to an interesting and challenging curriculum. By teaching this curriculum well and developing effective habits in our pupils we bring out the best in everyone.

Marking and Assessment

Refer to ARR policy (Firefly)

Formal assessments will take place at the end of each term throughout the Scheme of Work of which staff will provide feedback and guidance as to how to improve. There will be regular monitoring of students’ work during lessons, the vast majority of this will be verbal feedback to guide students in class, so as to have the maximum impact upon their learning. We make the most of the opportunity for peer and self-evaluation throughout each lesson. Home learning is marked and delivered through the Sparx home learning package which is monitored weekly.

Examinations

Edexcel GCSE Mathematics (1MA0H/F)

Students will take three end-of-course examinations at the end of Year 11. This comprises of one Non-Calculator and two Calculator examination papers (each 1hr. 30 mins. duration).

 

Careers and Progression

Upon leaving Archbishop Temple, a good mathematics qualification can open up so many career opportunities. It’s not surprising that mathematics was one of the most popular A-level choices for our pupils leaving this summer. 

Mathematics is one of the best subjects to develop your analytical, research and problem-solving skills. Not only will studying mathematics help give you the knowledge to tackle scientific, mechanical, coding and abstract problems, it will also help you develop logic to tackle everyday issues like planning projects, managing budgets and even debating effectively.

A spokesperson for the Institute of Mathematics and its Applications says: "A-level maths is tremendously important. It provides a firm foundation for all scientific, technical, engineering and mathematical careers and a flying start for many other types of career, such as those in finance, medicine, agriculture … etc. The list is endless!"

Maths A-level is essential for degrees in physics, engineering, actuarial science, economics and, of course, maths, although you may need to study a further maths course as well to do this.

Maths is recommended, or sometimes required, for: computer science, accounting, chemistry, biology and life sciences, medicine/nursing, dentistry, business studies, management studies, finance, architecture, geology, psychology, surveying and even philosophy.