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Department Page – Mathematics



The department has seven full-time subject specialist Mathematics teachers, and one HLTA (Higher Level Teaching Assistant).  There are seven subject specific classrooms, with one designated classroom in the SEND hub.

The National Curriculum for mathematics aims to ensure that all students:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, to 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.

Curriculum Intent:

The Mathematics curriculum is reviewed, improved and developed every year reflecting evidence-informed research, best practice and the needs of the students. It is designed to deepen student`s understanding of core mathematical principles through a mastery approach; which focuses on the “why” of mathematics. The curriculum focuses on developing students in three strands of mathematical thinking – fluency, reasoning and problem solving. Students learn how mathematics underpins many real world applications, discovering that the key skills and processes learnt in the classroom are used in practical, everyday situations, jobs and their future careers e.g. problem-solving and data analysis.

Our curriculum is planned and sequenced so that new knowledge and skills build on what has been taught before. Opportunities for retrieval are frequent e.g. in starter activities, and interleaved knowledge is specifically identified, thus linking topics. Consistent methodologies for key topics ensure students progress through the curriculum with confidence. Students are challenged at all stages in their learning journey, and are well-prepared for their GCSE examinations.

Each Unit has a mini assessment, called a Check Up, approximately every 2-3 weeks; students will receive individual feedback to identify their strengths and any gaps in knowledge. ‘MAD’-time (Make-A-Difference) follows ensuring gaps in knowledge are filled before progressing with the learning journey.

The students’ mathematical learning journey is designed to motivate and inspire them through links to the bigger picture which could include, for example, careers, links with other subjects, cultural links, and the achievements of mathematicians from around the World. Students are challenged – to think hard, and to work independently. The MathsZone, on the school website, is an exciting new development and will provide students with enrichment opportunities, revision guidance and bigger picture information.

We aim for Philips students to be prepared for the next stage after leaving school, with a mathematical skill set that enables them to flourish in their chosen career path.


Key Stage 3 (Years 7-9)

  • Year 7 have 8 x 1-hour lessons every two weeks.
  • Years 8 and 9 have 7 x 1hour lessons every two weeks.
  • Year 7 begins with a knowledge check. It enables us to tailor lessons to students’ ability and identify gaps early.
  • White Rose Maths scheme of work, supported by the new 2nd Edition Pearson Edexcel KS3 textbooks, and various established websites.
  • Assessments – Unit checks every 2-3 weeks, KATs every term, and Summer Term examinations.


Year 7 Year 8 Year 9

Algebraic notations

Equality and equivalence
Integers and decimals

FDP equivalence

Problems with + and –

Problems with x and ÷

Fractions and percentages of amounts
Directed number

Fractional thinking, + and –
Constructing, measuring and using geometrical notation

Geometrical reasoning

Prime numbers and proof

Number sense

Sets and probability

Ratio and scales

Multiplicative change

Fractions x and ÷

Working in the Cartesian plane

Representing data

Tables and probability

Brackets, equations and inequalities



Fractions and percentages

Standard index form

Number sense

Angles in parallel lines and polygons

Area of trapezia and circles


The data handling cycle

Measures of location

Straight line graphs

Form and solve equations

Test conjectures

2D and 3D shapes



Using percentages

Maths and money

Geometry – deduction

Rotation and translation

Pythagoras’ theorem

Enlargement and similarity

Ratio and proportion


Algebraic representation


Key Stage 4 (Years 10-11)

  • 4 x 1-hour lessons per week.

White Rose Maths scheme of work, supported by the new 2nd Edition Pearson Edexcel GCSE textbooks, and various established websites (Note: current Y11 are following the Pearson SoW).

  • Students in Years 10 and 11 will sit the Pearson Edexcel GCSE examinations.
  • There are 3 x 90-minute papers: Paper 1 is non-calculator, Papers 2 and 3 are with-calculator.
  • By the time students are in Year 11 they will be guided to take exams at either the Foundation Tier (Grades 1-5), or Higher Tier (Grades 4-9).
  • Assessments – Unit checks every 2-3 weeks, KATs every term, Y10 Summer Term Examinations, Y11 College Predicted Grade Examinations, and Y11 GCSE Examinations.


 Year 10 Year 11
Congruence, similarity and enlargement


Equations and inequalities

Simultaneous equations

Angles and bearings



Ratio and fractions

Percentages and interest



Non-calculator methods

Types of number and sequences

Indices and roots

Manipulate expressions


Non-linear graphs

Using graphs

Expanding and factorising

Changing the subject


Multiplicative reasoning

Geometric reasoning

Algebraic reasoning

Transforming and constructing

Listing and describing

Show that…

Revision and examination preparation


If you would like more information about our subject, or your child’s work in Mathematics, please contact the Head of Department: Mrs J. Rothwell.

Updated for September 2023.


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