Mathematics
Intent
The Mathematics curriculum at The King’s (The Cathedral) School has been designed to enable all pupils to achieve their full potential in all aspects of their mathematical learning. It also provides a foundation for students to understand the world, reason mathematically, appreciate the beauty and power of mathematics, and develop a sense of enjoyment and curiosity about the subject. Our aim is to not only to help our students develop the essential numeracy skills that will allow them to access maths in the real world but prepare them to face the challenges of the 21st century and help them develop a deeper appreciation of how mathematics is used in technology, engineering, science and in most types of employment.
Within the curriculum there are opportunities to present and demonstrate the importance and usefulness of Mathematics in the World and our society, therefore contributing to their cultural capital. Our ambitious curriculum has been designed around the National Curriculum but goes deeper to help explain why, to give a deeper understanding and develop a passion for mathematics.
Implementation
Mathematics Curriculum Overview
Our Mathematics curriculum is designed as a spiral curriculum with each year developing another layer of mathematical understanding and knowledge which builds on previous work, with concepts being interwoven throughout each year and the whole Year 7-13 course. There are several opportunities to revisit and revise core concepts throughout the course and lessons are planned to include activities where knowledge and skills are consolidated, scaffolded, and modelled, to foster further learning, challenge misconceptions and to encourage retention. Students are assessed using a mixture of formative and summative methods throughout Key Stages 3 to 5. This is undertaken through a range of methods including questioning, peer and self-assessment, homework and termly assessments, as well as exams at the end of each academic year.
Students are loosely set in Key Stage 3; this has allowed us to have three levels within the curriculum to help develop the understanding of all learners regardless of ability. Each level has extension opportunities, thus giving all learners the chance to see all aspects covered maximising progress for all. Topics are in small sections and ordered so that each strand of maths can be followed through from one to another, so that student can make the links between other topics not only in mathematics, but also within other areas of the curriculum and the wider world. The Key Stage 3 curriculum helps to prepare all learners for the challenges of GCSE, with exposure to a variety of topics that build in difficulty. These may change from time to time, depending on term lengths and/or the strengths and weaknesses of a cohort.
Assessment within mathematics is used to test knowledge. This is done via observation of work, questioning (whole class and individual students) and homework. In mathematics a mix of formative and summative assessment opportunities have been built into the scheme of work to ensure that we are checking understanding and ensuring students have the correct skills to progress. Homework in Key Stage 3 is completed fortnightly and is used to consolidate learning. In Key Stage 4 homework not only consolidates learning it also revisits previous learning and is mainly made up of examination questions. Homework in key stage five is set at the end of every unit and is made up of examination questions.
There are termly assessments in all key stages, that not only assess new content but also review topics that have been previously covered during the current academic year, the aim of this is to encourage students to commit topics to their long-term memory. This also supports the departments work on retrieval which is used as starter activities. Key Stage 3 and Foundation GSCE groups in Year 10 complete Numeracy Ninjas once a fortnight to help with their recall of multiplication tables and numeracy skills. To help identify key information in Key Stage 3 students are encouraged to highlight their notes to make them easy to find amongst their classwork and homework. Key Stage 4 students have two exercise books, one for their notes and the other for classwork and homework; this is to aid revision as notes are easy to access. In Key Stage 5 students have 3 exercise books for their notes, a separate one for each pure, statistics and mechanics content, all their classwork and homework are completed on paper and stored in a folder.
The mathematics department runs 4 Maths Hubs which are key stage specific where students can get extra support on past or current topics. There is also an open-door policy within the department so that students who need help can see any member of the team with smaller issues.
Impact
GCSE Maths
Subject | Year | Grades | TOTALS | |||||||||
9 | 8 | 7 | 6 | 5 | 4 | 3 | 2 | 1 | 9-4 | 9-5 | ||
Maths | 2023 | 18 | 28 | 16 | 30 | 29 | 24 | 4 | 0 | 1 | 97% | 81% |
Maths | 2024 | 21 | 19 | 27 | 33 | 31 | 26 | 17 | 2 | 1 | 89% | 74% |
Maths | 2025 | 18 | 23 | 28 | 28 | 16 | 21 | 9 | 2 | 1 | 92% | 77% |
A-Level Maths
Subject | Year | Grades | TOTALS | ||||||||
A* | A | B | C | D | E | U | Entries | A*-B | A*-E | ||
Maths | 2023 | 8 | 23 | 22 | 8 | 5 | 2 | 0 | 100% | 78% | 78% |
Maths | 2024 | 3 | 21 | 16 | 6 | 10 | 1 | 0 | 100% | 70% | 75% |
Maths | 2025 | 3 | 21 | 17 | 19 | 4 | 1 | 0 | 100% | 63% | 88% |
From these results you can see the number of students studying A-Level has slightly increased.
Further A-Level Maths
Subject | Year | Grades | TOTALS | ||||||||
A* | A | B | C | D | E | U | Entries | A*-B | A*-E | ||
Further Maths | 2023 | 1 | 2 | 2 | 0 | 0 | 0 | 0 | 100% | 100% | 100% |
Further Maths | 2024 | 8 | 3 | 3 | 1 | 0 | 0 | 0 | 100% | 93% | 100% |
Further Maths | 2025 | 8 | 5 | 2 | 3 | 0 | 0 | 0 | 100% | 83% | 100% |
From these results you can see that a pleasing number of students went onto study maths related degrees. The other students have either taken a GAP year or are studying law or history. Three students have gone onto study at Oxford or Cambridge.
We successfully ran the Junior, Intermediate and Senior Maths Challenges with several students going through to the next rounds. We also ran the Primary Team Challenge in July with 14 local schools bringing teams.
Department Staff
Mrs M Smith (MAS): Head of Mathematics Department
Mr G Austin (GJA): Second in Department
Mrs S Johnson (SKJ): Teacher of Mathematics
Mrs P Chopra (PC): Teacher of Mathematics
Mrs N Collins (NAC): Teacher of Mathematics
Mrs L Phillips (LMP): Teacher of Mathematics
Mrs A Svoboda (AES): Teacher of Mathematics
Dr R Windsor (RCW): Teacher of Mathematics
Mr C Goodwin (CJG): Teacher of Mathematics
Miss C Warnes (CNW): Apprentice Teacher of Mathematics