Mathematics

  “Without mathematics, there’s nothing you can do. Everything around you is mathematics. Everything around you is numbers.” shakuntala devi                            

Our vision for Maths at All Saints 

We believe our role at All Saints Academy is to produce outstanding Mathematicians.  This will not only produce students who can pass their GCSE Maths exam but will also instil a love of learning with an ambition to succeed. Through application of our core values of Teamwork, Growth and Excellence, students will strive to become fluent in the fundamentals of mathematics, with students working through problems that increase in complexity over time, developing their conceptual understanding of the subject. Students will develop the ability to recall and apply knowledge rapidly and accurately, learn how to follow lines of enquiry, conjecture relationships and generalisations and develop their ability to create justifications to problems using mathematical proof. Students will understand how to break down a sophisticated problem into a series of easier more manageable steps and that mathematics is not a standalone subject, but a subject where the knowledge they learn in their maths lessons will be applied in other subjects such as science, geography, computing, and many others. 

How we will achieve this

At All Saints Academy, students follow a carefully sequenced five‑year Mathematics journey that builds knowledge, fluency and confidence from Year 7 through to Year 11. The curriculum is designed as a continuous pathway, beginning with our Year 7 and Year 8 schemes of learning, before students progress onto one of our GCSE pathways: Foundation, Foundation Plus, or Higher. Each pathway is structured to ensure that students master key concepts at the right time and are fully prepared for success at GCSE and beyond.

Our approach is underpinned by the Concrete–Pictorial–Abstract (CPA) model, enabling students to develop deep conceptual understanding as they move from hand on methods, to visual representations, to formal mathematical techniques. This helps learners to reason mathematically, explain their thinking, and tackle increasingly complex problems. Techniques such as bar modelling and diagrammatic representations support students in understanding equations, proportional reasoning, algebraic manipulation and multi-step problems.

Students are initially placed into teaching groups using their Year 6 standardised scores provided by their primary schools. Progress is reviewed regularly at each data capture point, ensuring that every student is placed in the teaching group and GCSE pathway that best supports their learning and aspiration.

By the end of Year 11, every student will have followed a personalised yet coherent five year journey that equips them with strong mathematical foundations, the confidence to apply their skills, and the readiness to continue studying Mathematics beyond their time at All Saints Academy.

Please click the links below to open our learning journeys:

Year-7-Scheme-of-Learning.pdf

Year-8-Scheme-of-Learning.pdf
Maths-Pathway-Foundation.pdf

Maths-Pathway-Foundation-Plus.pdf

Maths-Pathway-Higher-Scheme-of-work.pdf

GCSE Course 

GCSE Maths (9-1) - J560 (from 2015) - OCR 

How we will assess Maths

Throughout the year the students will encounter several types of assessment. On a daily basis the class teacher will implement a number of different formative assessment strategies to help determine the level of understanding of each student. Listed below are some of the types of formative assessment we use in the mathematics department. 

Formative Assessments :

• Live marking of work by their teacher 
• Peer marking of work by another student 
• Independently assessed homework using DrFrost Maths 
• Dr Frost Maths to monitors students work on a question-by-question basis 
• Think pair share 

The students will also sit 3 summative assessments throughout the year to help determine what the students remember well and what needs extra work.  From these formal assessments the students will be given a ‘Smith’s Report’ that is independent to each student, this report shows each student what they have performed well on and what areas they need to improve.  A question level analysis is completed from these reports that is used by each class teacher to create the starter or retrieval questions that the students will start each lesson with, it will also be used by the class teacher when creating one of the tasks that each student will be allocated as part of their homework each week. 

Summative Assessment 

What is the impact of our work?

We are a high-performing department, and our results are consistently amongst the strongest in the county. We believe the culture that we create in the department, which is based around our core values, will result in producing outstanding mathematicians and we firmly believe that this will then translate into strong GCSE grades.  The ethos that we have built in the department is that every child can achieve well in the subject.  Students in set 1 of Year 11 follow the Additional Maths syllabus which helps them prepare well for AS and A level maths as well as their final GCSE examination. 

MATHEMATICS – CULTURAL CAPITAL OPPORTUNITIES

CULTURE

(Broadening understanding, exposure and appreciation of mathematics in the wider world)

• UKMT Junior & Intermediate Maths Challenges
• Cypher Club (codebreaking, digital security & logic)
• Careers in STEM talks and employer visits
• Use of real-life data sets linked to current global events
• Financial literacy and numeracy embedded into curriculum themes
• National Numeracy Day activities
• Participation in regional and national problem‑solving competitions
• Exposure to the history of mathematics and influential mathematicians

SKILLS

(Developing the skills that allow students to succeed academically and in life)

• Systematic problem-solving strategies
• Development of logical and analytical thinking
• Retrieval practice to strengthen long‑term mathematical fluency
• Data handling, interpretation and modelling
• Mathematical communication — explaining reasoning verbally and in writing
• Extended reasoning tasks to deepen thinking
• Preparation for GCSE through structured revision and exam-technique sessions
• Technology-enhanced learning using Dr Frost, Desmos, GeoGebra
• Critical evaluation and checking working for accuracy
• Developing independence through personalised homework
• Breaking down complex problems into manageable steps
• Strengthening metacognition through reflection on errors and misconceptions
• Building confidence in using mathematical language and notation
• Collaboration through structured group problem-solving activities

CHARACTER

(Nurturing attitudes and virtues that help students flourish as individuals)

• Building resilience through challenging problems and constructive struggle
• Developing perseverance and reflective habits when learning from mistakes
• Encouraging honesty and integrity in mathematical reasoning
• Growth mindset promoted through lesson design and classroom culture
• Problem-solving scenarios that build confidence and independence
• Opportunities to experience success and celebrate progress
• Mathematical discussions that promote active listening and thoughtful response
• Strengthening self-belief through scaffolded challenge and high expectations
• Recognising personal achievement and effort through rewards and praise

LEADERSHIP

(Enabling students to lead, inspire and contribute to the mathematics community)

• Maths Prefect roles supporting departmental initiatives
• Maths Mentor programme providing peer support for younger students
• Supporting peers during problem‑solving lessons and group tasks
• Student involvement in organising competitions
• Opportunities to deliver explanations, model solutions or present ideas to the class
• Taking ownership of learning through self-directed learning using Dr Frost
• Contributing to the development of a positive maths culture across the academy
• Representing the school in external maths competitions
• Leadership opportunities linked to numeracy volunteering or community events
• Encouraging others by modelling positive attitudes and mathematical curiosity

Maths Prefects

UPDATE DUE SUMMER 2026

How you can help your child

Knowledge organisers are all available for the students in their class team. 
 

Dr Frost Maths

Corbett Maths