Mathematics is a universal part of human culture. It is the tool and language of Commerce, Engineering and other sciences such as Physics, Computing, Chemistry and Biology. It helps us recognise patterns and to understand the world around us.

Mathematics is an exciting and challenging subject which continues to develop at a rapid rate across many research areas. It has a natural elegance and beauty. As a Mathematics department we try to use real world problems and by creating and applying mathematical models we try to aid the understanding, which we as well as the pupils find hugely satisfying and rewarding.

The maths curriculum provides a strong foundation, for further academic or vocational study and for employment, to give students the appropriate mathematical skills, knowledge and understanding to help them progress to a full range of courses in further and higher education. This includes A Level maths courses as well as A Level and undergraduate courses in other disciplines such as biology, geography and psychology, where the understanding and application of mathematics is crucial.

The maths GCSE course has two tiers of entry (higher and foundation) both of which have three papers to be completed, one non calculator and two calculator papers, all with equal weighting towards the overall GCSE grade that students obtain.

Curriculum Intentions:

  1. Inspire each and every student to achieve their academic potential.
  2. Develop students with a good grasp of how to use and apply standard techniques in maths.
  3. Help students develop life skills through reasoning.
  4. Provide activities that encourage students to reason, interpret and communicate mathematically.
  5. Deliver lessons that allow all students to solve problems within mathematics and in other contexts.
  6. Make and use connections between different parts of mathematics.

Curriculum Implementation:

See Curriculum Map below.

Curriculum Impact:

St Aidan’s Catholic Academy considers the greatest impact of the curriculum to be high rates of pupil progress.

Progress in:

  1. Recalling facts, terminology and definitions.
  2. Accurately carrying out routine procedures or set tasks requiring multi-step solutions.
  3. Making deductions, inferences and draw conclusions from mathematical information.
  4. Construct chains of reasoning to achieve a given result.
  5. Interpreting and communicating information accurately.
  6. Presenting arguments and proofs.
  7. Assessing the validity of an argument and critically evaluating a given way of presenting information.
  8. Translating problems in mathematical or nonmathematical contexts into a process or a series of mathematical processes.
  9. Interpreting results in the context of the given problem.
  10. Evaluating methods used and results obtained.
  11. Evaluating solutions to identify how they may have been affected by assumptions made.

Curriculum Map

Curriculum Map Maps Higher

Curriculum Map Maths Foundation

Course information



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