We believe that Maths is an interconnected subject in which all students need to be able identify different representations of mathematical ideas and move fluently between them. The Maths curriculum builds on prior connections learnt in Primary school to develop mathematical ideas, fluency, reasoning and competence in solving increasingly sophisticated problems. The curriculum provides a strong foundation, for functional skills, 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 Science, Geography, Psychology and other subjects, where the understanding and application of Mathematics is crucial.

Curriculum intention:

  1. Consolidate and extend their numerical and mathematical capability from key stage 2 by developing their understanding of the number system and place value to include decimals, fractions, powers and roots.
  2. Enable students to select and use appropriate calculation strategies to solve increasingly complex problems.
  3. Use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships.
  4. Substitute values into expressions and formulae, rearrange and simplify expressions, and solve increasingly more complex equations.
  5. Move freely between different numerical, algebraic, graphical and diagrammatic representations.
  6. Develop algebraic and graphical fluency.
  7. Use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics.
  8. Extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations
  9. Extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically.
  10. Identify variables and express relations between variables algebraically and graphically.
  11. Make and test conjectures about patterns and relationships; look for proofs or counterexamples.
  12. Reason deductively in geometry, number and algebra, including using geometrical constructions.
  13. Interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning.
  14. Explore what can and cannot be inferred in statistical and probabilistic settings, and express their arguments formally.
  15. Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems.
  16. Develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics.
  17. Model situations mathematically and express the results using a range of formal mathematical representations.
  18. Select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems.


 From Year 7 onwards all skills and knowledge from Primary school are consolidated, built upon and extended.  Often combining different areas of the curriculum to solve multistep questions.

The curriculum begins by focusing mainly on number skills, such as ensuring they can fluently calculate with any type of number, follow the correct order of operations, and know how to convert between fractions, decimals, and percentages.  Throughout Year 8 to guarantee these skills are further embedded into their long-term memory and so that they understand their importance, they are introduced how to use these within other topics in context.  For example, using multiplying decimals to calculate area and volume or addition and subtraction to calculate missing angles.  Each skill learnt is built upon in subsequent years and the links between skills and topics are highlighted to the learners as they progress through the years, this allows students to fully understand the learning journey they are on, they can appreciate why a particular topic or skill is taught at a particular time and where this can be used in future learning.

Retrieval practice is embedded into our curriculum, this is done firstly through the use of SMART activities at the beginning of each lesson, regular assessments, which are then subject to DIRT time and Enrichment projects to allow further application and development of the skills covered.  Teaching groups are organised by ability and support is deployed to classes where students who are not sufficiently fluent can consolidate their understanding further through additional practice before moving on.  Students who grasp concepts rapidly are challenged through more complex problems to embed and develop their understanding.

There are 5 main overarching concepts within our 5 year curriculum, these cover Number, Algebra, Geometry and Measure, Ratio and Proportion, and Statistics. Within each of students will initially consolidate and extend their understanding of topics learnt at Primary before new content and skills are introduced.

The five areas will be assessed through:

AO1 – Use and apply standard techniques.

  1. Be able to accurately recall facts, terminology and definitions.
  2. Use and interpret notation correctly.
  3. Accurately carry out routine procedures.
  4. Set tasks requiring multi-step solutions.

AO2 – Reason, interpret and communicate mathematically.

  1. Make deductions, inferences and draw conclusions from mathematical information
  2. Construct chains of reasoning to achieve a given result
  3. Interpret and communicate information accurately
  4. Present arguments and proofs
  5. Assess the validity of an argument and critically evaluate a given way of presenting information

AO3 Solve problems within mathematics.

  1. Translate problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes
  2. Make and use connections between different parts of mathematics
  3. Interpret results in the context of the given problem
  4. Evaluate methods used and results obtained
  5. Evaluate solutions to identify how they may have been affected by assumptions made.


St Aidan’s Catholic Academy measure impact as per the AAR document, students who experience our curriculum will develop skills 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

Maths 7 Year Curriculum Map

Maths Learning Journey F 2020-21

Maths Learning Journey H 2020-21

Course information

GCSE Course Information Maths


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