Aim: Our aim is to raise the achievement of all pupils and students by seeking to develop their numeracy skills by consistent and accurate application across the curriculum. Develop resilient learners who are empowered to become more independent.


To continue to develop learners knowledge, skills and understanding in mathematics.
To ensure learners follow an appropriate Pathway, set using KS2 results.
To develop Fluency, Reasoning and problem solving.
To actively encourage mathematical risk-taking and creativity; challenging Learners to become independent and confident Mathematicians in the real world.
To inspire Learners to gain an Entry Level Maths, Functional Skills Maths or GCSE Foundation Maths Accreditation.

Key Stage 3

Knowledge, Skills and Understanding

Through the mathematics content, pupils should be taught to:
Develop fluency

Consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the number system and place value to include decimals, fractions, powers and roots
Select and use appropriate calculation strategies to solve increasingly complex problems
Use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships
Substitute values in expressions, rearrange and simplify expressions, and solve equations
Move freely between different numerical, algebraic, graphical and diagrammatic representations [for example, equivalent fractions, fractions and decimals, and equations and graphs]
Develop algebraic and graphical fluency, including understanding linear and simple quadratic functions
Use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics.
Reason mathematically

Extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations
Extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically
Identify variables and express relations between variables algebraically and graphically
Make and test conjectures about patterns and relationships; look for proofs or counter-examples
Begin to reason deductively in geometry, number and algebra, including using geometrical constructions
Interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning
Explore what can and cannot be inferred in statistical and probabilistic settings, and begin to express their arguments formally.
Solve problems

Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems
Develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics
Begin to model situations mathematically and express the results using a range of formal mathematical representations
Select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems.

Key Stage 4

Knowledge, Skills and Understanding

Learners follow their Pathway and appropriate Accreditation…

Learners will learn to Read, Write and Compare numbers to a given value. They will Investigate and use Place Value; practise Mental Calculations and understand odd and even numbers. Also they will learn how to round numbers to 10,100 and 1000.
Learners will develop the understanding and use of the four operations and undertake calculations using mental arithmetic involving addition, subtraction, division and multiplication. They will estimate answers to calculations and use the inverse rule to find missing numbers and check calculations.
Learners will calculate fractions of shapes and whole numbers and understand the equivalence of fractions. They will also learn how to add and subtract fractions with the same denominator.
Learners will learn through practical activities about the value of coins and notes. They will exchange money and work out change. They will convert units of money from pound to pence. They will use decimal notation and work out equivalent amounts of money. Learners will solve real life problems involving money.
Learners will develop knowledge of the 12 and 24 hour clocks and of Calendars and timetables in everyday use. They will also learn about the days of the week and the months of the year. They will order familiar events and read the time on an analogue or digital clock. They will find the difference between two given times. Learners will solve problems involving time; convert seconds, minutes, hours as well as adding up to three amounts of time.
Learners will learn through practical activities about methods to measure length, mass and capacity using non-standard and standard units. They will begin to measure length, mass and capacity accurately. They will begin to convert units and learn how to read scales of measurement. They will also compare temperature with negative values.
Learners will learn about 2D and 3D shapes and their properties and they will develop an understanding of the size of angles, including right angles. They will also investigate reflective symmetry, nets of solids and use coordinates. They will investigate NESW directions.
Learners will develop understanding and interpretation of simple statistical diagrams. They will learn how to conduct surveys and then analyse and communicate their results. They will also learn to sort information according to set criteria.

Key Stage 5

Knowledge, Skills and Understanding


Understand practical problems in familiar and unfamiliar contexts and situations, some of which are non-routine.
Identify and obtain necessary information to tackle the problem
select mathematics in an organised way to find solutions

Use basic mathematics to obtain answers to simple practical problems that are clear and routine
Generate results to a given level of accuracy
Use given checking procedures

Describe solutions to simple given practical problems in familiar contexts and situations
Interpret and communicate solutions to practical problems,
Drawing simple conclusions