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Staffing and Role:

Mr Roll

Teacher of Mathematics (Head of Maths)

Mr Mathias

Teacher of Mathematics (Second in department)

Mr Roberts

Teacher of Mathematics (Lead Practitioner - Maths)

Mr Wall

Teacher of Mathematics

Mr Cole

Teacher of Mathematics

Mr Ledington

Teacher of Mathematics

Mr Alderman

Teacher of Mathematics

Miss Freemantle

Teacher of Mathematics

Vision Statement:

The mathematics department strives to give students the confidence to acquire and use mathematical skills that will stand them in good stead throughout their lifetime. The department seeks to achieve excellence in the teaching and learning of mathematics, in order for the students to make significant progress, irrespective of their prior attainment in this interesting and varied subject.

As a core subject, studied by all students throughout their time at school, we believe maths is one of the most important and interesting in the curriculum. Wherever you look in the world there is maths and we aim to equip students with the knowledge and, more importantly, the skills to fully participate in our information driven society.

It is our purpose in teaching mathematics, to:

  • Encourage confidence, enjoyment and challenge to all students in the learning of mathematics irrespective of prior attainment;
  • Develop students’ ability to solve problems in a variety of contexts, building their confidence to tackle unfamiliar problems in new situations;
  • Develop an understanding of the language and notation associated with mathematics, enabling them to think mathematically and communicate mathematically in a subject that has extensive real life applications;
  • Make students aware of the use of mathematics in everyday life and to build awareness and skills related to financial matters that will be important to them as they develop into young adults. 

KS3 Curriculum

Groups are set by ability providing suitable challenge matched to student’s abilities. Students still have the opportunity to move sets during each year as required. At Key Stage 3 all students follow the National Curriculum.

Students will be taught to develop fluency, reason mathematically and to solve problems. The strands that the curriculum is separated into are given below however in mathematics all areas are interlinked and not exclusive of each other.

  1. Number
  2. Algebra
  3. Geometry and measure
  4. Ratio, proportion and rates of change
  5. Probability
  6. Statistics

During the year students in Year 7 and 8 follow a structured and varied mathematics programme split into units of work. A number of units are followed each half term.

The level of study is matched as closely as possible to students’ abilities and students will follow one of three pathways. Students can move between pathways as necessary in order to ensure that the level of challenge is matched to their needs and abilities.

Each year students’ knowledge in a particular area is consolidated and extended.

Assessments at regular points throughout the year, usually each half term, assist in determining students’ progress and understanding and provide feedback in order to identify areas for improvement. These assessments are also intended to expose students to situations that will help them to prepare and develop examination techniques in preparation for actual GCSE examinations in year 11.

Click Here to view the structure of the mathematical units studied at KS3 (Year 7 & 8)

KS4 Curriculum

Groups are set by ability providing suitable challenge matched to student’s abilities. Students still have the opportunity to move sets during Key Stage 4 as required, however we try to maintain continuity for the duration of the key stage if applicable and where possible. At Key Stage 4 students study a curriculum content in the AQA (1-9) Mathematics GCSE Specification 8300.

This AQA GCSE qualification in Mathematics is designed for all students. It is diverse in the content that is covered, engaging and intends to equip students with the right skills ready for their future destination, whatever that may be. The course is intended to allow students to engage with, explore, enjoy and succeed in maths.

Click Here to view the structure of the mathematical units studied at KS4 (Year 9, 10 & 11)

GCSE Examination Papers

Paper 1: non-calculator

Paper 2: calculator  

Paper 3: calculator

Written paper: 1 hour 30 minutes

80 marks

33⅓% of the GCSE

Written paper: 1 hour 30 minutes

80 marks

33⅓% of the GCSE

Written paper: 1 hour 30 minutes

80 marks

33⅓% of the GCSE

GCSE Mathematics Examination Tiers

GCSE Mathematics has a Foundation tier (grades 5 – 1) and a Higher tier (grades 9 – 4). Students must take three question papers at the same tier. All question papers must be taken in the same series (in May/June of year 11). Students will be entered for the exams at the appropriate tier, decided by the student and their teacher. Every student has access to at least grade 5 at GCSE.

Support and Extra-Curricular:

Each lunchtime at least one member of the mathematics department is available to help with homework where necessary.   Mathematics staff are happy for students to ask for help with any particular topic or problem that they are having difficulties with.

Additionally on a Wednesday after school for about an hour students can come to the maths department with any specific topic difficulties they may be having in order to get some advice and extra guidance.

Some able year 9 students attend the Quirky Maths club at one of the local colleges (Queen Mary’s College) during the year.    A selection of year 8 students take part in UK Mathematics Challenge which is a national competition.

Career Prospects

There are a large number of careers that involve the use of mathematics and an interest in figures. Some examples are:

  • Accountancy – recording and analysing financial information for individuals, companies, public sector organisations etc
  • Administrative work with figures – in all organisations, ranging from local authorities to manufacturing industries – perhaps working in payroll or accounts
  • Architecture – combines a flair for design with mathematical skills
  • Computing – perhaps working in software development or systems analysis
  • Financial advice work – advising people about their personal finances
  • Financial services – banking, building society work, insurance and pensions
  • Logistics – working out the most efficient way to move goods and people around
  • Management and administration – will almost certainly include some financial or statistical work
  • Marketing and market research – making sure your organisation is providing the goods and services that customers want, and promoting them effectively; market research often involves quantitative research
  • Purchasing – buying goods or raw materials for an organisation, at the best possible price
  • Quantity surveying – working out costs for major building projects
  • Stock and commodity market work – investing in commodities and stocks and shares
  • Medical and healthcare work – many jobs in these areas require an ability with clinical measurements, interpreting figures etc

Useful Websites and further Resources and Reading:

The following website will prove useful throughout the KS4 course, particularly at exam time.

TCS SharePoint – Students (Student Portal) – Subjects – Maths will provide subject links to GCSE revision resources for the Higher and Foundation Tiers. Downloadable content and other revision media is available here. Within these areas Students will find some useful resources particularly for GCSE revision, details of which will be communicated to parents and students at the appropriate time prior to the summer examinations.

Additionally the following may prove very useful:- (Main homework website)  (GCSE Takeaway section)


Quotes from Students:

The mathematics team at TCS are determined to ensure that each student is supported with their mathematics learning and will provide help and guidance both in and outside of lesson time where possible. 

“Teachers are always very supportive”


 “My maths teacher is very good at explaining things that I don’t understand and it is very helpful if you are stuck on a calculation”


“In our lessons the method of teaching is very engaging we are only given the minimal amount of information that we need to work out the answer and that teaches us independence and perseverance and I think they are all important qualities to have for college.”


“In maths we have lots of different challenging and new things”