In the mathematics department, our curriculum is built on 3 pillars:

1.       That knowledge is important to all thinking in mathematics.

2.       That we understand new things in relation to what we already know.

3.       That retrieving knowledge helps us to remember it for longer.


Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. Our high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

Mathematics is an interconnected subject in which pupils learn to be able to move fluently between representations of mathematical ideas. The programme of study for key stage 3 is sequenced into, what may appear to be, distinct domains, but pupils build on key stage 2 and connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

Each area of study in mathematics is connected to the others and we retrieve, affirm and build the knowledge and understanding as we progress through the curriculum. For example when learning about and how to apply Pythagoras’ theorem in year 9 we need previous teaching from Number with an understanding of square numbers and square roots, from Algebra with the application of substitution and rearranging equations and from Geometry in the knowledge of the properties of shapes and specifically triangles.

Pupils also learn to apply their mathematical knowledge in science, geography, computing and other subjects.


We believe that students deserve a creative and ambitious mathematics curriculum, rich in skills and knowledge, which ignites curiosity and prepares them well for everyday life and future employment. Our mathematics curriculum will give students the opportunity to:

  • become fluent in the fundamentals of mathematics, through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and preserving in seeking solutions.
  • can communicate, justify, argue and prove using mathematical vocabulary.
  • develop their character, including resilience, confidence and independence, so that they contribute positively to the life of the school, their local community and the wider environment.
PedagogyEnrichmentOther general principles

Our pedagogy is underpinned by:

  • a mastery approach to the teaching of mathematics for understanding
  • a spiral curriculum basing future teaching on the building blocks taught previously
  • concepts that are broken down into small connected and structured steps enabling application to range of contexts
  • variation to develop deep and holistic understanding
  • procedural fluency and repetition of key facts to free up working memory
  • manipulatives and multiple representations used to build and scaffold learning
  • marking and feedback that informs planning and addresses misconceptions promptly
  • questioning planned intelligently
  • bespoke curriculum support sessions that are timely, planned and effective from Trust wide unified assessments
students who see error as a learning opportunity and are resilient in their learning

We will enrich our curriculum by:

  • offering further opportunities for students to study mathematics whether with GCSE Statistics or Further Mathematics
  • establishing cross-curricular links especially through the learning of numerical skills and application in other areas
  • holding Trust-wide competitions and participating in national competitions to celebrate best work and extraordinary effort
  • using external resources to enhance and support independent learning and revision
  • experience of practical implementation of mathematics in everyday life for financial and numerical confidence and security
  • opportunities to promote STEM and further/higher education learning and careers

Our curriculum will enable students to:

  • learn within a coherent and exciting framework which does not limit students ambitions
  • develop new skills through a variety of interesting contexts to foster enjoyment
  • develop a rich, deep and secure subject knowledge
  • understand what they are doing well and how they need to improve
  • explore the breadth and depth of the national curriculum
  • build on their understanding of the importance of British values, including democracy, the rule of law, individual liberty and tolerance and respect
  • improve their spiritual, social, moral and cultural understanding to develop confidence in their own financial and numerical understanding

Key Staff

  • Director of Maths - Mr M Wilkinson
  • Deputy Leader of Maths - Mr C Etherington
  • Teacher of Maths - Mr N Cairns (Vice Principal)
  • Teacher of Maths - Miss J Brannan
  • Teacher of Maths - Mr J Dancocks
  • Teacher of Maths - Mr D Henry
  • Teacher of Maths - Mr B Offler


All learners benefit from deepening their conceptual understanding of mathematics, regardless of whether they have previously struggled or excelled. Pupils must be given time to fully understand, explore and apply ideas – rather than accelerate through new topics. This approach allows pupils to fully grasp a concept and the challenge comes from investigating it in new, alternative and more complex methods.  

Mathematical problem solving is at the heart of the approach. Pupils are encouraged to identify, apply and understand relevant mathematical principles and make connections between different ideas. This builds the skills needed to tackle new problems, rather than repeating routines without grasping the principle.

Exam Boards & Qualifications

GCSE Mathematics

GCSE Statistics


Assessments take place every half term, and Question Level Analysis is used to provide insight into areas which need further development. 

Home Learning

The Maths department at Ash Hill use the Hegarty Maths system for home learning, setting one task per week which can be completed in 30-60 minutes.

In Years 7 and 8, pupils are taught in four 1-hour lessons per week, and are set on ability. 

All students follow a Mastery scheme of work, with 15 units delivered throughout the academic year. 

The detailed schemes of work can be accessed at the bottom of this page.

In Years 9 and 10, pupils are placed in sets, based upon examination and teacher assessment in previous years. Pupils have four 1-hour lessons a week.  There are currently 5 sets, with set 1 studying higher tier and sets 2 to 5 studying foundation tier. New schemes of work have been based on the latest 9-1 GCSE grading system. Internal examinations are held throughout the year and Question Level Analysis used after sitting to enhance outcomes. Homework is set once per week on Hegarty Maths.

In Year 11 pupils are placed in sets according to their classroom and examination performance, this flexibility allows for students to move between groups throughout the year. Set 1 and 2 follow the Higher tier  with the remaining sets following the Foundation tier.There are three internal assessments (Pre-public examinations) spread throughout the academic year. Homework is set once per week on Hegarty Maths. The homework is set using the QLA , therefore every student's work is bespoke to their needs.

Exam resources:

Edexcel Maths GCSE Website

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