In this section of the website, you will find information about the Intent, Implementation and Impact to teaching Mathematics at St Bede’s Catholic School. View our course information below:
The Maths curriculum has been developed with our curriculum intent woven throughout, as well as our understanding of St Bede's pupils, their context and their prior learning.
In Key Stage 3 (Years 7 - 9), pupils explore the 4 key strands of mathematics in every year (Number & Ratio, Algebra, Geometry and Statistics) allowing their knowledge to be broadened and deepened in each iteration. Launching in September 2025, our Year 7 pupils shall experience their learning through a mastery approach, with the purpose of ensuring every pupil achieves their potential in maths with a deep and fluent understanding of the subject.
In Key Stage 4 (Years 10 - 11), pupils commence their GCSE programme of study completing either the Foundation (Grades 1 - 5) or Higher (Grades 1 - 9) tiers of the OCR exam board. Again, pupils revisit and deepen their understanding of the 4 key strands of mathematics, applying them to more complex problems and contexts. The final assessment for their qualification takes place at the end of Year 11 through three 90 minute examinations, using a non-calculator paper. A portion of our Key Stage 4 pupils undertake a course in GCSE Further Mathematics, providing in conjunction with Royal Grammar School Newcastle.
In Key Stage 5 (Years 12 - 13), pupils build greatly on their GCSE learning completing the Edexcel course for A Level Mathematics. As well as Pure Mathematics topics (including coordinate geometry, differentiation and trigonometry), pupils explore Applied Mathematics in more detail than ever before, visiting topics such as kinematics in Mechanics or normal distributions in Statistics.
In addition to pupil's classroom learning, we have an exciting extra curriculum for pupils to enjoy with a sequence of clubs and activities to connect their math's learning to new contexts. As a Catholic school, the education of the whole person is equally important and we have a bespoke personal development strands interwoven within our taught curriculum, exploring careers, local context and key individuals in mathematics as well as protected characteristics and British Values.
Key Stage 4 Assessment Objectives
A01: Use and apply standard techniques. Students should be able to:
- accurately recall facts, terminology and definitions
- use and interpret notation correctly
- accurately carry out routine procedures or set tasks requiring multi-step solutions
A02: Reason, interpret and communicate mathematically. Students should be able to
- make deductions, inferences and draw conclusions from mathematical information
- construct chains of reasoning to achieve a given result
- interpret and communicate information accurately
- present arguments and proofs
- assess the validity of an argument
A03: Solve problems within mathematics and in other contexts. Students should be able to:
- translate problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes.
- make and use connections between different parts of mathematics
- interpret results in the context of a given problem
- evaluate methods and results obtained
- evaluate solutions to identify how they may have been affected by assumptions made.
Key Stage 5 Assessment Objectives
Mathematical argument, language and proof:
- Construct and present mathematical arguments
- Understand and use mathematical language
- Comprehend and critique mathematical arguments and proofs
Mathematical problem solving:
- Recognise the underlying mathematical structures in a situation; simplify and abstract appropriately to solve problems
- Evaluate the validity of solutions to problems
- Understand and use the concept of a mathematical problem-solving cycle
Mathematical modelling:
- Translate a given situation into a mathematical model; understand its assumptions
- Use a mathematical model to explore situations
- Interpret the outputs of a mathematical model
- Understand that a mathematical model can be refined by considering its outputs
The curriculum is sequenced coherently, allowing the interweaving of topics to support the acquisition of key concepts; it is compatible with the key requirements of the National Curriculum and robust collaboration between primary and secondary phases ensures progression.
Curriculum components are repeated over time, ensuring all pupils practice retrieval, master skills and concepts, develop long term memory and make progress from starting points. Retrieval tasks are built into all lessons to enable pupils to remember more.
The ‘Bigger Picture’ is shared with pupils, providing them with a rationale for their learning and to make links between lessons, allowing them to know more and remember more.
Teachers ensure lessons provide a supportive environment for all pupils including those with SEND, removing barriers to learning and participation through adaptive planning, modelling, scaffolding, explicit instruction and metacognitive strategies.
Accurate, regular assessment enables an informed and systematic judgement to be made about a pupil’s knowledge, understanding, skills and attitude. Pupils are provided with feedback and set ‘perfecting our work’ targets to close any learning gaps.
Teachers provide a language-rich environment. Key tier 2 and tier 3 vocabulary is mapped out carefully across the curriculum to enable our pupils to learn the correct words and phrases in the right order. A phonics-led approach is used to improve reading and spelling. Carefully selected texts are used to foster a culture of scholarly reading.
Pupils are given opportunities to consider how their learning links to future study and careers, and the importance of British Values. Within our very own personal development curriculum, pupils explore key individuals in the world of mathematics, using these individuals to explore key concepts such as protected characteristics as well as deepen their understanding of British Values.
The curriculum is enriched to include experiences outside the classroom, such as Trust Maths Challenges – these are held annually for Key Stages 3, 4 and 5. Students compete with other schools in the Trust to display their knowledge of the subject.
Students are provided with a range of recommended reading materials to support and extend their journey through the curriculum. These are designed to be accessible and informative for all students and provide an opportunity for students to investigate the wider context of their learning.
Progression Maps
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develop their understanding of mathematics and determination so they can succeed within a creative and supportive Catholic environment, by encouraging students to have faith in their God given abilities and to promote excellence in the pursuit of maximizing their potential,
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be equipped with strong number, algebra and geometry skills to enable them to perform written and mental calculations accurately and efficiently, building upon students’ knowledge gained at each key stage to increase fluency and deepen understanding of mathematics,
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to use and apply mathematical techniques to model and solve problems in pure and applied mathematics and to investigate and explain real-life phenomena,
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develop the language skills to articulate and present their mathematical thoughts in clear and logically valid way,
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be provided with the terminology, mathematics specific and otherwise, to effectively interpret and respond to mathematical questioning, applying their reasoning skills throughout,
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experience inclusive education by planning and delivering lessons which consider the specific needs of SEND and disadvantaged students,
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be empowered to use and apply mathematics to critically evaluate statements of fact and opinion,
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encounter the promotion of tolerance and understanding in classroom discussions and through teaching respect for the opinions of others,
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be provided with an historical and cultural understanding of mathematics to develop their appreciation and respect for other cultures,
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develop their awareness of how mathematics relates to the wider world and equip them with the cultural capital to excel at any career.