Mr N. DaviesHead of Department
Miss L. MannSecond in the Department
Miss S. Beer Aspiring Leader of Maths
Mr T. Garland Teacher of Maths
Mrs K. Mcmahon
Teacher of Maths
Miss E. Barker Teacher of Maths

Mathematics equips students with uniquely powerful ways to describe, analyse and change the world. It can stimulate moments of wonder for students when they solve a problem for the first time, discover a more elegant solution or unearth hidden solutions.

Facilities and Resources

The department is fully staffed with experienced Maths specialists who create a positive and vibrant learning environment. Maths is taught in a suite of 5 classrooms which are equipped with projectors, visualisers and graphics tablets. The department subscribes to a number of electronic resources to enhance the learning of the students. Resources available include interactive tutorials which specifically support the courses that our students follow, and websites that help students to enhance their skills.

A positive attitude towards the subject and the self-belief that ‘I can do Maths’ are key to being a successful learner in Mathematics. The mathematics team at Worden develop students’ confidence, resilience, self-esteem and enjoyment of mathematics.

The maths department ensures that:

  • The mathematics curriculum is challenging and builds on prior learning.
  • Students are encouraged to ‘have a go’ and not be afraid to make and share mistakes.
  • Active learning, mathematical discussion and problem solving is encouraged at all levels.
  • Work is differentiated within classes.
  • Students are given the opportunity to see how the learning is relevant to their everyday life.
  • There is appropriate time given to consolidate and apply skills in a range of contexts.
  • Students develop confidence and fluency in numeracy skills leading on to more formal methods of working.

A positive attitude towards the subject and the self belief that ‘I can do Maths’ are key to being a successful learner in Mathematics. The Mathematics team at Worden develop student’s confidence, resilience, self esteem and enjoyment of mathematics.

Year 7, 8 and 9

Worden has been a partner school for Mathematics Mastery since September 2016. All Students follow the Mathematics Mastery programme. All Maths staff, including teaching assistants and cover supervisors, have been trained in the Mathematics Mastery Approach.
The key principles of the programme are:

• Students study fewer topics in greater depth
• Mastery for all students
• Number sense and place value come first
• Problem solving is central.

The vision of the Mathematics Mastery network is:

“Mathematics education should be so much more than just passing exams and Mathematics Mastery will help us achieve this. We want every child to not just pass GCSE mathematics, but pass with top grades and to leave school with a love of mathematics.”

The Mathematics Mastery community wants every school leaver to achieve a strong foundation in mathematics, with no student left behind. In addition, Mathematics Mastery means that a significant proportion of students will be in a position to choose, if they so wish, to study A level and degree level science, technology, engineering and mathematics related subjects.

Students have five maths lessons a week and the Mathematics Mastery curriculum has problem solving at the heart, encouraging the use of mathematical language to promote accurate explanations and justification. Achieving mathematics mastery is through depth of understanding as opposed to covering lots of topics more superficially.

Mathematics lessons are usually made up of a ‘Do Now’ task which is recall activity based on learning from previous lessons. This is followed with new learning, where the teacher explains a concept followed by a ‘talk task’ to encourage pupils to develop mathematical curiosity and language. There are exercises to develop the learning of the new concept which involves a mixture of group work, individual learning or paired work. Finally, the class reflect on the learning that has taken place in the lesson. To aid pupils’ sense of discovery and to encourage problem solving, we use manipulatives in our lessons. These include bead strings, Dienes’ blocks, fraction counters, Cuisenaire rods, 100 grids, number lines, bead strings and multilink cubes. The use of manipulatives, coupled with a focus on problem solving, means that students are much more able to understand mathematical concepts.

In every lesson, teachers assess what students do or do not understand and deal with misconceptions immediately. Moreover, all our pupils are appropriately challenged; tasks are rich and investigative and challenge pupils to think mathematically.

The mastery curriculum is designed so that pupils explore mathematical ideas in depth. The emphasis on number, in Year 7, is to ensure that every child has a strong understanding of the basic mathematical concepts, creating a solid tool bank for them to call upon throughout their mathematics career. Tasks are structured to support and stretch students, challenging their mathematical thinking at all stages. In addition to a depth of understanding, we know how important fluency with multiplication and division facts (times tables) is.

The faculty subscribe to Hegarty Maths which is used for homework tasks primarily. Each activity has an associated video tutorial which supports students in developing their understanding of concepts whilst they work away from school.

Year 7 Programme of Study

Year 8 Programme of Study

Year 9 Programme of Study

Years 10 - 11

Students begin to follow a 2 year GCSE course at the beginning of Year 10. However, we begin to familiarise students with the types of problems they will face at GCSE from Year 7.

Throughout GCSE Mathematics, pupils develop skills that enable them to apply Mathematics in other subjects and in everyday life. We continue to build upon the numeracy skills taught at Key Stage 3 but also develop the more abstract concepts required for GCSE. The skills learnt during GCSE Mathematics prepare students for life after Year 11, and for those pupils that wish to continue studying the subject post-16 and take A-level Mathematics, their GCSE studies will have prepared them for the rigorous of the subject.

In preparation for the GCSE examinations, the Mathematics Department ensure that students receive the very best support and resources in order to reach their full potential. Students are encouraged to be proactive about seeking advice from staff, manage their own learning and exam preparation and work collaboratively in lessons to help them to solve mathematical problems and support their peers in their learning. These skills, not only help them in their mathematical endeavours, but will equip them with the skills they need in everyday life.

All pupils will be entered for the Edexcel GCSE (9-1) in Mathematics (1MA1). Any student who may not achieve a pass at GCSE is entered for the Edexcel Entry Level Certificate in Mathematics.

Topics covered include:

  • Number
  • Algebra
  • Ratio, proportion and rates of change
  • Geometry and measures
  • Probability
  • Statistics

We aim to ensure that pupils are able to:

  • Recall and use their knowledge of the topics covered.
  • Select and apply mathematical methods in a range of contexts.
  • Interpret and analyse problems and generate strategies to solve them.

Final decisions on the appropriate tier of entry for each pupil will be taken in April of Year 11 based upon progress during the course and performance in the mock examinations. Final assessment consists of three equally weighted written examinations taken in May/June of Year 11. One of the papers is a non-calculator paper.

Schemes of work

Revision for GCSE Mathematics

In Year 11 students are given a Pinpoint account which supports them in completing question level analysis of any paper they complete. This then supports students in working on five areas for development. Using this cycle of assessment and improvement, students are able to identify the topics they most need to address.


  • After the mock exams your child will receive a personalised analysis of what they need to work on and a checklist of the most popular topics on GCSE papers to support them with their revision. We ask that you take an active part in supporting your child with their revision by helping them manage their time and plan their revision.
  • The department will be offering revision classes during the holidays in the lead up to the exam. Please ensure your child takes up the offer of extra lessons throughout the year and doesn’t leave revision until the last minute.

How parents can help

Please support us by:

  • Ensuring that students come fully equipped to their lessons. Pupils need to have a Scientific Calculator with 2 line display (ideally, a Casio FX-85GT plus).
  • Regularly checking Teams to ensure that students are completing homework tasks to the best of their ability, and encouraging them to seek support in plenty of time if they are struggling.
  • Using Mathematics as much as you can in everyday life, such as giving opportunities to work out how much change you should get in a shop, estimating the cost of shopping, discussing fractions of pizza or cake, comparing offers in shops and looking for examples for our ‘Bad Maths Board’ in school.
  • Ensuring your child knows all their times tables.
  • Being positive about Mathematics at home. Negative comments rarely help and students that hear positive things about the subject at home are more likely to develop a positive attitude to it themselves! Instead of saying ‘I was bad at maths at school’ say ‘I had to work hard at maths at school’. Encourage a Growth Mindset in your child.

You can find lots of useful information on improving your own and your child’s numeracy skills on the National Numeracy Website.

Finally, your child’s maths teacher will always welcome contact and support from parents so please don’t hesitate to contact us if you need any further information.

Exam Specification

Useful links