The Mathematics Department is made up of an enthusiastic team of staff who are highly dedicated to their subject area. The teachers are Mrs. Cook, Mrs. Buckley, Miss Livesey, Mrs Bond, Miss Rimmer and Mr Hall.

At St. Cecilia’s we aim to provide a quality Maths education preparing our pupils for the numerical world that lies before them. Maths is essential to everyday life. It provides solutions to problems; it is vital in science and technology and necessary for understanding finances. It is a crucial element within most jobs these days.

At St Cecilia’s we want pupils to be fluent in the fundamentals of mathematics. The department aims that pupils will have access to the National Curriculum core content with additional extension and enhancement where appropriate. We will build on the good work done through Key Stage 2 and extend their skills through Key Stage 3 and beyond into GCSE. Pupils will be able to apply their knowledge to other subject areas.

Pupils are expected to select and use the appropriate mental and written calculation strategies for the situation. Calculators can be used but only when it is necessary and should focus on written methods first. It is expected that all pupils will have, and bring to every lesson, the relevant mathematical equipment which includes pen, pencil, ruler, rubber, compass, protractor and a calculator.

Key Stage 3

In Key Stage 3 oupils have 8 or 9 hour lessons fortnightly, depending on their set. They are given a written homework tasks after every topic. In year 7 and year 8 there are 4 sets.

The Key Stage 3 programme of study is broken down into the following areas: number, algebra, ratio, proportion and rates of change, geometry and measures, probability and statistics. Developing fluency, reasoning mathematically and solving problems will be taught through the context of the above topics. There are various target levels set according to the new GCSE grades from 1 to 9.

Assessment is completed in the year groups assessment week. After every assessment the pupils and teachers will complete an assessment feedback sheet highlighting ‘what went well’ and areas for improvement, parents are encouraged to check these regularly and they have opportunity to comment on their child’s progress.

During the first two years, there are opportunities for students to change sets so that they can all achieve their maximum potential.


Key Stage 4

In year 9 pupils have 8 hour lessons fortnightly, year 10 and year 11 have 7 hour lessons fortnightly. They are given one written homework at the end of every topic, and pupils can use ‘MyMaths’ alongside this to aid their learning.

Students study the AQA 3 year GCSE course (8300)

The Mathematics syllabus is broken down into the following areas: number and algebra, shape and measures and handling data. Using and applying Mathematics will be assessed in the context of the above subject areas.

There are two tiers, Foundation (Grades 1-5) and Higher (Grades 5-9). After each set of mock exams, the department will assess whether the pupils are in the correct set and/or if they need intervention.

The Mathematics Department subscribes to the website MyMaths which is a valuable way of practicing topics and revising for tests.

The GCSE Mathematics exams are taken at the end of Year 11,

The components of the GCSE Maths exam are:

Paper 1            Non-Calculator             1 hour 30 minutes

Paper 2            Calculator                     1 hour 30 minutes

Paper 3            Calculator                     1 hour 30 minutes


Foundation course overview

The following subject content is covered

Year 9 Year 10 Year 11
Number Standard Form Quadratics
Factors and Multiples Calculating with percentages Rearranging formulae
Fractions Indices Identities
Decimals Simultaneous equations Inequalities
Rounding Real life graphs Sketching graphs
Percentages Measures Solving Quadratic equations
Algebra Constructions Quadratic graphs
Sequences Loci Volume
Equations Congruence and similarity Trigonometry
Coordinates Intro to trigonometry Vectors
Linear graphs Further Perimeter and area including circles Direct and inverse proportion
Angles Properties of polygons Growth and decay
Scale Drawings and bearings Statistical measures
Perimeter and Area Further probability
Circumference and area of a circle
Pythagoras’ theorem
2D representations of 3D shapes
Collecting and representing data
Scatter diagrams
Basic probability
Ratio and proportion


Higher course overview

The following subject content is covered

Year 9 Year 10 Year 11
Number Calculating with percentages Identities
Factors and Multiples Surds Further quadratics
Fractions Indices Equation of a circle
Decimals Simultaneous equations Inequalities
Rounding Quadratics Further equations and graphs
Percentages Rearranging Formulae Solving Quadratic equations
Standard Form Sketching graphs Transforming functions
Sequences Quadratic equations and their graphs Pre-calculus and area under a curve
Equations Measures Algebraic fractions
Coordinates Congruence and similarity Sine and Cosine rule
Linear graphs Pythagoras and basic trigonometry Vectors
Real life Graphs Further Perimeter and area including circles Circle Theorems
Angles Properties of polygons Gradients and rates of change
Scale Drawings and bearings Volume Direct and inverse proportion
Perimeter and Area Statistical measures Growth and decay
Circumference and area of a circle Further probability
Construction and Loci
2D representations of 3D shapes
Collecting and representing data
Scatter diagrams
Basic probability
Ratio and proportion


What can Parents do to help their child?

There are several ways to check the progress of your child in Mathematics. Homework will have a feedback sheet attached in their homework book, where the pupil and teacher will have an input into what went well and areas for improvement.

MyMaths is an excellent source of lessons and practice questions on all topics of mathematics.



In cases where pupils require additional support to help them meet their targets, the department will provide intervention. This may take any of the following forms and will generally be negotiated with the pupil and/or parent.

  • Guidance on areas to be developed
  • Guidance on how to improve or develop these areas
  • Additional consolidation work to be carried out at home
  • Withdrawal (for a fixed period) from mathematics lessons for small group or 1-1 support


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