• Maths


It's not just about adding up, of course, but that skill will help!

The primary aim of the faculty is to give the students confidence and competence in the mathematics they will meet in everyday life, and in other disciplines in school. We also hope to enable each student to develop their mathematical skills as far as possible.

For Key Stage 3 (Years 7 and 8)

We follow a differentiated scheme of work which enables us to extend students of all abilities. 

Our Scheme of Work is divided into 9 assessment steps and these steps are used to determine whether students are on track for securing their target grade at GCSE. For example a student with a step 6 throughout their Key Stage 3 years will be on target to achieve a grade 6 at GCSE.  A student’s assessment step is based on both the results of their test results and their classwork.

We test students at the end of each topic, Autumn term and at the end of the year. These assessments include a combination of both calculator and non-calculator questions.


In Keystage 4 students follow the Pearson’s’ Examination materials which supports EDEXCEL.

Students start their Keystage curriculum in year 9 hence making it a 3 year course following the new specification. Students are placed in sets based on their ability and this aids in determining the tier of entry to be completed by each group of students at the end of year 11.

Students grouped into one of two tiers: Foundation or Higher.

With the new Specification in mind groupings are decided as follows:

  • Sets 1-3: mainly higher tier entry
  • Set 4:  A combination of Higher and Foundation
  • Sets 5–7:  Foundation tier of studies. 
  • Year 9 is expected to cover Chapters 1-5 by the end of the academic year.
  • Year 10 is expected to cover Chapters 6 – 15 by the end of the academic year.

This leaves approximately 3 chapters to be completed in year 11 and a lot of time to focus on revision techniques, revision and mock exams.

Assessments for KEYSTAGE 4:

After every unit a review test is completed followed by an exam at the end of each term.

Followed by a final exam at the end of the year in order for students to be regrouped, matching their ability.

Year 11 students complete a mock exam every month following strict examination guidelines, these help to inform our final decision in terms of our predictions. These papers are compared with schools within our RAPT group and also internally moderated by members of the department.

As a member of the PIXL schools, the more-able students have the opportunity to attend the PIXL Conference and the Maths in Action seminar for our middle ability students.     

Years 7-8 follow the a modular Scheme of Work, based around the Attainment Targets from ‘Collins Frame working’. This allows a smooth transition from Primary Mathematics

In Years 9 - 11, students work towards the Key Stage 4 examination, where they will be entered at either the Higher Level (Grades A*-D ) or the Foundation Level (Grades C-G). The development of Functional Skills Maths is also included in the curriculum.

Students work in ability groups so that there will be opportunities for stimulation by like-minded students in class activities. Calculators are essential at all Key Stages, and students are expected to provide their own.

In the Sixth Form, Advanced Level and Advanced Supplementary courses are offered in Mathematics. For the most able students, we also provide the Further Maths course, and a GCSE improvers class is provided for those students aiming for a higher grade.


  • Mr R Dawkins: Head of Faculty - rdawkins@chsfg.co.uk
  • Ms M Hing-Bekoe, BSc, PGCE  - Second in Faculty
  • Ms M Grigorova-Bankova,   -  Numeracy Co-ordinator
  • Mrs L Ramesh, BSc, QTS
  • Mr R Kumar  
  • Mrs D Philpott - Maths HLTA
  • Mr R Graham - Maths HLTA
  • Mr K Tavares, MSc, BSc, QTS  -   ICT Mathematics Co-ordinator; KS5 Co-ordinator
  • Mrs A Tutt, BSc  KS3 Co-ordinator
  • Miss E Thompson, BA (Hons)    -   P P Raising Achievement Coordinator for Maths
  • Miss K Sivanesamudaly, BA (Hons), NQT