Aims and Objectives

At Key Stage 3, mathematics is taught in sets. The curriculum is aligned to the MYP framework for Years 7 and 8.  The MYP mathematics framework encompasses number, algebra, geometry, statistics and probability.

Students in the MYP learn how to represent information, to explore and model situations, and to find solutions to familiar and unfamiliar problems. These are skills that are useful in a wide range of arenas, including social sciences and the arts.

The objectives of MYP mathematics encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.

Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learning expectation which students will be assessed on.

Together these objectives reflect the knowledge, skills and attitudes that students need in order to use mathematics in a variety of contexts (including real-life situations), perform investigations and communicate mathematics clearly.

What is the significance of mathematics in the MYP?

MYP mathematics aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in mathematics, as well as to prepare those students who will use mathematics in their studies, workplaces and everyday life.

Mathematics provides an important foundation for the study of sciences, engineering and technology, as well as a variety of application in other fields.

What does this course involve at Key Stage 3?

Year 7:

  • Place value: Addition, subtraction, multiplication and division
  • Geometry: 2D shape in a 3D world
  • Fractions
  • Basic Algebra
  • Percentages and Pie Charts

Year 8:

  • Properties of numbers: Factors, Multiples, Prime, Powers and Fractions
  • Algebra and Sequences
  • Geometry: Constructions and Geometric Reasoning
  • Fraction, Decimals and Percentages
  • Geometry: Circles and 3D shapes
  • Probability

How will you be assessed?

Assessment practices in the MYP aim to

  • support student learning by providing consistent feedback on the learning process
  • provide opportunities for students to demonstrate transfer of skills across disciplines
  • develop critical and creative thinking skills
  • assign the most accurate achievement level for student performance, rather than averaging achievement levels over a given period of time
  • assess student understanding at the end of a course

Students will be assessed under four different criteria:

  • Criterion A: Knowledge and Understanding
  • Criterion B: Investigating Patterns
  • Criterion C: Communication
  • Criterion D: Real-world Application

Each criterion is divided into various achievement levels. The level descriptors for each band describe a range of student performance in the various strands of each objective. At the lowest levels, student achievement in each of the strands will be minimal. As the numerical levels increase, the level descriptors describe greater achievement levels in each of the strands.

The four MYP criteria will be summatively assessed twice a year (Modules 2 and 4) and a final grade will be provided at the end of the year (Module 6). However, students will be assessed for their Attitude towards Learning every module.

Useful Websites


Mathematics continues to build on topics students have already learned during their time with us. They will start the course at the beginning of Year 9 with the topics covered continuing to be based around Number, Ratio & Proportion, Algebra, Geometry and Statistics. There is a particular emphasis on developing lifelong skills in Numeracy, the ability to communicate mathematically and problem solving in new contexts.

Students will have covered the Scheme of Work by the end of Year 10, enabling us to spend Year 11 targeting key areas of understanding to ensure that everyone achieves their best possible results.

How you will be assessed?

  •     100% Examination

      Two possible tiers of entry:

                                                       Higher Tier (Grades 9 – 4)

                                                       Foundation Tier (Grades 5 – 1)

  •        Three 1.5 hour papers: one non calculator and two calculator

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Years 12 and 13

We follow the AQA AS/A2 specification. It enables a variety of teaching and learning styles, and provides opportunities for students to develop their analytical skills, to reason logically, to recognize incorrect reasoning while extending their range of mathematical skills and techniques and use them in more difficult unstructured problems.

The specification connects mathematical techniques with real-life situations and enables students to develop and acquire skills to communicate mathematics effectively in both the world of work and to society in general. As a faculty, we are continuously reviewing and developing ideas to improve attainment and raise the standard of teaching and learning within the A-Level Mathematics course.

Entry Requirements

Students must achieve 5 A*-C grades at GCSE. We are asking for an A on the GCSE Maths course. This is designed to help raise awareness regarding the demand of the course and allows students to make the correct decision for their future.

Overview of Content

AS-Level – Unit 1: Core Pure  Unit 2: Core Pure  Unit 3: Statistics 1

A2-Level – Unit 4:  Core Pure  Unit 5:  Core Pure  Unit 6:  Mechanics 1

Overview of Assessment

The course is assessed in the June examinations.

Students in the AS course will sit written paper exams for Core 1, Core 2 and Statistics 1.

Students in the A2 course will sit written paper exams for Core 3, Core 4 and Mechanics 1.

All assessment units are weighted at 16.7% of an A2 or 33.3% of an AS. The papers for units are 1 hour 30 minutes in duration and are worth 75 marks.

Calculators are allowed in all assessments apart from Pure Core 1. Most models of scientific or graphical calculator are allowed. However, calculators that feature a ‘Computer Algebra System’ (CAS) are not allowed.

Useful Websites