T: 01429 273790 | E: admin@ems.bhcet.org.uk



Curriculum Intent

We aim to bring out excellence in all students enabling them to be the very best Mathematician they can be. Students are challenged to think and speak like Mathematicians. Quality first teaching drives students to understand underlying Mathematical principles which enables them to apply them in a variety of contexts. We teach content with deep understanding and refer to why certain techniques work. Teachers always encourage students to make connections between topics.  

Our curriculum design includes trying to sustain learning by having a spiral curriculum. The five main areas of number, algebra, ratio, shape and data are visited each term. Students are continuously exposed to more complex content building on what they have already learnt. We ensure the level of challenge is high enough for the most able with scaffold and support available for students who need it.  

Throughout our curriculum we introduce students to the stories of some of the most influential Mathematicians throughout history and the impact that their work has had on the world we live in. Real life applications of Mathematical ideas are made explicit to students whenever possible. Throughout the year students take part in Enigma, Pi and World Maths day where we celebrate the history of mathematics up to the present day.  

To achieve the very best examination results we ensure that our scheme of learning goes beyond the curriculum for all of our students. As a department we offer opportunities for individual and team competitions through UKMT. We work with AMSP to provide students who are aspiring to take Maths related subjects further to attend a range of local and out of town events such as Mathsplosion at the Life Science Centre in Newcastle and enrichment days at CETL. These students are also encouraged to attend Level 2 Further Maths sessions which we offer as an extracurricular activity.  

As a department we believe that knowledge enables the application of mathematical flair as the two are intertwined. Our departmental module books and revision sheets give students the tools they need to polish their skills both at home and in the classroom. Students have individual notebooks separate to their class books for recording model solutions and to complete extra problems which go above and beyond the lesson. Alongside this, students will complete small pieces of regular homework using the modular books. Use of regular diagnostic homework quizzes, key tasks, assessment for learning and pose, pause, pounce & bounce questioning techniques are a common theme in Maths lessons. Each student has access to a Microsoft Teams group with a variety of teacher assessment information, work covered in lessons and revision resources.

Learning Journeys

Click the images to the right and below to see the full learning journey undertaken by a student in this subject.

Statistics & Propabiliity
Ratio & Proportion

Keystage 3

Calculator Recommendations

For KS3 & KS4, our Maths Department recommend a LOGIK calculator which can be purchased via Parent Pay for £5.50.


A Casio FX-83GTX Scientific Calculator. This calculator retails at £10-£15 Click HERE for details.

The new national curriculum for mathematics aims to ensure that all pupils:

  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and are able to recall and apply their knowledge rapidly and accurately.
  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
  • Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

In Years 7 & 8 students follow a stage depending which set they are in for Maths.

  • Stage 7 is followed by 7X2A, 7U2A, 7X2B, 7U2B, 7X3 &  7U3
  • Stage 8 is followed by 7X1A, 7U1A, 7X1B, 7U1B, 8X3, 8U3, 8X4, 8U4, 8X5 & 8U5
  • Stage 9 is followed by 8X1, 8U1, 8X2 & 8U2

Students in Year 9 then either study the Foundation or Higher course for Mathematics.

  • The foundation course is followed by: 9X4, 9U4, 9X5 & 9U5
  • The higher course is followed by: 9X1, 9U1, 9X2, 9U2, 9X3 & 9U3

Curriculum Overviews

Stage 7

Year 9 Foundation

Stage 8

Year 9 Higher

Stage 9


Calculator Recommendations

For KS3 & KS4, our Maths Department recommend a LOGIK calculator which can be purchased via Parent Pay for £5.50.


A Casio FX-83GTX Scientific Calculator. This calculator retails at £10-£15 Click HERE for details.

If you are thinking about taking A Level Maths, you may want to invest in the calculator suggested for Sixth Form during your GCSE years as it has more functions for specific higher level topics.

GCSE Maths has changed and getting more demanding for everyone:

  • The volume of subject content has increased.
  • The demand of that content is increasing too, with harder topics being introduced. This is true for both your Foundation Tier students and Higher Tier students.
  • The total time for the examinations is increasing, from 3 ½ hours to 4 ½ hours. All exams will be sat at the end of the course.
  • There are fewer marks at the lower grades and more marks at the higher grades at both Foundation Tier and Higher Tier.
  • A new grading structure has been introduced, from grade 9 to 1, to replace the familiar A* to G grading scale.
  • In the assessments there’s a greater emphasis on problem solving and mathematical reasoning, with more marks now being allocated to these higher-order skills.
  • Students will be required to memorise formulae – fewer formulae will be provided in examinations.

Together these changes are designed to help students emerge from GCSE Maths with a level of confidence and fluency that will provide a genuine foundation for the rest of their learning and working lives.

Students in Year 10 and 11 follow the Foundation or Higher course.

  • The foundation course is followed by: 10X4, 10U4, 10X5, 10U5, 11X4, 11U4, 11X5 & 11U5
  • The higher course is followed by: 10X1,10U1, 10X2, 10U2, 10X3, 10U3, 11X1, 11U1, 11X2, 11U2, 11X3, 11U3

Curriculum Overviews

Year 10

Year 10

Year 11

Year 11

Sixth Form

Calculator Requirement

For KS5, our Maths Department require students to have a Casio FX-991EX Scientific Calculator

This retails at £20-£25. Click HERE for details

If you are thinking about taking A Level Maths, you may want to invest in this calculator in your GCSE years as it has more functions for specific higher level topics.

A level Maths aims and objectives are:

  • Understand mathematics and mathematical processes in a way that promotes confidence, fosters enjoyment and provides a strong foundation for progress to further study
  • Extend their range of mathematical skills and techniques
  • Understand coherence and progression in mathematics and how different areas of mathematics are connected
  • Apply mathematics in other fields of study and be aware of the relevance of mathematics to the world of work and to situations in society in general
  • Use their mathematical knowledge to make logical and reasoned decisions in solving problems both within pure mathematics and in a variety of contexts, and communicate the mathematical rationale for these decisions clearly
  • Reason logically and recognise incorrect reasoning
  • Generalise mathematically
  • Construct mathematical proofs
  • Use their mathematical skills and techniques to solve challenging problems that require them to decide on the solution strategy
  • Recognise when mathematics can be used to analyse and solve a problem in context
  • Represent situations mathematically and understand the relationship between problems in context and mathematical models that may be applied to solve them
  • Draw diagrams and sketch graphs to help explore mathematical situations and interpret solutions
  • Make deductions and inferences and draw conclusions by using mathematical reasoning
  • Interpret solutions and communicate their interpretation effectively in the context of the problem
  • Read and comprehend mathematical arguments, including justifications of methods and formulae, and communicate their understanding
  • Read and comprehend articles concerning applications of mathematics and communicate their understanding
  • Use technology such as calculators and computers effectively and recognise when their use may be inappropriate
  • Take increasing responsibility for their own learning and the evaluation of their own mathematical development.

Curriculum Overviews

Year 12

Year 13

Year 12
Further Maths

Year 13
Further Maths