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We're really looking forward to welcoming author Phil Earle () to our academy on Tues 30 Jan. He'll be talking about his love of writing, Frazzles and Hull - among other things


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Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.



The Maths department aims to develop a passion for Mathematics for all pupils, and a clear understanding of the subject beyond the classroom. Through exploration and investigation of real life concepts a true appreciation of Mathematics will be achieved. We aim:

  • for all pupils to reach their potential within the subject.
  • to develop pupils’ problem solving skills, and their ability to think as independent learners.
  • for every pupil to develop the confidence to tackle unfamiliar problems.
  • for pupils to be able to calculate using appropriate mental methods.
  • for pupils to be able to access Numeracy across the curriculum.
  • for every pupil to fully appreciate the importance of Mathematics as a subject.

The Director of Mathematics is Mr Fabian Leonard

Curriculum summary

The Harris Federation mathematics schemes of work for Key Stage 3 and Key Stage 4 have been written in line with the aims and ethos of the new national curriculum and assessments.

Each year group has been allocated appropriate content to ensure all students have the opportunity to achieve the highest levels of progress and attainment at GCSE. There are generally 3-5 units each half term
The changes made to the curriculum at Key Stage 3 will prepare our students in gaining the mathematical knowledge and skills needed for life in modern Britain, secure access into and success in further education and raise standards to compete in a global job market.

The new assessment at Key Stage 4 will have a much greater emphasis on problem-solving and reasoning. All content taught in the new schemes will include application of knowledge and skills in a wide variety of problem solving, investigations and activities. Students will learn that success may not be immediate and, alongside encouragement, time will be given for students to puzzle out and choose the maths they need to apply in different situations.

Key Stage 3 (years 7 and 8)

In years 7 and 8 we will ensure that all students achieve fluency in their mathematics, developing a deep understanding of fundamental concepts and being able to recall and apply knowledge rapidly and accurately.

Students will learn how to reason mathematically and develop understanding through identifying and communicating relationships between different strands of mathematics and building on prior knowledge.
Students will learn to apply their mathematics to a variety of problems with increasing sophistication and will be given the opportunity and encouragement to persevere in seeking solutions.

At Key Stage 3 we will teach fewer things in greater depth, this means more time may be spent on one topic to secure thorough understanding of key concepts. This does not mean that students are not challenged or the pace of the lesson should drag. Expectations are that all students should achieve in line with the aims of the new curriculum, but students will be further challenged by questions that require deeper understanding or more complex problem solving in the focus topic rather than moving on to the next one.

Key Stage 4 (years 9, 10 and 11)

There are 25 units in the scheme of work at Key Stage 4, covering all the content of the new national curriculum at a pace that allows the pupils to achieve fluency as well as go on to tackle problem-solving and mathematical reasoning questions. Unlike the scheme of work at Key Stage 3, where there is little differentiation between Higher and Foundation tier, at Key Stage 4 there is a clear split to ensure curriculum delivery is tailored to the needs of the tier each student is likely to face in their final exams.

To ensure the tier of entry is correct, and give all students the best possible chance to access the correct tier, the Mathematics department at HBAED ensures that there is a focus on 'crossover' topics from Higher and Foundation at the start of Year 11. This enables the department to accurately assess which tier of entry will best suit students, ensuring that they maximise attainment but also, more importantly, progress.

The Harris Federation alongside AQA and Collins have designed a scheme of work where we can test the prior knowledge required for each unit before we teach it so that teachers can tailor their teaching to the class. There have been gold, silver and bronze problem-solving tasks designed for each unit so that pupils will continue to hone their resilience and problem-solving skills in preparation for the 1-9 GCSE specification.


Years 7 - 10

The assessment system has been designed alongside our schemes of learning to ensure regular assessment of fluency, reasoning and problem-solving across the topics that have been covered. The assessment will be used to ensure students are secure in their understanding of a topic before they are moved on and to target intervention swiftly and effectively where it is needed. We will assess students’ progress in fluency, reasoning and problem solving through classwork, homework, unit tests and a half term written paper. 
Teachers will use work produced in books to assess progress and identify how students might improve. Homework will be set regularly and will be integral in assessing students' ability to work and apply the skills they have learnt independently. The teacher will use this assessment to inform their planning, support individuals and adapt lessons accordingly for their class. 
A short multiple choice test on each unit of work has been carefully designed to assess fluency and understanding and draw out misconceptions so the teacher can immediately act if intervention is required. The half-termly written papers will focus on reasoning and problem solving allowing students to demonstrate the ability to apply what they have learnt. Results for these assessments will be reported to parents as percentages and we will use these scores to predict a student’s most likely grade (MLG) at the end of Year 11, to assess whether they are on track.
The new grading system for mathematics GCSE is 9-1 with 9 being the highest. The exams taken will be in two tiers, higher and foundation. Students taking the foundation tier can achieve a grade 5-1 and those taking the higher can achieve a grade 9-4. The written assessments taken in years 7-9 will have higher and foundation assessments, reflecting the tiers in the final exam, and we will be able to change a student’s tiers of entry as appropriate as we go through the year. The reported MLG will be given using the 9-1 scale. 

Pupils will be sitting their GCSE with AQA, specification 8300.

Year 11

Year 11 will sit mock GCSE exams each half term and a report will be sent home detailing the marks that pupils got and the ones they didn’t so that they can tailor their revision to target the specific weaknesses.

Pupils will be sitting their GCSE with AQA, specification 8300.


Pupils receive maths homework on Hegarty Maths for numeracy mastery and either an additional curriculum-led piece, which could also be an online task from the website or a written task that the pupils are required to do in their books. 

How to revise and prepare for exams

As we head into a more challenging and demanding curriculum, assessment and examination system it is important that students in all year groups in the Academy understand how to prepare efficiently and successfully for exams.
All students sit externally set tests every half term which they must prepare for fully. These are cumulative tests which means they test more knowledge and skills as the year progresses.
The end of year exam will test knowledge and skills across the whole year period, for all years groups. We believe in teaching our students how to prepare for exams as they are an important life skill.

GCSE revision support and intervention for Year 11 Mathematics begins in September and runs until the Summer examinations.

See our exam preparation page for information about helpful revision guides and timetables, as well as details of additional interventions for each subject.

Revision links

Other helpful resources


Maths is a crucial subject and significantly increases a student’s employability later in life by showing the problem solving and analytical skills that employers value so highly.

Students who do well in maths are given fantastic opportunities to pursue a number of careers. Some examples are listed below:

  • Professions (engineering, banking, accountancy, insurance)

  • Public sector (administration, civil service, health service, local government, police, armed forces)

  • Teaching (schools, colleges, universities, teaching English aboard)

Maths is also a subject which can be taken to a high academic level with students studying MAs and PhDs.