Mathematics at The Deepings School

The Deepings School Maths department is a dynamic team dedicated to the ideal that all students can achieve well in mathematics through focused effort. We believe our valuable subject opens doors for young people and we are dedicated to supporting students to make great progress and fulfil their mathematical potential. We are always here to help so do feel free to contact any of us via email or by telephoning the school.




Mr Akhtar

Assistant Headteacher

Mr Barham

Second in Department, KS4 Co-ordinator

Mr Bannister


Mr Beg


Mr Burnell


Miss Butterworth


Mr Cherry

KS5 Co-ordinator

Mr Hipwell


Mrs Locke

Lead Practitioner

Mr McDonald

Mr Meneaugh


Mr Pearson


Mrs Robinson


Mr Shafiq


Mrs Sowinska

KS3 Co-ordinator

Key Stage 3

In Years 7 and 8 all students will follow the Mathematics KS3 National Curriculum. The National Curriculum for Mathematics aims to ensure that all students:

  • Become fluent in the fundamentals of Mathematics, including with varied and frequent practice of increasingly complex problems over time so that students develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisation, 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

Students in KS3 will study a broad curriculum that will cover the core themes of Mathematics:

• Number

• Algebra

• Statistics

• Ratio, proportion and rates of change

• Geometry and measures

Mathematics is an interconnected subject in which students need to be able to move fluently between representations of mathematical ideas. The programme of study for Key Stage Three is organised into apparently distinct domains but students should build on Key Stage Two and make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge in Science, Geography, Computing and other subjects.

Decisions about progression should be based on the security of students’ understanding and their readiness to progress to the next stage. Students who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content in preparation for Key Stage Four. Those who are not sufficiently fluent should consolidate their understanding before moving on. To ensure we can do this effectively, students are taught in sets and each class teacher will develop appropriate resources according to prior attainment.

Students will be assessed on a regular basis by their class teacher to ensure progress is being made. The data obtained from assessments will inform subsequent lessons and homework and students will have the opportunity to improve their areas of development after each assessment cycle.

Key Stage 4

The GCSE course begins for students in Year 9 and continues until Year 11. We currently follow the AQA specification which is available from the following link:

Students will either study a foundation (grades 1 – 5) or a higher tier (grades 4 – 9), with opportunities to change between the two tiers during the course depending on performance. Both tiers of examination require the students to complete three examinations. Paper 1 is a non-calculator exam, however, a calculator is permitted in papers 2 and 3. End of Term and End of Year PPE assessments take place throughout Years 9 and 10 and regularly throughout Year 11 to allow teachers to assess any areas in which students may require additional focus. Additional revision sessions will be held during the year which all Year 11 students will be welcome to attend. Please see the chart below under Page Gallery which shows a comparison between the new 1-9 grading system and the old A*-G system.

This qualification in Mathematics encourages students to develop confidence in, and a positive attitude towards, mathematics and to recognise the importance of mathematics in their own lives and to society. This qualification develops knowledge, skills and understanding of mathematical methods and concepts within the following areas:

·       Number

·       Algebra

·       Ratio, proportion and rates of change

·       Geometry and measures

·       Probability

·       Statistics

In line with the requirements set by the Department for Education, the expectation is that:

• all students will develop confidence and competence with the content identified in the “basic foundation content” column

• all students will be assessed on the content identified by the “basic foundation content” and “additional foundation content” columns; more highly attaining students will develop confidence and competence with all of this content

• only the more highly attaining students will be assessed on the content identified in the “higher content” column. The highest attaining students will develop confidence and competence with this content.

Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE Mathematics specifications and all exam boards. The exams will assess the following AOs in the context of the content set out in the Subject content section.

• AO1: Use and apply standard techniques

Students should be able to: • accurately recall facts, terminology and definitions • use and interpret notation correctly • accurately carry out routine procedures or set tasks requiring multi-step solutions

• AO2: Reason, interpret and communicate mathematically

Students should be able to: • make deductions, inferences and draw conclusions from mathematical information • construct chains of reasoning to achieve a given result • interpret and communicate information accurately • present arguments and proofs • assess the validity of an argument and critically evaluate a given way of presenting information

• AO3: Solve problems within mathematics and in other contexts

Students should be able to: • translate problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes • make and use connections between different parts of mathematics • interpret results in the context of the given problem • evaluate methods used and results obtained • evaluate solutions to identify how they may have been affected by assumptions made

Key Stage 5

  • Mathematics A Level

  • A two year course written and examined by Edexcel.  This Syllabus is designed to involve students developing mathematical ideas and relating them to everyday life as far as possible.  This course is demanding, but very rewarding. 
  • The aims and objectives of this qualification are to enable students to:
  • 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.

Students study and sit exams in the following modules: Pure 1, Pure 2, Statistics and Mechanics.

Further Mathematics A Level

Further Mathematics is an A level qualification which both broadens and deepens the mathematics covered in A level Mathematics.   The first year of Further Mathematics is designed to be learnt alongside the first year of Mathematics in year 12.  Students studying Further Mathematics find it to be an enjoyable, rewarding and stimulating experience.  For someone who enjoys mathematics, it provides a challenge and a chance to explore new and more sophisticated mathematical concepts.  This course is demanding, but very rewarding. 

Students study and sit exams in the following modules: Core Pure 1, Core Pure 2, Further Mathematics Option 1 (Students take one of the following four options: A: Further Pure Mathematics 1 B: Further Statistics 1  C: Further Mechanics 1  D: Decision Mathematics 1) and Option 2 (Students take one of the following seven options: A: Further Pure Mathematics 2 B: Further Statistics 1  C: Further Mechanics 1  D: Decision Mathematics 1  E: Further Statistics 2  F: Further Mechanics 2  G: Decision Mathematics 2)

Students who have studied Mathematics have gone on to study a variety of courses including Mathematics, Computing, Medicine and Architecture.  Students have selected a variety of universities in which to study these courses with many being accepted to study at Imperial, Durham and Cambridge.

Core Mathematics - Level 3 Mathematical Studies

Core Maths is a Level 3 course offered by AQA for post 16 students who have passed GCSE Mathematics with a Grade 4 or above who decided not to study A Level Mathematics. Introduced in 2014, it forms part of the Governments plan to increase participation and raise standards in mathematics education. It has been designed in association with employers, universities and professional bodies as valuable preparation for employment and further studies.

The course equips students with the skills and confidence to tackle everyday demands they are likely to encounter in their working lives.The course covers: statistics and algebra; probability and estimation; data analysis and modelling; sequences and growth; financial planning and management; collaborative problem solving approaches and techniques, and using technology and spreadsheets.


Useful Websites - An excellent resource with video support prior to completing topic specific tasks)  - Excellent resources of all types   - Excellent resources of all types - Great support for A Level Students - Useful free mathematical resources - Worksheets and advice when finding topics difficult