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Intent Statement

At Saint Paul’s we aim to develop our pupils into positive and confident Mathematicians by equipping them with the tools and techniques to become resilient and independent thinkers. We empower pupils to take a logical and systematic approach to problem solving and recognise the value of perseverance and accuracy. The Maths department encourage our pupils to express themselves using suitable mathematical language and notation by modelling the correct use in every lesson. By using examples from everyday life to explain and reinforce mathematical concepts, we make Mathematics real and accessible, whilst hopefully inspiring some to take their mathematical studies forward to college or university.

As a knowledge-based curriculum we believe that knowledge underpins and enables the application of Mathematical skills. At both KS3 and KS4, starters revolve around the use of prior learning tasks as recommended by Mr Barton. Use of end of topic diagnostic testing and developmental feedback is a regular feature of our Maths lessons. All students have individual access to Dr Frost Maths and are set structured revision tasks related to the curriculum.

We build the cultural capital of our pupils by enriching the curriculum in appropriate areas with knowledge and tasks themed around famous mathematicians. Pupils can learn about the history and impact that they had upon the word we live in and the work we will go on to study. Real life applications of Mathematical ideas and careers where these ideas are regularly used are explored with our pupils.

Our curriculum at Saint Paul’s goes far beyond what is taught in lessons; whilst we want students to achieve the very best examination results possible, we also want to support and engage pupils outside of the classroom. As a department we offer opportunities for individual competition through the UKMT in Year 8 and Year 10. We also offer KS3 and KS4 pupils to take part in team Maths competitions organised by the University of Manchester. All pupils in year 9 take part in an internal Stock Market Challenge organised by the Maths department. And finally, our highest achieving Mathematicians go on to represent the school at the Manchester Business School Year 10 Stock Market Challenge. In 2018 and 2019 the Saint Paul’s team came 1st when competing against 20+ other Manchester High Schools.

Explore the Mathematics Learning Journey




Mr Seddon (Head of Mathematics)
Mr Hedge (Second in Mathematics)

Ms Johnson (Lead Practioner)
Mr Barnes
Mrs Cropper (Assistant Headteacher)
Mr Fannon (Assistant Headteacher)
Mrs Connor
Mrs Smith


Course Outline

The Mathematics GCSE should enable students to:

1. Develop fluent knowledge, skills and understanding of Mathematical methods and concepts.
2. Acquire, select and apply mathematical techniques to solve problems.
3. Reason mathematically, make deductions, inferences and draw conclusions.
4. Comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.


The subject content of this specification is common to all awarding bodies and is consistent with the statutory programme of study for mathematics in Key Stage 4 for England.

As all content can be assessed on any examination paper within this specification, some questions will draw together elements of content from different topic areas.

Paper 1: Written paper (Non-Calculator)
1 hour and 30 minutes, 80 marks, non-calculator, 33.3% of the assessment

Paper 2:Written paper (Calculator)
1 hour and 30 minutes, 80 marks, calculator allowed, 33.3% of the assessment

Paper 3: Written paper (Calculator)
1 hour and 30 minutes, 80 marks, calculator allowed, 33.3% of the assessment

Foundation Tier grades 1 – 5
Higher Tier grades 4 – 9 

Higher Education Courses/Careers


College: GCE A Level Mathematics GCE A Level Further Mathematics GCE A Level Statistics

University: A degree in Mathematics does not train you for a specific job. It is a versatile qualification that gives you a range of skills, which can enable you to enter a wide range of careers.

Careers for which a degree in Mathematics is either essential or a strong advantage could be grouped as: scientific research, engineering, design and development, finance, management services, computer games design, cryptanalyst, statistical work and teaching.

* All qualifications are subject to change following consideration of any new specifications.


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