Members of Staff

Ms B. Patel: Head of Maths
Mr H. Patel: 2 i/c Maths/Teacher of Maths
Mr Z. Thandi: Teacher of Maths
Mr M. Phythian: Teacher of Maths
Ms B. Dhamelia: Teacher of Maths
Mrs C. Mitchell: Teacher of Maths
Ms B. Dhamelia: Teacher of Maths

Why Study Maths?

Mathematics is the means of looking at the patterns that make up our world and the intricate and beautiful ways in which they are constructed and realised. Numeracy is the means of making that knowledge useful.

Mathematics contributes to the school curriculum by developing pupils’ abilities to calculate; to reason logically, algebraically, and geometrically; to solve problems and to handle data. Mathematics is important for pupils in many other areas of study, particularly Science and Technology.  It is also important in everyday living, in many forms of employment, and in public decision-making.  As a subject in its own right, Mathematics presents frequent opportunities for creativity, and can stimulate moments of pleasure and wonder when a problem is solved for the first time, or a more elegant solution to a problem is discovered, or when hidden connections suddenly manifest. 

It enables pupils to build a secure framework of mathematical reasoning, which they can use and apply with confidence. The power of mathematical reasoning lies in its use of precise and concise forms of language, symbolism and representation to reveal and explore general relationships. These mathematical forms are widely used for modelling situations; a trend accelerated by computational technologies.

The Aims of the Maths Department

In Maths our vision is to ensure that every student, irrespective of their academic ability, gets every opportunity to become a secure mathematician. Every student should be given the confidence to question why and progress so far that they can achieve beyond their own targets. This will be achieved by the following:

  • To set challenging targets with high expectations for all pupils.
  • To offer a variety of approaches to teaching and learning to engage and motivate pupils and demand their active participation.
  • To smooth the transition for pupils between Key Stages and ensure progression in teaching and learning throughout their time at The Lancaster Academy.
  • To explore enrichment opportunities outside the curriculum to enhance pupils’ enjoyment of mathematics.

KS3 Mathematics

KS3 Mathematics

In year 7 mathematics is initially taught in form groups. Setting takes place within the first half term based on both KS2 results and in-school assessment. The KS3 curriculum follows the Maths Mastery scheme of work for Years 7 and 8. This is an investigative way of learning mathematics, where we get students to understand the concepts of mathematics and make conjectures themselves about processes in maths. Students are encouraged to discuss their ideas and formulate their own understanding, this is followed up with set tasks and teacher led discussions. Topics covered follow the National Curriculum and include modules on Number, Algebra, Shape, Space and Measure and Data Handling. Resetting for year 8 is based on measured progress through year 7. Movement between sets because of exceptional progress during the year is encouraged.  Pupils follow the Maths Mastery curriculum in year 7 and 8. Weekly homework will be set for these year groups.

What is a mastery approach?

In a mastery approach, topics are covered for a longer time than in a traditional approach, with every student expected to reach a certain level (i.e. to ‘master the curriculum’) before the class progresses on to the next topic. This means that all students get full access to the curriculum. Those who grasp a topic quickly do not move on to a new topic, ahead of their peers; instead they tackle problems where they apply their skills to unfamiliar contexts and across other areas of mathematics, helping them to see the links between them and building a breadth and depth of understanding. Those who are not so quick to grasp a topic have the opportunity to consolidate their understanding before the class progresses to the next topic. A mastery approach also places greater emphasis on students’ problem-solving skills.

This approach in our Maths teaching is designed to:

build fluency

progress carefully to develop understanding

promote thinking and reasoning, rather than rote learning

support understanding with pictorial representation and scaffolding

challenge by making links between different areas of mathematics

develop problem-solving skills

increase breadth and depth in mathematical understanding and its


Topics Studied at KS3






Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

Y 7

Place value;

Addition & subtraction of integers and decimals

 Multiplication & division of integers and decimals

Angles and angles properties of straight lines; Properties of triangles and quadrilaterals


Equivalent fractions; Fractions of amounts; Multiplying and dividing fractions

Introduction to algebra; Order of operations

Percentages & Pie Charts

Assessments: Pre and Post test

Assessments: Pre and Post test

Assessments: Pre and Post test

Assessments: Pre and Post test

Assessments: Pre and Post test. 

Assessments: Pre and Post test

Y 8

Prime numbers and factorisation; Calculating with fractions

Positive and negative numbers; Sequences, expressions and equations

Constructing triangles and quadrilaterals; Properties of angles in parallel lines; Length and area.

Percentage change; Ratio and rate; Rounding and accuracy.

Circles; 3D shapes and nets; Surface area and volume of 3D shapes.


Assessments: Pre and Post test

Assessments: Pre and Post test

Assessments: Pre and Post test

Assessments: Pre and Post test

Assessments: Pre and Post test

Assessments: Pre and Post test


KS4 Mathematics

GCSE Maths is covered over three years, from Year 9 to Year 11. We have worked with examining body AQA at GCSE for a number of years and believe it will work best for students with the new GCSE specification. Grading from the new specification has now changed from grades A*-G to 9-1. 9 is now the equivalent of the top half of the A*, 5 a low C, 4 a high C and 1 at the baseline of the G. At the end of the three-year course students will sit 3 exams, each 90 minutes in length. All are out of a possible 80 marks; the first is non-calculator, with the other two calculator. New content has been moved from the original higher specification into foundation, content has been moved down for A-Level to higher at GCSE and a range of new topics have been introduced over both higher and foundation. There is also an opportunity for some Year 11 students to be entered for a ’Further Mathematics’ qualification in addition to the Mathematics GCSE.

Topics Studied at KS4

The following table indicates the topics taught and total percentages in the GCSE papers.

Topic Area

Foundation Tier (%)

Higher Tier (%)













Probability and statistics (combined)



Students are placed in new sets at the start of Year 9 based on end of Year 8 results and teacher assessments. There is availability for movement where needed, but classes generally stay the same, with where possible the same teacher, throughout Year 9, 10 and 11. Students have 4 lessons a week throughout the GCSE course.

Students are assessed every half term. In some circumstances further assessments are required and undertaken accordingly.

During Year 11, students will sit their official mocks for all subjects including maths. Though for us they also sit an additional mock. The first mock at the end of October is to give students an early insight into the type of exams they will be sitting at the end of the GCSE course. February sees the final additional mock allowing students a final chance to practice exam technique in this exam environment, have access to the most current style of papers available and from this analyse with their class teacher the main areas they need to individually focus in the revision run up to the actual GCSE.

All Year 11 students will be given access to all GCSE past papers on a regular basis through homework and in class. Papers will be set once a fortnight until the June exams with 2 set at a time over holiday periods. Normal class homework will be expected week in between. All papers will be marked with the use of teacher model answers and analysed by both students and teachers in order to identify areas for development both individually and as a class during the revision period.

Assessment & Personalised Learning

We assess students every term against the assessment criteria relevant to their ability and schemes of learning are planned to ensure progression for all individuals. Feedback to students on how to progress is therefore personalised to meet their individual needs.

Although students are organised in ability sets, there can still be a wide range of ability in the class. We aim to:

  • Establish a classroom climate where all students feel that they can contribute, and which secures their motivation and concentration
  • Adopt teaching strategies to keep all students suitably challenged
  • Provide appropriate support, aids or interventions to give particular students access to the planned programme and to keep any who might fall behind in step with the rest of their class.

 Strategies are quickly put into place after careful analysis of assessment data to aid progression. Examples of strategies include:

  • Questioning – targeting individuals or groups, open questions, encouraging students to explain strategies and methods to each other
  • Teaching focused at times on individuals/groups while others work independently.
  • Targeting teacher’s own support or the support of additional adults in the classroom.
  • Providing resources to support particular students especially those who need more support or who need more of a challenge
  • Open-ended tasks – investigations and problem solving activities which aim to mirror real life situations
  • Individual or small group withdrawal with a qualified mathematics teaching assistant or mathematics tutor for students who require more personalised support

After school sessions, especially those who are close to exams


Selected students in Years 7 and 8 are entered into the UKMT Junior Challenge and in Years 9, 10 and 11 selected students are entered into the UKMT Intermediate Challenge. There are also various trips and visits arranged throughout the year.

Useful Resources/Home Support

Parents can do lots to support their child at home with their mathematics. A list of ways to help follows:

  • All students will have a login for the PiXL App. This can be used for revising and teachers will set homework through this.
  • Log onto , your son will know the login and password. You can look up topics and follow lessons on these to help you to help your son or daughter.
  • BBC bitesize website also has lots of information and help with mathematics.
  • At home, teach your child to read the time, read timetables when you go on trains, calculate the cost the bill when you eat out, get them to weigh out food, talk about distances in metric and imperial. Every little bit of maths at home helps.
  • Encourage your child to practice their times tables and do a little maths every day

And please remember - Maths is fun, don’t be frightened of it, encourage and tell your child they can

succeed in maths!

Here are a list of useful websites to use:




Interactive Applets and Games

Past Papers