Ms R O'Hara - Head of Mathematics:

Mr A Baines - KS5 Coordinator Mathematics:

Ms J Stanistreet - KS3 Coordinator Mathematics:

Mr K Moran - Teacher of Mathematics:

Mr C Griffiths - Teacher of Mathematics:

Mr J Tyrer - Teacher of Mathematics:

Mr D Gee - Teacher of Mathematics:

Mr W Maddock - Head of Design Computing, ICT & Business/Teacher of Mathematics:

Mr A Eyre - Teacher of Technology/Teacher of Mathematics:


The mathematics department strives to ensure that all students develop essential knowledge and skills to be successful both during and beyond their school years. Only the best is good enough for our students and we ensure that this is achieved through the consistent and collaborative teaching and planning across the department.

We want to develop a curriculum that provides students with access to important mathematical ideas to develop the mathematical knowledge and skills that they will draw on in their future lives. We want the curriculum to form the basis on which further study and research in mathematics and many other fields are built.  

The mathematics curriculum at MHS builds on students’ prior learning and focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, reasoning, computational thinking and problem solving. These capabilities enable students to respond to familiar and unfamiliar situations by employing mathematics to make informed decisions and solve problems efficiently.

Content covered supports student learning across the wider whole school curriculum by ensuring that the links between the various components of mathematics, as well as the relationship between mathematics and other subjects, are emphasised. Mathematics is composed of multiple but interrelated and interdependent concepts and structures which students can apply beyond the mathematics classroom.

What are the key concepts that have to be mastered for pupils to be successful in this subject?

1. Fluency in number skills

2. Problem-solving skills that can be applied in all mathematical areas

3. Reasoning and understanding of geometry and statistics

4. Fluency in algebraic manipulation 

5. Reasoning and understanding of probability

Key Stage 3

At Key Stage 3, students develop fluency, reasoning skills and their ability to solve problems through mathematical constructs. The Key Constructs underpin the Mathematics Mastery cumulative curriculum, and will therefore be continually developed and built upon across academic years. The curriculum overview below shows when they are explicitly focused upon for the first time. 

Scheme of Work Overview:

Year 7                          Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2

Year 8                          Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2

Year 9                          Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2 

Key Stage 4

The mathematics department follow the AQA 8300 Specification. Pupils will follow either Higher-level GCSE (Grade 4-9) or Foundation level GCSE (Grade 1-5). Suitability for each course is determined by Key Stage 4 target grades and also assessments during years 7, 8 and 9. The GCSE course is assessed by three written exams. Paper 1 is non-calculator; Paper 2 and Paper 3 are calculator based.

Scheme of Work Overview:

Year 10 (Foundation)   Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2

Year 10 (Higher)          Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2

Year 11 (Foundation)   Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2

Year 11 (Higher)          Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2

Key Stage 5

The mathematics department follows the AQA A Level 7357 Specification. The course is assessed by three written exams sat at the end of Year 13. Paper 1 Pure (2hrs), Paper 2 Pure and Mechanics (2hrs), and Paper 3 Pure and Statistics (2hrs).

A level Mathematics is a mixture of pure (core) mathematics (4 units); and applications of mathematics, Mechanics and Statistics (2 units).  

Scheme of Work Overview:

Year 12   Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2

Year 13   Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2

Cultural Capital

Mathematics is a facilitating subject. The mathematics department teaches students skills that enable them to have greater access to other subject areas such as science, geography, computing, engineering, business studies and technology.  This allows the students to have a broader experience and understanding of a wider curriculum, improving aspirations and expanding horizons.

Lessons ensure that students have an understanding of how the skills they are being taught can be applied in the real world.  Students at Maghull High hold maths in high regard and have a great respect for the importance of the subject. 

The mathematics department has links with universities and offers trips to students to help promote the value of education and enable them to see where maths can take them in their futures.

Students are given the opportunity to study GCSE Further Maths as an extra-curricular option in Year 11.

An Equitable Curriculum - Removing Barriers to Learning

The Mastery  based curriculum delivered at KS3 ensures that students are given sufficient time covering basic concepts which are then developed further if appropriate for individual students. All students’ needs are met, extended, scaffolded and supported.  Content is such that both breadth and depth are taught at the right level so that all students are able to access the curriculum and can maximise progress.

At KS4, the time allocation in all SOWs show consideration of hours needed to teach each new concept for different classes, depending on ability.  SOW are fluid and can be adjusted to reflect the needs of teachers. We deliver the AQA GCSE content knowing that there is a significant reduction in word count so that the exam papers are more accessible for groups such as SENd.

Mathematics lessons are more consistent, reducing variability with the department of quality of resources and teaching.  This is achieved through collaborative planning and the cascading of lesson plans through the department.   This helps to ensure that all students have access to quality first teaching that considers needs of learners and barriers and misconceptions that they may face.

All teachers have seating plans to help promote the progress and engagement within the classroom.  Groups of students such as SENd and DP are highlighted so that they are monitored closely to ensure that gaps can be significantly reduced. Foundation students benefit from smaller class sizes to improve teacher pupil ratio.  SENd pupils have access to TA support where appropriate in lessons.

Intervention groups at KS4 ensure that groups of students, such as DP and SENd are prioritised and they are monitored closely at all assessment points.  Access to resources such as revision guides and equipment are provided for those who require it.

Useful Documents


For more information regarding the mathematics curriculum please contact Ms R O'Hara (Head of Mathematics)

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