St Anthony’s Girls’ Catholic Academy Mathematics Curriculum Intent


‘We all have STEM with us.  Some things will drop out of the public eye and will go away, but there will always be science, engineering and technology.  And there will always, always be Mathematics.’ 

‘Like what you do and then you will do your best.’

Katherine Johnson

The Mathematics department at St Anthony’s believes all students can succeed.  Our pupils experience the opportunity to master an aspirational, deep and broad maths curriculum, which allows them to take their knowledge and apply it through problem solving and reasoning.  Mathematical skills are crucial in the world of further education and employment.  We strive to ensure that our curriculum provides a high-quality Mathematical education that will allow our pupils to flourish.  We aim to develop the desire to succeed in our pupils, by helping them to see the true beauty of Maths and its many and varied applications.  The Mathematics curriculum continually builds on prior knowledge and connections from Key Stages 1 and 2 to develop Mathematical ideas, fluency, reasoning and competence in solving increasingly sophisticated problems. The curriculum, including our Key Stage 5 Mathematics courses, provides a strong foundation, for functional skills, further academic or vocational study and for employment, to give students the appropriate Mathematical skills, knowledge and understanding to help them progress to a full range of courses in further and higher education.  Whether this is further study of Mathematics, another subject with a Mathematical element or employment we want our students to be prepared for their next challenge.

Curriculum Intention:

‘The More I study the more insatiable do I feel my genius for it to be.’ Ada Lovelace

  • Inspiring and supporting young women and upholding our mercy ethos.  Encouraging them to work hard, succeed in Mathematics, and further their knowledge by studying Mathematics in 6th form.
  • Developing students with a love of the Mathematics who are motivated and eager to improve their knowledge and applications of Mathematics.
  • Empower pupils with the Mathematical knowledge to give pupils the choice of moving forward into selective vocations involving Maths
  • Provide a continuous and seamless transition between key phases of education, including our shared 6th Form provision, taking them on a journey of mathematical education that is rich in logic, problem solving, analysis and reasoning.
  • All learners, including the most disadvantaged pupils and pupils with SEND are provided with the same knowledge, skills and cultural capital they require for future learning and employment.
  • Our Mathematics curriculum is enriched to include experiences outside the classroom, such as participating in the UK Trust Maths challenges and the maths inspiration days and BCCET Maths challenges.
  • Ensure that the fundamental basics of numeracy are well established and all pupils are stretched and challenged in Mathematics regardless of their ability.
  • Ensure all pupils can articulate their mathematical understanding, through literacy within Maths, a key part of our curriculum, focus on key words and reciprocal reading strategies to support students with accessing contextual, problem solving questions.
  • Within Mathematics, we teach for mastery, ensuring that pupils have the knowledge and skills required before moving onto the next stage of their mathematical education.  A small steps approach to learning supports this across all key stages.
  • Enable students to select, use and apply appropriate calculation strategies to solve increasingly complex problems.

Specific National Curriculum Aims

  • Consolidate and extend their numerical and mathematical capability from key stage 2 by developing their understanding of the number system and place value to include decimals, fractions, powers and roots.
  • Use algebra to generalise the structure of arithmetic, including formulating mathematical relationships.
  • Substitute values into expressions and formulae, rearrange and simplify expressions, and solve increasingly more complex equations.
  • Move freely between different numerical, algebraic, graphical and diagrammatic representations.
  • Develop algebraic and graphical fluency.
  • Use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics.
  • Extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations
  • Extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically.
  • Identify variables and express relations between variables algebraically and graphically.
  • Make and test conjectures about patterns and relationships; look for proofs or counterexamples.
  • Reason deductively in geometry, number and algebra, including using geometrical constructions.
  • Interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning.
  • Explore what can and cannot be inferred in statistical and probabilistic settings, and express their arguments formally.


Year 7-11 Curriculum Maps

Year 12-13 Curriculum Maps

Further Maths Curriculum Map

Core Maths Curriculum Map

Curriculum Design

Year 7-9 Maths Progression Models

Year 10-11 Foundation Maths Progression Models

Year 10-11  Higher Maths Progression Models

Year 12-13 Maths Progression Models

Year 12 – 13 Core Maths Progression Models