The Mathematics Department aims to enable all pupils to enjoy mathematics. We want students to develop their mathematical skills to the full; to appreciate that mathematics is both interesting in itself and a vital part of the modern world; to achieve high standards in external examinations and to want to study mathematics further once they leave the school. In our school, pupils are taught mathematics in a wide variety of different ways to stimulate their interests and to develop their abilities to comprehend and construct a variety of forms of mathematical reasoning, including proofs. There is a real emphasis on making the learning of Mathematics fun, interactive and visual. Pupils are encouraged to participate in extra-curricular mathematical activities (competitions, maths club and trips), to take pride in their work, and to appreciate how they are progressing. Students are taught how to use software like Geometer’s Sketchpad and Autograph. The department’s schemes of work are based on the National Curriculum and our students follow linear GCSE model. The Maths Curriculum at Warren is designed to provide a smooth transition from KS2 to KS3 and on to GCSE, for students of all abilities. Our aim is to enhance the learning power, performance and enjoyment of maths for all. Every classroom is fitted with an interactive whiteboard, which is used with specialist software to enhance the learning experience for students. Homework is provided weekly to consolidate classroom achievement.

The Mathematics Department at The Warren School will promote and support a comprehensive, interactive, innovative and dynamic learning environment that will empower our pupils for the future in this ever changing world.

The Mathematics Department at The Warren School will provide a mathematics programme that prepares our students to be life-long learners and responsible, numerate citizen. We endeavour to provide a learning centred environment in which the student is the performer and the teacher is the coach. The Department also hope that students will come to appreciate that whilst being an important tool in other subjects, Mathematics is a subject in its own right, and that there is a sense of awe and wonder to behold within its boundaries.

Our Department seeks to develop the following in all our students:

1. A positive attitude towards mathematics by:

  • seeing it as an interesting and attractive subject
  • helping them to appreciate the creative and aesthetic aspects of the subject
  • ensuring that persistence through sustained work is rewarded
  • giving credit and praise to improve confidence
  • encouraging students to set themselves challenging targets

2. Sound numerical skills by:

  • ensuring that calculators are used sensibly and efficiently
  • the use of starters and plenaries to promote the use of mental skills
  • insisting that they learn relevant concepts and facts

3. A willingness to use algebraic skills by:

  • exploring mathematical patterns and sequences
  • identifying functional relationships
  • using correct and appropriate mathematical notation and language
  • using mathematics to model real-life situations

4. Raising spatial awareness by:

  • fostering an appreciation of the nature of space
  • encouraging them to use different representations
  • exploring properties of shape and space through the drawing and practical work
  • using appropriate Software packages to investigate transformations

5. An understanding of statistical enquiry by:

  • encouraging them to formulate their own hypotheses
  • collecting data from a range of sources by an appropriate sampling technique
  • communicating their findings through an appropriate and relevant charts and diagrams
  • using IT to facilitate the efficient data analysis and simulations
  • engaging in practical and experimental work
  • looking critically at the presentation of information
  • evaluating their work and recognising the limitations or bias within their work

6. An ability to use and apply Mathematics by:

  • raising an awareness of Mathematics across the curriculum
  • relating appropriate mathematical problems to life itself
  • developing an understanding through enquiry and experience
  • expressing problems in mathematical terms as an aid to their solution
  • fostering an ability to think clearly and logically with independence of thought and flexibility of mind.


Students learn Mathematics for 4 hours per week during Key Stage 3. All student work is levelled and students are set by ability as soon as possible in year 7. Students are encouraged to become independent learners and we regularly set students targets for improvement.

In Years 7 to 8, students study Mathematics in accordance with the KS3 National Framework, via our Scheme of Work. The Scheme of work is three tiers to ensure all students have differentiated learning. Every topic has a problem solving task to help students apply their skills in context; this in preparation for the new GCSE. Throughout Key Stage 3 students study the following areas of Mathematics:

  • Number
  • Algebra
  • Ratio, proportion and rates of change
  • Geometry and measures
  • Probability
  • Statistics

There are on-going topic tests and half term assessments to monitor achievement. All students are tested near the end of the academic year. This covers Non-Calculator, Calculator and Mental Numeracy skills. Students are prepared in lessons for these assessments.

A KS3 Mathematics Club exists, where students can get help with their homework and any other topic areas. Students can speak to any of the staff available. This club takes place on a Thursday during lunchtime.

30 selected students form Year 7 and 8 will complete this year’s Junior Maths Challenge. They will compete nationally against other students to attain Bronze, Silver and Gold Awards. Last year’s Junior Maths Challenge was very successful and our students attained both Silver and Bronze awards. This year we are aiming high!!!


Mathematics has many applications in many walks of life including business, science, construction, design and statistics. It has enabled us to organise, communicate and manipulate information in efficient way, and gives us the chance to explain and predict things in real life. The mathematics department at Warren, therefore, strives hard to help pupils learn how to solve problems which require the use of mathematical knowledge and techniques.

We aim to give all pupils the chance to play an active role in every maths lesson through the use of active learning techniques, such as:

  • collaborative tasks, where pupils work in small groups to discuss and solve maths problems;
  • class discussions using higher-order questioning techniques;
  • the use of mini-whiteboards to collect and discuss answers from every pupil in the class;
  • enrichment tasks;
  • use of ICT to enhance learning through use of Interactive Whiteboards in every lesson.

How can I boost my child’s GCSE Mathematics Grade?

The Mathematics department at The Warren School have a number of initiatives to help our pupils boost their GCSE grade. Parents’ support and pupils’ participation can make a real difference in ensuring our pupils realise their full potential.
Encouraging your child to do the following will help them achieve a better grade in Mathematics.

Links and how to support your child at home

Use MathsWatch Video tutorials to continuously revise topics that you have covered in class. Continuous revision of topics that you have covered in class using your MathsWatch clips will help you retain what you have learnt in lesson and solidify your understanding. MathsWatch clips cover everything you need to know. Do not just watch the clips, do the associated worksheet and exam questions which come with each clip.

Revision and practice

As a general guide your child should be doing the following revision every week:
i. Higher Tier: 3 hours a week.
ii. Foundation Tier: 2 hours a week


Recommended GCSE Maths Websites

A website containing tutorials on all the topics required for GCSE Maths. All students will be given individual usernames and passwords. If a student has lost or forgotten their password they must see their maths teacher.

BBC GCSE Bitesize
– Interactive revision and tests – with instant feedback
– Student revision checklist
– SOS teacher – helpdesk
– Contains teacher section which includes a teachers’ guide, lesson plans and worksheets

Maths Guru
Excellent resources containing many worksheets, PowerPoint presentations, starter activities, revision notes and schemes of work, broken down into topics and/or levels


What is changing at Key Stage 3?
In Years 7 to 8 the curriculum has been redesigned this year in line with the new framework, which students will begin to experience in Key Stage 2. From the start of year 7 students are placed into groups according to their attainment, so that learners can progress with others of similar ability. A common core of work is studied, although resources and content are tailored to the needs of the group.

Activities undertaken are individual, group and whole class based, and are across all attainment targets of the National Curriculum. Termly diagnostic assessments are used to monitor students’ progress throughout Key Stage 3, and results used to inform planning for the class and individuals to target and resolve any weaknesses; all assessments are set against National Curriculum levels. All students have individual aspirational targets and track their own achievement against these levels in every topic area.

Over achievement is recognised and celebrated with assembly awards and praise postcards from their class teacher. In this way we can ensure all students develop their confidence in and enjoyment of maths whilst enabling them to achieve their maximum potential.

Additional Support
‘Twilight’ classes are provided for pupils identified as needing extra support, and a popular maths workshop/drop-in session operates twice weekly after school to support any learner who is finding a particular topic challenging. Gift and Talented learners extend their flare and interest in maths by visiting such places as Bletchley Park and by taking part in national Maths Trust competitions. The Mathematics Department at The Warren School follows a Linear GCSE Course. The Warren School follows Edexcel Examination Board. Further information is available from

What percentage do the exams count for?
GCSE Mathematics has a Foundation tier (grades 1 – 5) and a Higher tier (grades 4 – 9). Students must take three question papers at the same tier. All question papers must be taken in the same series.

The information in the table below is the same for both Foundation and Higher tiers.

Paper Description Length Marks Weighting
1 Non-Calculator Paper (1 hour 30 minutes) 80 33⅓%
2 Calculator Paper (1 hour 30 minutes) 80 33⅓%
3 Calculator Paper (1 hour 30 minutes) 80 33⅓%


How do you group pupils?

The Mathematics Department broadly groups students into 4 tiers to ensure pupils are taught at an appropriate level. At examination time pupils will only sit the Higher or Foundation paper:

Higher + Tier
Higher Tier
Foundation + Tier
Foundation Tier


Do you still have coursework / controlled assessment?
No coursework / controlled assessment in Mathematics.

When are pupils given homework?
Each pupil will receive one major homework piece per week from their class teacher. The homework will be set in my maths or a worksheet as an extension to what the pupils are learning in class.

Do you provide practise exam papers?
Yes. All students have access to past papers.

What internet sites do you recommend?
The Mathematics department has bought into an online study support package at

What grade is my child working at?
At the Front of your child’s exercise book you will find a sticker showing your child’s current grade and also the grade they are working towards.

  • Peer assessment is encouraged and opportunities are provided in selected during lessons, when pupils give verbal and non-verbal responses.
  • At the end of every half term there are test for all year groups.
  • Every year group has an end of year examinations.