"Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills, and the ability to think in abstract ways. Mathematics is important in everyday life, many forms of employment, science and technology, medicine, the economy, the environment and development, and in public decision-making. Different cultures have contributed to the development and application of mathematics. Today, the subject transcends cultural boundaries and its importance is universally recognised. Mathematics is a creative discipline. It can stimulate moments of pleasure and wonder when a pupil solves a problem for the first time, discovers a more elegant solution to that problem, or suddenly sees hidden connections. ” Taken from The National Curriculum Online.

  • KS3

    Years 7, 8 and 9 follow programmes of study reflecting the National Numeracy Strategy which:

    1. recognises a student’s achievement in their previous school.
    2. enables a student to follow the appropriate programme of study.
    3. is based upon a variety of teaching and learning styles.
    4. sets topics in context as appropriate.
    5. enables students to practice routine skills.
    6. recognises the numeracy demands of other curriculum areas in planning the order of topics and the style of delivery.
  • KS4

    Students in Years 10 and 11 follow programmes of study reflecting the Key Stage 4 programmes of study.  Students will be assessed by the Edexcel Linear GCSE or entry level.  Students have the option to choose statistics at GCSE and this will also be assessed by Edexcel.

  • Marking Ethos

    Marking ethos (adapted from the department handbook).


    Work in Mathematics generates a great deal of marking, and it is not usually possible, nor, in general, desirable for a teacher to mark every piece of work which is done.”  Cockcroft 417.

    Responding to students’ work is an essential part of the teaching and learning process.  It is important to give students regular feedback about how they progress.  This feedback may be verbal or written.  In general it must be diagnostic and supportive.

    It has been accepted that there should be a whole school approach to marking students’ work.  This is as follows:

    -            Monitoring of students’ work should be undertaken on a regular basis and in a manner that gives prompt acknowledgement of students’ efforts.

    -            Teachers are encouraged to comment (verbally or in written form) on students’ work as a matter of course.

    Within the context of the Mathematics Team this is to be interpreted in the following way.


    Marking policy

    Teachers will often mark work as they circulate the class in order to identify misconceptions.  Students can mark their own work and strategies can be developed for establishing what needs to be gone over as a class.  Students may also from time to time peer assess each other’s work. 

    Homework on the whole should be marked by staff.  Staff should initial and date the exercise book.  The purpose of marking is: 

    • to help students know what they can do, where they are wrong and why, and see ways forward in understanding.
    • to give students a clear idea of what they have achieved.
    • to encourage students and give them confidence to tackle new and more difficult work.
    • to make clear expectations and acknowledge well-presented work.


    Summative Assessment

    • Students’ work is assessed formally:
    • Teachers will be required to submit a level at the end of each term and the report will indicate the levels of progress and effort the student has made.  These levels are determined from a combination of classwork, homework and half termly assessments.
    • If a student’s performance is significantly higher or lower than those of other students in their group, set moves may be considered.
    • At the end of year 7, 8 and 9 students will sit Optional tests which provide a nationally recognised benchmark. 
    • In year’s 10 and 11 students will sit modular assessments to track their progress every 6 weeks. These results are useful for providing a forecast  at GCSE.
  • Curriculum

    KS3:  List of the key objectives for each year group

    Year 7

    Simplify fractions by cancelling all common factors; identify equivalent fractions.

    - Recognise the equivalence of percentages, fractions and decimals.

    - Extend mental methods of calculation to include decimals, fractions and percentages.

    - Multiply and divide three-digit by two-digit whole numbers; extend to multiplying and dividing decimals with one or two places by single-digit whole numbers.

    - Break a complex calculation into simpler steps, choosing and using appropriate and efficient operations and methods.

    - Check a result by considering whether it is of the right order of magnitude.

    - Use letter symbols to represent unknown numbers or variables.

    - Know and use the order of operations and understand that algebraic operations follow the same conventions and order as arithmetic operations.

    - Plot the graphs of simple linear functions.

    - Identify parallel and perpendicular lines; know the sum of angles at a point, on a straight line and in a triangle.

    Convert one metric unit to another (e.g. grams to kilograms); read and interpret scales on a range of measuring instruments.

    - Compare two simple distributions using the range and one of the mode, median or mean.

    - Understand and use the probability scale from 0 to 1; find and justify probabilities based on equally likely outcomes in simple contexts.

    - Solve word problems and investigate in a range of contexts, explaining and justifying methods and conclusions.        


    Year 8

    Add, subtract, multiply and divide integers.

    - Use the equivalence of fractions, decimals and percentages to compare proportions; calculate percentages and find the outcome of a given percentage increase or decrease.

    - Divide a quantity into two or more parts in a given ratio; use the unitary method to solve simple word problems involving ratio and direct proportion.

    - Use standard column procedures for multiplication and division of integers and decimals, including by decimals such as 0.6 or 0.06; understand where to position the decimal point by considering equivalent calculations.

    - Simplify or transform linear expressions by collecting like terms; multiply a single term over a bracket.

    - Substitute integers into simple formulae.

    - Plot the graphs of linear functions, where y is given explicitly in terms of x ; recognise that equations of the form y = mx + c correspond to straight-line graphs.

    - Identify alternate and corresponding angles; understand a proof that the sum of the angles of a triangle is 180° and of a quadrilateral is 360°.

    - Enlarge 2-D shapes, given a centre of enlargement and a positive whole-number scale factor.

    - Use straight edge and compasses to do standard constructions.

    - Deduce and use formulae for the area of a triangle and parallelogram, and the volume of a cuboid; calculate volumes and surface areas of cuboids.

    - Construct, on paper and using ICT, a range of graphs and charts; identify which are most useful in the context of a problem.

    - Find and record all possible mutually exclusive outcomes for single events and two successive events in a systematic way.

    - Identify the necessary information to solve a problem; represent problems and interpret solutions in algebraic, geometric or graphical form.

    - Use logical argument to establish the truth of a statement.


    Year 9

    - Add, subtract, multiply and divide fractions.

    - Use proportional reasoning to solve a problem, choosing the correct numbers to take as 100%, or as a whole.

    - Make and justify estimates and approximations of calculations.

    -Construct and solve linear equations with integer coefficients, using an appropriate method.

    - Generate terms of a sequence using term-to-term and position-to-term definitions of the sequence, on paper and using ICT; write an expression to describe the nth term of an arithmetic sequence.

    - Given values for m and c, find the gradient of lines given by equations of the form y = mx + c.

    - Construct functions arising from real-life problems and plot their corresponding graphs; interpret graphs arising from real situations.

    - Solve geometrical problems using properties of angles, of parallel and intersecting lines, and of triangles and other polygons.

    - Know that translations, rotations and reflections preserve length and angle and map objects on to congruent images.

    - Know and use the formulae for the circumference and area of a circle.

    - Design a survey or experiment to capture the necessary data from one or more sources; determine the sample size and degree of accuracy needed; design, trial and if necessary refine data collection sheets.

    - Communicate interpretations and results of a statistical enquiry using selected tables, graphs and diagrams in support.

    - Know that the sum of probabilities of all mutually exclusive outcomes is 1 and use this when solving problems.

    - Solve substantial problems by breaking them into simpler tasks, using a range of efficient techniques, methods and resources, including ICT; give solutions to an appropriate degree of accuracy.

    - Present a concise, reasoned argument, using symbols, diagrams, graphs and related explanatory text.


    The table below is an overview of the module Structure for the KS4 programme of study.

    Foundation Overview

    Unit A

    Unit B

    Unit C

    Unit D

    Unit E

    Summer Year 9

    Autumn 1 Year 10

    Autumn 2 Year 10

    Autumn / Spring 1 Year 10

    Spring Year 10

    1. Integers

    2. Decimals

    3. Coordinates


    4. Angles, lines and triangles

    5. Reading scales and converting units

    6. Collecting data


    7. Charts and graphs

    8. Symmetry, similarity and congruence

    9. Types of number


    10. Introduction to algebra

    11. Constructions


    12. Patterns and sequences

    13. Properties of quadrilaterals and parallel lines

    Unit F

    Unit G

    Unit H

    Unit I

    Unit J

    Spring/ Summer Year 10

    Summer Year 10

    Summer Year 10

    Autumn Year 11

    Autumn Year 11


    14. Fractions

    15.Pie Charts

    16. Fractions, decimals and percentages


    17. Applications of percentages

    18. Algebra using powers and brackets

    19. Ration and proportion


    20. Linear equations and inequalities

    21. Perimeter and area

    22. 3-D shapes



    23. Real-life graphs

    24. Straight line graphs

    25. Compound measures



    26. Timetables and distance-time graphs

    27. Volume

    28. Probability


    Unit K

    Unit L

    Unit M



    Autumn Year 11

    Spring Year 11

    Spring Year 11

    Summer Year 11



    29. Formulae

    30. Angle properties of polygons

    31. Transformations



    32. Scatter graphs and correlation

    33. Averages and Range

    34. Quadratics graphs



    34. Quadratics graphs

    35. Trial and improvement

    36. Circles

    37.Pythagoras Theorem




    Higher Tier Overview 

    Unit A

    Unit B

    Unit C

    Unit D

    Module E

    Summer Year 9

    Autumn 1 Year 10

    Autumn 2 Year 10

    Autumn / Spring 1 Year 10

    Spring Year 10

    1. Integers and decimals

    2. Coordinates

    3. Fractions


    4. Algebra

    5. Shape and angle

    6. Collecting data

    7. Displaying data

    8. Construction and loci

    9. Types of number

    10. Patterns and sequence

    11. 2-D and 3-D shapes

    12. Perimeter and Area

    13. Fractions, Decimals and Percentages


    Unit F

    Unit G

    Unit H

    Unit I

    Module J

    Spring/ Summer Year 10

    Summer Year 10

    Summer Year 10

    Autumn Year 11

    Autumn Year 11

    14. Formulae and Linear Equations

    15. Linear Graphs 

    16. Simultaneous Equations


    17. Probability

    18. Ratio and scale


    19. Averages and range

    20. Pythagoras and Trigonometry

    21. Trial and improvement


    22. Surface area and volume

    23.Compound measures

    24. Transformations


    25. Similarity and congruence

    26. Quadratic functions, graphs and equations


    Unit K

    Unit L

    Unit M



    Autumn Year 11

    Spring Year 11

    Spring Year 11

    Summer Year 11


    27. Index notation and surds

    28. Circle theorems


    29. Sine and cosine rules

    30. Vectors

    31. Further graphs and functions

    32. Transformations of graphs




  • Teaching

    Meeting the needs of all students is an important factor in teaching and learning.  Students who are identified as gifted and talented will be provided with extension and enrichment oppurtunities.  We currently take part in the national maths challenges for years 7 – 11.  Students in year 8 and 9 are selected to take part in a national team challenge and similar opputunities are available in year 10 and 11.  One of our most popular events is the G&T enrichment workshop day at Queen Elizabeth College Crediton. 

    Students with SEN will receive suitably differentiated teaching, extra support and intervention to ensure they make good progress.   

  • Learning

    KS3:  Year 9 SOL differentiated

    Module A:  Autumn Term:  Half term 1



    NMF 3


    NMF 2


    NMF 1


    6 hours - Algebra 1 & 2

    Find the next term and the nth term of quadratic sequences and functions and explore their properties


    Deduce properties of the sequences of triangular and square numbers from spatial patterns.


    Recognise that equations of the form y=mx+c


    Plot the graph of the inverse of a linear function;


    Know simple properties of quadratic functions













    Generate and describe simple integer sequences using term-to-term and position-to-term definitions of the sequence


    Generate terms of a simple sequence, given a rule


    Generate sequences from practical contexts


    Write an expression to describe the nth term of an arithmetic sequence


    Generate terms of a quadratic sequence


    Find the inverse of a linear function


    Construct functions arising from real-life problems and plot their corresponding graphs

















    Generate and describe integer sequences.


    Express simple functions in symbols;


     Represent mappings expressed algebraically


    Plot the graphs of linear functions, where y is given explicitly in terms of x, on paper and using ICT.












    9 hours- Number 1

    Add and subtract fractions


    Multiply and divide fractions


    Solve problems involving percentage changes


    Understand and use proportionality and calculate the result of any proportional change using only multiplicative methods


    Interpret and use ratio in a range of contexts


    Estimate calculations by rounding numbers to one significant figure and multiplying or dividing mentally


    Find the Reciprocal of a number

















    Add and subtract fractions


    Multiple and divide fractions


    Recognise when fractions or percentages are needed to compare proportions


    Solve problems involving percentage changes


    Interpret and use ratio in a range of contexts


    Use proportional reasoning to solve a problem


    Understand the order of precedence and effect of powers (BODMAS)


    Make  estimates and approximations of calculations


















    Order 4 digit numbers


    Add and subtract fractions by writing them with a common denominator;


    calculate fractions of quantities (fraction answers);


    multiply and divide an integer by a fraction


    Interpret percentage as the operator ‘so many hundredths of’; express one given number as a percentage of another


    Reduce a ratio to its simplest form, including a ratio expressed in different units;


     divide a quantity into two or more parts in a given ratio; use the unitary method to solve simple word problems involving ratio and direct proportion


    Use inverse proportion






















    6 hours – Algebra 3

    Construct and solve linear equations


    Use trial and improvement methods


    Solve a pair of simultaneous linear equations by eliminating one variable


    Solve linear equations involving fractions


     Link a graphical representation of an equation or a pair of equations to the algebraic solution; consider cases that have no solution or an infinite number of solutions.











    Distinguish the different roles played by letter symbols


    Simplify or transform algebraic expressions


    Construct and solve linear equations


    Use trial and improvement methods to find approximate solutions to equations


    Use graphs to solve direct proportion problems













    Know the meanings of the words formula and function.


    Substitute positive integers into expressions


    Construct and solve linear equations with integer coefficients (unknown on either or both sides) using appropriate methods (e.g. inverse operations, transforming both sides in the same way).


    Begin to use graphs and set up equations to solve simple problems involving direct proportion.

















    KS4:  Year 11 SOL differentiated

    Module A:  Autumn Term:  Half term 1

    GCSE Tier:             Higher

    Contents:              Algebra

    A a

    Distinguish the different roles played by letter symbols in algebra, using the correct notation

    A b

    Distinguish in meaning between the words ‘equation’, ‘formula’, ‘identity’and ‘expression’

    A c

    Manipulate algebraic expressions by collecting like terms, by multiplying a single term over a bracket, and by taking out common factors, multiplying two linear expressions, factorise quadratic expressions including the difference of two squares and simplifying rational expressions


    Experience of using a letter to represent a number

    Ability to use negative numbers with the four operations

    Recall and use BIDMAS



    Higher Plus



    By the end of the module the student should be able to:




    • Use notation and symbols correctly                                                                                                                                               (2.1)




    • Write an expression                                                                                                                                                           (2.1)




    • Select an expression/identity/equation/formula from a list                                                                                          (13.6)




    • Manipulate algebraic expressions by collecting like terms                                                                             (2.1)




    • Multiply a single term over a bracket                                                                                                                         (9.1)




    • Factorise algebraic expressions by taking out common factors                                                                            (9.2)




    • Expand the product of two linear expressions                                                                                                     (9.3)




    • Factorise quadratic expressions including the difference of two squares                                                                 (9.4)






    • Simplify rational expressions  by cancelling, adding, subtracting, and multiplying                             (32.1–32.3)







    This topic can be used as a reminder of the KS3 curriculum and could be introduced via investigative material eg frogs, handshakes, patterns in real life, formulae

    Use examples where generalisation skills are required

    Extend the above ideas to the ‘equation’ of the straight line, y = mx + c

    Look at word equations written in symbolic form, eg. F = 2C + 30 to convert temperature (roughly) and compare with F = C + 32

    Practise factorisation where the factor may involve more than one variable



                      There are plenty of old exam papers with matching tables testing knowledge of the ‘Vocabulary of Algebra’

                      (See Emporium website)

  • Celebration

    Students who perform well in the maths challenges will receive nationally recognised certificates. We also reward their efforts and provide a Heads lunch to recognise their efforts.  

  • Aspiration

    Tiverton High School has forged close links with Petroc College and staff  are involved in a joint teaching and learning co-operative between the sites.  This year has seen a rise in the number of students who chose to study A level maths at Petroc . The aim is to provide continuity from KS4 to KS5 as part of the TLP (Tiverton Learning Partnership). 

  • Staff

    Annette Alsopp

    Subject Leader


    Tom Baker

    Assistant Subject Leader


    Sophie Reiness



    Carol Gregson



    Chris Blaxland



    Michelle Bannon



    Simon Tong

    Deputy Headteacher


    Rowena Cartwright



    Sarah Dienes



    Emily Reynolds

    English/Maths Intervention


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