Mathematics is advancing at a spectacular rate. Mathematics is about pattern and structure; it is about logical analysis, deduction, calculation within these patterns and structures. When patterns are found, often in widely different areas of science and technology, the mathematics of these patterns can be used to explain and control natural happenings and situations. Mathematics has a pervasive influence on our everyday lives, and contributes to the wealth of the country.


We are well supported by our AET sponsors and have a shared vision to inspire young people to see the true beauty of mathematics in the wider world by bringing mathematics alive.  We wish to make mathematics exciting and relevant to the students we teach ensuring they see how vital it is in their everyday life both today and tomorrow.  We will support all of our students  to strive, believe, achieve.


What are our aims?

Students will be taught to develop their fluency in the use of mathematical tools, reason mathematically, and solve problems.  We follow a mastery approach to learning; mastery is defined as fluency with the unfamiliar so we encourage probing questions and rich and complex task.

Students will:

Develop fluency

·         use concrete, abstract and visual methods to develop a deep conceptual understanding of topics

·         Develop arithmetic proficiency and use formal written methods to support them in their mental arithmetic

·         consolidate their numerical and mathematical capability and extend their understanding of the number system

·         select and use appropriate calculation strategies to solve increasingly complex problems

·         use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships

·         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.

Reason mathematically

·         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

Solve problems

·         develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems

·         develop their use of formal mathematical knowledge to interpret and solve problems

·         begin to model situations mathematically and express the results using a range of formal mathematical representations

What will my child be taught?

The aims for our curriculum match the aims of the national curriculum. To ensure that all students:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasing complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

We follow the AET 1 to 11 curriculum designed to track progress from years 1 to 11.  The full mapping document can be found here.  The mathematics  curriculum is divided into 6 key areas:

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

These are then divided into 15 units which are taught from Years 7 through to 11 (with Year 11 focussing more heavily too on exam preparation)


Unit coverage


Unit 1 Investigating Number Systems

Describing, representing and estimating numbers; counting, comparing and rounding numbers

Unit 2 Pattern Sniffing

counting, comparing and rounding numbers; calculating mentally (factors etc)

Unit 3 Solving Calculation Problems

Calculating Mentally; Calculating Written; Solving Problems and Checking; using formulae


Unit 4 Exploring Shape           

investigating properties of shapes and solids;  comparing and classifying shapes; investigating angle

Unit 5 Generalising Arithmetic

Calculating Mentally; Calculating Written; Solving Problems and Checking; Manipulating Expressions

Key Assessments


Unit 6 Reasoning with Measures        

Exploring Time and money; Mensuration

Unit 7 Discovering Equivalence          

counting, comparing and rounding numbers; Recognising and comparing fractions; investigating decimals; investigating percentages;  exploring equivalency

Unit 8 Investigating Statistics         


Interpreting, constructing and presenting data


Unit 9 Solving Problems with Number           

Calculating Mentally; Calculating Written; Solving Problems and Checking; Solving Equations and Inequalities

Unit 10 Reasoning with Fractions       

Recognising and comparing fractions; Calculating with fractions; understanding risk

Key Assessment


Unit 11 Visualising Shape

visualising and constructing shapes;

Unit 12 Exploring Change

Exploring Time and money; exploring graphs and functions

Unit 13 Reasoning Proportionally 

Investigating percentages; Calculating mentally/written; proportional reasoning


Unit 14 Describing Position

investigating angle; position and direction

Unit 15 Measuring and Estimating      

Describing, measuring and estimating with measures

End of year assessments

Key Stage 3

What equipment will my child need in Mathematics during KS3?

Students should come to every lesson with the following items:

·         Pen (black, red and blue - we recommend the 4 colour multi pens)

·         pencil

·         ruler

·         rubber

·         compass

·         angle measurer

·         Scientific calculator (we recommend the Casio fx-85GT model which can be purchased from school for £6 (RRP £12.99)

How can I support my child through Key Stage 3 Maths?

·         Ensure that they attend everyday

·         Ensure that your child knows all of their times tables which can be done around the dinner table or in the car

·         Ensure they have the right equipment for lessons, particularly their own calculator

·         Ensure they do their homework which will be posted on “Show My Homework”

·         Speak to your child about successful learning habits, such as the importance of a growth mindset, being determined, resilient, and independent. A passion for striving to achieve a successful outcome, and being willing to try a range of techniques to approach a problem, even if some of these lead to unsuccessful avenues, is vitally important for success in Maths.

·         Visit websites such as

How will they be assessed in Maths?

·         Students are assessed regularly throughout their time at Sandown Bay Academy. There is a formal assessment approximately once every half term. Other assessments might be in the form of a series of questions, an activity or homework.

·         Students will also take an end of year graduation assessment to assess progress over the year.

·         All major assessments provide a detailed forensic analysis of what your child can and cannot do. These will be discussed in class with your child.

·         In general assessments are designed so that students know which topics they need to improve on whilst also allowing teachers to monitor the progress of groups and individual students.

Key Stage 4

Exam Board: EDEXCEL (higher tier and foundation tier

Tiered Exam: Foundation Grades 1-5, Higher Grades 4-9*

How is the course assessed?

Maths is assessed 100% by examination at the end of Year 11. Throughout the course we routinely assess students, often using past papers. We monitor progress carefully, and put in place timely interventions when students need additional support. All major assessments provide a detailed forensic analysis of what your child can and cannot do. These will be discussed in class with your child.

Students are expected to take responsibility for their own learning also, and should seek to routinely reflect on their understanding of topics covered and work independently on these outside of school.

What texts would you recommend?

Any GCSE Maths textbook would be useful. Revision guides are also incredibly helpful. CGP mathematics revision guides, complete revision and practice are highly recommended and available for £5 from the library, Youtube is also an excellent resource for gaining a greater understanding of areas where your child may be struggling.

Key Stage 5

A Level Mathematics

Maths is a popular choice at Sandown Bay Academy, with 3 or 4 classes in each year. We follow the Edexcel Specification. Across SBA and Ryde Academy we currently have students following AS Maths, AS further, A2 Maths and A2 further Mathematics.

At AS (usually year 12) students study 2 modules of Core Mathematics (C1 and C2)  and 1 Applied module (Mechanics (M1) or Statistics (S1))  each year. For the A2 Mathematics,  all students complete 2 Core modules (C3 and C4) with one Applied module. This can be either be an AS applied module that they haven’t already taken or a continuation of their AS module, eg D1, S2, M2.

Core Mathematics is a compulsory component includes the subject core for Mathematics at A level and as such makes up the majority of an A level in Mathematics. It continues the study of algebra, number work and trigonometry and makes up two-thirds of the work each year.

Students are issued with textbooks for each of the modules and access to a variety of online resources including the MEI resource Integral. The course is examined solely by modular examination, all of which are 90 minutes long, only C1 is non calculator. Students will have assessments regularly and mock exams at the end of each module.

A Level Mathematics With A Level Further Mathematics

This is a course of two A Levels for students whose main interest lies in Mathematics and/or Physics. It provides a particularly strong platform for a Mathematics degree course.  In combination with Physics, it is also a rigorous preparation for degrees in Physics and Engineering.

Students complete the AS in Further Mathematics alongside the AS in Mathematics. In addition to the core units studied in the single mathematics course, students will study a Further Pure unit and will also study three applied units in statistics, mechanics and decision. In the second year, there are an additional two pure units and two applied units studied as well as the pure units for the single Mathematics course. The Further Pure units extend the topics studied in earlier modules as well as introducing complex numbers, hyperbolic functions and linear algebra.

It may be possible for high achieving students to study an additional course in AS Further Mathematics in the year 13. This would consist of one additional pure unit and two applied units, resulting in qualifications of A Level Mathematics and AS Level Further Mathematics. Students wishing to pursue this option should select the Mechanics route for AS Level.


How Mathematics promotes British Values:

Through the focus of attainment and achievement through collaboration, creativity and character, Sandown Bay Academy  is driven to educate students and develop traits which contribute to the global community.  The focus on character instils behaviours such as determination, respect, grit and resilience, all of which are part of a values system that create a more positive and harmonious Britain. Particular opportunities to develop British Values in Maths can be found below:

Democracy: allowing discussion and debate on the use and abuse of statistics in the media as well as how data can be used to change people's views.

Individual Liberty: allowing students to develop their own sense of leadership by promoting the use of lead learners in lessons so that all students can take responsibility for their learning.

Tolerance: Values such as respect, tolerance of other opinions and positive criticism are embedded in Maths.  An underpinning drive to develop students who are resilient, respectful, determined and respectful creates a positive set of values to apply to all areas of life and help develop student’s character.

Rules and Law: Adhering to rules and laws of privacy and understanding how such legislation is applicable to life in school and the community in helping to make the community safer.

Respect: teaching students that we all have areas of misconceptions or barriers in our understanding and we must respect and help others when they are faced with challenges both in and out of the classroom.  We encourage equality and diversity at every opportunity.

The mathematics curriculum promotes the British values of tolerance and resilience on a daily basis through problem solving and understanding of complex concepts, encouraging students to persevere and try different methods to arrive at a correct solution.  Students are encouraged to build on and learn from their mistakes in maths lessons.



East Wight Director of Mathematics: Ms Leslie

Executive Head of Department: Ms Brammeld


KS3 Co-ordinator: Mrs Scott

KS4 Co-ordinator: Mr Pavlou

KS5 Co-ordinator: Ms Leslie