Hathershaw College




Curriculum Intent

  • Educate students on the origins of mathematics and to view it as a work in progress, the future discoveries of which will invariably shape how we view the world
  • Giving purpose to the theory of mathematics through application to some of history’s most intriguing problems
  • To promote high cultural capital by encouraging students to pursue careers in maths and other STEM subjects, which would enable them to make a positive contribution to society
  • To provide students who are lower attaining on entry with high levels of financial literacy that they can adapt into everyday life, such as managing monthly budgets by taking into account rent, mortgage, gas, electric and food bills.
  • To develop an inquisitive mindset through a desire to understand the deep roots of mathematics, thus encouraging students to foster a lifelong love for the subject
  • To inspire students to pursue further education in maths, hence lifting students out of an area of poverty and into an environment where they build a high quality of life for themselves and their family.
  • Provide students from deprived families with appropriate mathematical equipment so that lack of family income does not become a barrier to learning
  • To empower students to solve problems in more than one way by their ability to interleave topics and to treat the question “why?” as the most powerful tool to conceptually understanding a given branch of mathematics. This will challenge students continuously to become more confident, resilient and reflective learners
  • Promoting communication skills by integrating opportunities in lesson to reason and debate – a skill many students lack in an area where oracy on entry is below national average
  • Instil an ethos where students are encouraged to work independently and collaboratively to break down complex mathematical problems into small steps


Curriculum Overview

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Curriculum Overview 2020-2021


Medium Term Plans

Year 7: Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Year 8: Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Year 9: Half Term 1 Half Term 2 |  Half Term 3 Half Term 4 Half Term 5 Half Term 6

Year 10 Foundation: Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Year 10 Higher: Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Year 11 Foundation: Half Term 1 Half Term 2 Half Term 3

Year 11 Higher: Half Term 1 Half Term 2 Half Term 3




Spiritual development in Mathematics

The study of mathematics enables students to make sense of the world around them and we strive to enable each of our students to explore the connections between their numeracy skills and every-day life. Developing deep thinking and an ability to question the way in which the world works promotes the spiritual growth of students. Students are encouraged to see the sequences, patterns, symmetry and scale both in the man-made and the natural world and to use maths as a tool to explore it more fully.

Moral development in Mathematics

The moral development of students is an important thread running through the mathematics syllabus. Students are provided with opportunities to use their maths skills in real life contexts, applying and exploring the skills required in solving various problems. For example, students are encouraged to analyse data and consider the implications of misleading or biased statistical calculations. All students are made aware of the fact that the choices they make lead to various consequences. They must then make a choice that relates to the result they are looking for. The logical aspect of this relates strongly to the right/wrong responses in maths.

Social development in Mathematics

Problem solving skills and teamwork are fundamental to mathematics through creative thinking, discussion, explaining and presenting ideas. Students are always encouraged to explain concepts to each other and support each other in their learning. In this manner, students realise their own strengths and feel a sense of achievement which often boosts confidence. Over time they become more independent and resilient learners.

Cultural development in Mathematics

Mathematics is a universal language with a myriad of cultural inputs throughout the ages. Various approaches to mathematics from around the world are used and this provides an opportunity to discuss their origins. This includes different multiplication methods from Egypt, Russia and China, Pythagoras’ Theorem from Greece, algebra from the Middle East and debates as to where Trigonometry was first used. We try to develop an awareness of both the history of maths alongside the realisation that many topics we still learn today have travelled across the world and are used internationally.