Crawshaw Academy


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Mathematics Faculty Vision:   

Mathematics provides students with powerful ways to describe, analyse, change and improve the world. We want our students to experience a sense of awe and wonder as they appreciate the power of mathematics and make links between different areas of mathematics.  

We want our students to:

  • Share our passion for mathematics and find the subject enjoyable and fascinating
  • Become fully participating citizens in an ever-changing society who are able to think mathematically, reason and solve problems, and assess risks in a range of contexts
  • Develop the skills to understand science, technology and engineering as well as everyday tasks essential for keeping safe and healthy and maintaining their own economic well-being.   

We believe:

  • Good learning takes place when students are given opportunities to solve problems by developing their understanding and making links between different areas of mathematics and applying skills. 
  • Good teaching enables good learning to take place. 'The teachers’ job is to inspire and support in constructing and developing their own understanding of mathematics, rather than simply communicate the ways in which teachers themselves understand the subject.  

As a result of good teaching and learning, our students are encouraged to develop into thinking individuals who are mathematically literate and can achieve their potential.

Faculty Leader

Mr A Searle

Subject Teachers

Mrs A Lemass - Programme Leader (Key Stage 3) 
Mrs Z Butterfield - Programme Leader (Teaching & Learning) 
Miss K Royle 
Mrs J Morris
Mr D Rhodes
Miss S Farrell

Miss C Hudson 

Mrs Watts – mathematics HLTA

Curriculum overview including links to exam board specifications


Schemes of learning have units of work for Number, Algebra, Ratio and Proportion, Geometry and Measures, Probability and Statistics for each term. Each unit in years 7, 8 & 9 contains work to cater for the full range of ability.

There is a real focus on developing understanding and the students will be expected to work in a variety of ways- all designed to improve their understanding of the work.

Times tables, estimation of quantities/times/distances etc, are fundamental and we encourage parents to practice these regularly at home with their children.

In year 7 students are placed into sets based on their KS2 scores and a baseline assessment.

 Year 7 Curriculum content  

 Year 8 Curriculum content 

 Year 9 Curriculum content 


The teaching syllabus at Key Stage 4 is designed to encourage students to develop confidence in, and a positive attitude towards, mathematics and to recognise the importance of mathematics in their own lives and to society. This work prepares students to make informed decisions about the use of technology, the management of money, further learning opportunities and career choices.

The aims and objectives of the GCSE Mathematics course are to enable students to:

  • develop fluent knowledge, skills and understanding of mathematical methods and concepts
  • acquire, select and apply mathematical techniques to solve problems
  • reason mathematically, make deductions and inferences, and draw conclusions
  • comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.

All the subject content falls within six main areas; Number, Algebra, Ratio and Proportion, Geometry and Measures, Statistics and Probability.

For the majority of students the Key Stage 4 assessment is three terminal papers taken in the summer of year 11. Paper 1 is a non-calculator paper. A calculator will be needed for the other two exams. Students will be entered for either the Higher tier (grades available 9-4) or the Foundation tier (grades available 5-1).  Regular revision classes are held each year prior to the GCSE exam.  We enter those students who are struggling with the demands of the GCSE syllabus for the Entry Level Mathematics Certificate. 

The GCSE examinations include the following aspects:

  • Applying the functional elements of mathematics in everyday and real-life.
  • Using problem-solving strategies.
  • Selecting and applying mathematical techniques and methods.
  • Reasoning mathematically, making deductions and inferences and drawing conclusions.
  • Interpreting and communicating mathematical information in a variety of forms.

We follow the Edexcel Mathematics GCSE. The link below takes you to the specification for the course:

We use Hegarty Maths as part of home works and consolidation - students have used this site since Y7. It has a large revision section for GCSE with worked examples and practice questions to complete. 

We have broken down the syllabus into Y10 and Y11 work. You can use the following links to see when we are teaching different topics:

         Year 10 Curriculum content

         Year 11 Curriculum content 


We offer A level Mathematics in the sixth form using the Edexcel AS and A2 Mathematics qualifications.

Students study a combination of pure maths, statistics and mechanics during Year 12 leading to an Advanced Subsidiary GCE in Mathematics (8MA0) qualification. There are two exams for this qualification – one assessing the pure maths content and one assessing the statistics and mechanics topics. In Year 13 they build further on their knowledge for their Advanced GCE in Mathematics (9Ma0) qualification. There are three exams: two covering the pure maths content and one covering the statistics and mechanics. AS Further Mathematics is also available in the consortium. The link below takes you to the Edexcel website:

 Pure Mathematics

This extends work covered at GCSE on algebra and trigonometry which are emphasised in the Higher Level syllabus and introduces calculus.


Statistical techniques based on probability are used to analyse data and to help when decisions need to be made. It has applications in biology, business studies, geography, psychology, sociology, economics and management.


Being able to study and predict the motion of bodies under the action of forces in different situations is important in science and engineering.

 Level 3 Certificate in Mathematical Studies

Level 3 Mathematical Studies (Core Maths) is a new qualification designed for students who have achieved a grade C or above at GCSE.

It helps to develop students’ mathematical skills and thinking and supports courses such as A-level Psychology, Sciences and Geography as well as technical and vocational qualifications.

We enter Year 12 students for the AQA Level 3 Certificate in Mathematical Studies. An overview on the course can be found here: 

 Subject content

Compulsory content

3.1       Analysis of data

3.2       Maths for personal finance

3.3       Estimation

3.4       Critical analysis of given data and models (including spreadsheets and tabular data) 

Optional content

3.8       Critical Path Analysis

3.9       Expectation

3.10     Cost Benefit Analysis


Paper 1

Content assessed: 3.1, 3.2, 3.3

Paper 2B: Critical Path and Risk Analysis

Content assessed: 3.4, 3.8, 3.9, 3.10

Students will be expected to draw on the mathematical concept of paper 1.

Students will be expected to develop and demonstrate confidence and competence in the understanding and application of mathematical modelling in the solution of problems related to the use of statistical techniques.

Both these papers are a written exam (1 hour 30 minutes). A scientific calculator or graphics calculator is allowed. A copy of the Preliminary Material is available in advance for both papers.