Head of Faculty - Miss L Kelly
KS3 Coordinator - Miss K Hardey
KS4 Coordinator - Ms J Thomas

There are many ways that SMSC is embedded into the maths curriculum. Here are some:

Cooperative Values and Co-operative Learning

Lessons utilise co-operative learning strategies to ensure that students develop their skills as independent learners and in working effectively with others. This ensures that students are tolerant of one another and are comfortable in working together-essential skills for life in modern Britain. This would involve supporting one another in lesson but also learning skills to be successful when working on their own.

Looking at deeper areas of the curriculum

Enabling children to acknowledge the important contribution made to mathematics by non-western cultures. In lessons there is also elements that allow the students have opportunities to reflect on the wonder of Maths. This then allows students to fully understand and embed the knowledge. As a result of combining these areas students recognise how logical reasoning can be used to consider the consequences of particular decisions and choices and help them learn the value of mathematical truth.

Personal Values

These values affecting the individual as a learner and as a person, such as patience, confidence and creativity. Students would develop each of these skills in maths through solving a problem that at first is not accessible to the student. But with perseverance and previous learned skills that can engage in the problem calmly and create a solution.

Embedding SMSC in Maths





Examples of SMSC

In Mathematics, students get to work in groups:

-they discuss and plan a task, divide it up into smaller questions, and share these out amongst themselves according to each other’s strengths.

-They develop team building and a sense of responsibility, which are important skills that will be used in everyday life.

In Mathematics, students learn how to organise their work in a systematic way, so that it can be understood by others as well as themselves.

·       They learn to distinguish between the right and wrong ways (methods) of successfully completing tasks.

·       They learn to develop a sense of purpose, through the ability to investigate a hypothesis, consider other view points and ethical issues, discuss their work logically and get their findings and opinions across sensibly.

·       All these skills prepare them for the real world.

Mathematics contributes to students’ spiritual development in different ways.

·       For example, the feeling of excitement and delight that students experience when they are able to solve questions they once found difficult or even impossible to solve.

·       Students are often inspired by the cross-curricular links with other subjects (Art, Design and Technology, Geography and Graphics amongst others). They pride themselves in understanding and being able to use mathematical tools applied in the business world.

·       Mathematics helps students to make informed decisions in life, based on the skills and confidence gained from choosing the most appropriate method in solving problems. These skills are transferrable to real-life situations, and therefore help the students become reflective, responsible and insightful individuals.

Mathematics is constantly applied to real-life scenarios (Functional Maths) – these practical tasks give students the opportunity to understand and respect each other’s cultural, spiritual and traditional practices.

Students conducting an opinion survey on a moral issue

Students investigating different number sequences and where they occur in the real world

Students considering the development of pattern in different cultures including work on tessellations

Allowing discussion and debate on the use and abuse of statistics in the media

Allowing discussion on the cultural and historical roots of mathematics

Students discussing the use of mathematics in cultural symbols and patterns

Students learning how mathematics is used to communicate climate change

Key Stage 3 Mathematics Year 7 and Year 8

At The Gateway Academy we have implemented a Scheme of Work in Mathematics that focuses on two strands. Firstly embedding the fundamentals of maths for example fractions, multiplying decimals etc. Secondly applying these skills in a reasoning and problem solving way. The curriculum is fully differentiated to support the needs of a variety of pupils. This allows for pupils to enter Year 9 at a competitive level in maths.

Key Stage 4 Mathematics Years 9, 10 and 11

At Key Stage 4 we are following the Edexcel 9-1 Maths Specification. This allows the students to be given an appropiate level of challenge and further embedding their problem solving and reasoning skills. The curriculum in maths is mapped over five years so allows for a great deal of content to be developed on entry to Year 9. Pupils again focus on a more differentiated path to support them at Year 11.

More Able (formerly Gifted and Talented)

Students in Grammar band are challenged through lessons using problem solving and investigation activities along with working on the more challenging levels of the Scheme of Work. Students in these classes also complete the Mathematical Challenge once a year where students are given questions where they have to apply their learning to new situations.

Help and Support

All students are welcome to attend Math Club which is held on a variety of afternoons in the Mathematics Faculty where they can bring their homework or any questions that they have. Students have home access to many online programs to help practice their work including Mathswatch and PiXl Maths App.  All class teachers will have the details to log onto these areas.

Exam Breakdown

Higher Tier

Topic Breakdown

Grades 3 - 9

Algebra 30%

Geometry and Measure 20%

Ratio, Proportion and Rates of Change 20%

Statistics and Probability 15%

Number 15%

Foundation Tier

Topic Breakdown

Grades 1 - 5

Number 25%

Ratio, Proportion and Rates of Change 25%

Algebra 20%

Statistics and Probability 15%

Geometry and Measures 15%