Ofsted Good GP Colour

Birmingham Road, Kidderminster, Worcestershire, DY10 2BY

School Office - 01562 822929


Our vision for Mathematics at Holy Trinity:

  • A KS3 curriculum that has substantial rigour and depth with frequent opportunities to refine, improve and revisit.
  • Academic results which lead the achievement of the school, that are consistently significantly above the national average so that students can compete at the highest national and international level.
  • A culture of success with outstanding teaching and learning that is balanced with robust and rigorous tracking, monitoring and intervention.
  • To inspire an interest and curiosity in mathematics that equips students with skills for life and encourages a large number of students to choose the subject for A Level.
  • To promote a curiosity about mathematics that sees students want to find out how the skills they learn can be applied to real life or can be seen in real life.
  • To develop children's proficiency and working knowledge of mathematical concepts so that they can apply those skills beyond their maths lessons.

Teachers who are:

  • Passionate, reflective, inspiring, creative and devise opportunities for students to take risks.
  • Highly skilled, have high expectations and have an excellent subject knowledge.
  • Proactive and consistent with issues in the classroom.
  • Providing high quality written and verbal feedback that enables students to fill any gaps and make rapid and sustained progress.
  • Using data effectively to enable students to inform personalised planning so that students can achieve their potential and make maximum progress whatever their individual needs.
  • Informed by research, reading and action-research – including exam board reports, CPD etc.
  • Invested in their own professional development in a manner which drives what they do on a daily basis in the classroom and spurs them on to obsessively want to be better.

Learners who are:

  • Able to show clearly how they reach an answer both in their written work and class discussions
  • Curious and able to draw on an extensive prior knowledge and apply it to new situations
  • Invested in their own achievement, progress and who are working harder than their teachers.
  • Resilient, able to accept constructive criticism and reflective enough to identify their next steps.
  • Engaged and have the ability to take on board different approaches to solving the same problem.
  • Lifelong mathematicians.

All mathematics GCSEs cover the same topic areas, however, the modular AQA allows students to achieve a grade 6 by completing one paper at Higher tier. All of the papers overlap as regards the theory taught and therefore taking the exams at the end of year 11 allows for both maturation and consolidation to achieve the best results possible. The scheme of assessment has a modular structure within each of the three tiers available, namely Foundation and Higher. At each tier the specification is designed for the targeted grades available, and it offers candidates the best opportunity to show what they know and can do. The range of grades available at each tier is as follows:

Higher Tier - Grades 4 - 9
Foundation Tier - Grades 1 - 5

Students should only be entered for the Higher Tier if they are capable of achieving 6 - 9. For candidates who are borderline 4/5, the Foundation tier is advised. For those students achieving exceptional results on the Foundation paper, the Grade 6/7 can be awarded.



What's assessed

Content from any part of the specification may be assessed

How it's assessed

●        written exam: 1 hour 30 minutes

●        80 marks

●        non-calculator (1); calculator (2 and 3)

●        33⅓% of the GCSE Mathematics assessment


A mix of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a student progresses through the paper.


All content can be assessed on any of the three question papers. As such, some questions will draw together elements of maths from different topic areas.

The weighting of the topic areas has been prescribed by Ofqual and is common to all exam boards. The table below shows the approximate weightings of the topic areas for the overall tier of assessment, not for each individual question paper.

Topic Area

Foundation Tier (%)

Higher Tier (%)













Probability and statistics (combined)