Mathematics is the means of looking at the patterns that make up our world and the intricate and beautiful ways in which they are constructed and realised. Numeracy is the means of making that knowledge useful.

Mathematics contributes to the school curriculum by developing pupils’ abilities to calculate; to reason logically, algebraically, and geometrically; to solve problems and to handle data. Mathematics is important for pupils in many other areas of study, particularly Science and Technology. It is also important in everyday living, in many forms of employment, and in public decision-making. As a subject in its own right, Mathematics presents frequent opportunities for creativity, and can stimulate moments of pleasure and wonder when a problem is solved for the first time, or a more elegant solution to a problem is discovered, or when hidden connections suddenly manifest.

It enables pupils to build a secure framework of mathematical reasoning, which they can use and apply with confidence. The power of mathematical reasoning lies in its use of precise and concise forms of language, symbolism and representation to reveal and explore general relationships. These mathematical forms are widely used for modelling situations; a trend accelerated by computational technologies.

The subject transcends cultural boundaries and its importance is universally recognised. Mathematics helps us to understand and change the World.


  • To set challenging targets with high expectations for all pupils.
  • To offer a variety of approaches to teaching and learning to engage and motivate pupils and demand their active participation.
  • To smooth the transition for pupils between Key Stages and ensure progression in teaching and learning throughout their time at the BSA.
  • To explore enrichment opportunities outside the curriculum to enhance pupils’ enjoyment of mathematics.


At the end of his/her mathematical education in this school, each pupil will be able:

  • To perform basic numeracy skills
  • To perform the basic mathematical skills needed in his/her chosen career or for entry to higher or further mathematical education
  • To understand the mathematics likely to be encountered in daily adult life
  • To reason clearly and logically, and to set out a rational argument
  • To identify patterns encountered in diverse situations and to extrapolate from these
  • To approach problems systematically, choosing appropriate techniques for their solution
  • To follow logical instructions clearly expressed
  • To experience satisfaction in and enjoyment of his/her mathematical achievements
  • To obtain any formal mathematical qualifications needed for his/her chosen career
  • To obtain his/her best possible results at KS3, KS4, AS/A Level & other Sixth Form courses.

In addition, we hope that pupils will acquire the logical abilities characteristic of a mathematician.


Every member of the department has schemes of work for the classes he/she teaches.

The schemes are designed to be working documents so staff must write comments, note improvements and record ideas on the scheme.  This information is fed back to HOD for discussion and review during the year, so that updated versions can be produced.

The scheme of work ensures full National Curriculum coverage. It is a working document that should contain:-

  • Long and medium term aims
  • Learning objectives to be achieved
  • Advice on material to support and extend pupils
  • Recommendations of pace
  • Resources available
  • ICT available

Ideas on how to enhance your teaching

  • Assessments
  • Differentiation

Planning is undertaken at three levels:

Long term planning is based on the yearly teaching programme set out in the National Numeracy Strategy at KS3 and the syllabi for IGCSE and AS/A2 level

Medium term planning is carried out on a termly basis and the learning objectives to be achieved are described in detail in the schemes of work. For KS3, these are linked to the framework and recognise the need to revisit topics regularly, to revise, consolidate and extend them. The schemes aim to distribute practice over time rather than mass practice. For AS/A2 level, these are based on each unit.

Short term planning is carried out weekly. These plans include learning objectives for the starter and main activity, resources to be used, differentiation, key words and questions (plenary) and homework.

Mathematics lessons at The British School, Aledxandria provide opportunities for whole class teaching, individual work, group work and paired work.