Mathematics Department Mission Statement

“Do not worry about your difficulties in mathematics, I assure you that mine are greater”

Albert Einstien (1879-1955)

The mission of the mathematics department is to empower students mathematically so that they have the ability to explore, conjecture and reason logically, as well as have the ability to use a variety of methods effectively to solve problems.

In line with the rest of the school, the Mathematics department supports and implements the philosophy of High Performance Learning (HPL). Mathematics lessons at BSA are designed to develop key HPL skills such as independence, reasoning and problem solving, and mathematical communication. This will enable students to approach questions in other academic areas as well as in life situations, logically, rationally and analytically. 

Mathematics Department Goals

Our goal at BSA is to provide mathematics lessons that will encourage students to become accurate, efficient, and flexible problem-solvers. At the centre of our mathematics lessons, are problem-solving opportunities that present a significant cognitive challenge. For example, a mathematical problem may be a hands-on exploration of a mathematical concept, a multi-step task, shorter problems with a single answer, or looking for patterns and/or repeated reasoning in discussions of arithmetic strategies. At BSA we believe that students must have the chance to struggle with meaningful problems, discuss possible solutions with their peers, create mathematical arguments, and place these arguments before a group of their peers who can provide validation and feedback. During these problem-solving opportunities, students should demonstrate their ability to apply key Mathematical and HPL skills, including:

  1. Resilience and Perseverance
  2. Modelling with mathematics
  3. Strategy Planning
  4. Speed and Accuracy
  5. Generalization and Connection Finding
  6. Abstraction
  7. Analysing
  8. Seeing Alternative Perspectives
  9. Critical and Logical Thinking
  10. Flexible and Fluent Thinking
  11. Construct viable arguments and critique the reasoning of others
  12. Look for and make use of structure
  13. Look for and express regularity in repeated reasoning

Mathematics Department Aims

  • 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 BSA.
  • To explore enrichment opportunities outside the curriculum to enhance pupils’ enjoyment of mathematics.

Key Stage 3 Mathematics

The national curriculum for mathematics aims to ensure that all Year 7 and Year 8 pupils become fluent in the fundamentals of mathematics, can reason mathematically and can solve problems by applying their mathematics to a variety of routine and non-routine problems. Students will then progress to applying this knowledge in problem-solving and real-life situations, in addition to acquiring the requisite skills for a smooth transition to KS4.

What will students learn?

  • Number
  • Algebra
  • Ratio
  • Proportion and Rate of change
  • Geometry and measure
  • Probability
  • Statistics

Key Stage 4 Mathematics

Pearson Edexcel International GCSE Mathematics (Specification A) (9-1) (4MA1)

Pupils start studying for their IGCSE’s in Year 9. The Mathematics IGCSE is divided into the same main areas, but in greater depth: Number; Algebra; Ratio, Proportion and rates of change; Geometry and measures; Probability; Statistics.

The IGCSE course is assessed through two 120 minutes examinations, both with a calculator.

Useful websites for revision:


Key Stage 5 – AS & A-Level (Edexcel)

A level Mathematics is a two year course and is suitable for students who gain a Grade 7 or more in IGCSE Mathematics. Both AS & A – Level Mathematics comprises of three papers, two in Pure Maths and one covering Mechanics. Students are allowed calculators for all 3 papers. 

AS-Level Mathematics

Course title

Pearson Edexcel International Advanced Subsidiary in Mathematics (XMA01)


P1: Pure Mathematics 1 WMA11/01 - Algebra and functions; coordinate geometry in the (x,y); trigonometry; differentiation; integration.

P2: Pure Mathematics 2 WMA12/01 - Proof; algebra and functions; coordinate geometry in the (x, y) plane; sequences and series; exponentials and logarithms; trigonometry; differentiation; integration.

M1: Mechanics 1 WME01/01 - Mathematical models in mechanics, Vectors in mechanics, Kinematics of a particle moving in a straight line, Dynamics of a particle moving in a straight line or plane, Statics of a particle, Moments


Each unit:  externally assessed, has a written examination of 1 hour and 30 minutes, has 75 marks, IAS weighting: 33⅓ %

A-Level Mathematics

Course title

Pearson Edexcel International Advanced Level in Mathematics (YMA01)


P3: Pure Mathematics 3 WMA13/01  - Algebra and functions; trigonometry; exponentials and logarithms; differentiation; integration; numerical methods.

P4: Pure Mathematics 4 WMA14/01 - Proof; algebra and functions; coordinate geometry in the (x, y) plane; binomial expansion; differentiation; integration; vectors.

M2: Mechanics 2 WME02/01 - Kinematics of a particle moving in a straight line or plane; centres of mass; work and energy; collisions; statics of rigid bodies.


Each unit:  externally assessed, has a written examination of 1 hour and 30 minutes, has 75 marks, IAS weighting: 33⅓ %

Higher education path

Mathematics is a very useful and highly valued A-level. It is an essential or preferred subject for many degree courses, including Accounting, Architecture, Chemistry, Computing, Engineering, Natural Sciences and Physics. Mathematics has wide applications in industry, business, finance, science, technology and many other areas.

“Examining the jobs market and comparing earnings with subjects studied, it finds that Mathematics is the only A-level subject that adds to earnings - up to 10 per cent - even when the employer is unaware of the person's qualifications.

Graduates who have studied Mathematics earn more than those who have not, even when the job has nothing to do with Maths.”

Institute of Education University of London

Mr M Walker
Head of Mathematics