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Mathematics is advancing at a spectacular rate.  Mathematics is about pattern and structure; it is about logical analysis, deduction, calculation within these patterns and structures.  When patterns are found, often in widely different areas of science and technology, the mathematics of these patterns can be used to explain and control natural happenings and situations.  Mathematics has a pervasive influence on our everyday lives, and contributes to the wealth of the country.

At Tring School, students are encouraged to become fluent in the fundamentals of mathematics so that they develop a conceptual understanding of the topics covered.  In addition, students are taught to reason mathematically; through conjecture, proof, and generalisation.

As part of our department’s commitment to the school’s ‘Language for Learning’ ethos, our schemes of learning are designed to allow time for students to investigate and solve more complex problems; promoting their resilience, determination, confidence, and communication.

We are a specialist Mathematics department committed to pushing students towards fulfilling their potential, irrespective of their starting point.  We believe that students should be encouraged to learn not just mathematical content, but the full range of skills required to apply this to problems.

We plan all our lesson activities to engage students with the subject, and to build confidence.

Our students of all key stages have an excellent track record of very high attainment, and we work hard as a department to ensure that this success continues.

What will your child learn in our subject? 

Students will be taught to develop their fluency in the use of mathematical tools, reason mathematically, and solve problems.  Students will:

Develop fluency
  • consolidate their numerical and mathematical capability and extend their understanding of the number system
  • select and use appropriate calculation strategies to solve increasingly complex problems
  • use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships
  • move freely between different numerical, algebraic, graphical and diagrammatic representations
  • develop algebraic and graphical fluency
  • use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics
Reason mathematically
  • extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations
  • extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically
Solve problems
  • develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems
  • develop their use of formal mathematical knowledge to interpret and solve problems
  • begin to model situations mathematically and express the results using a range of formal mathematical representations

Key Stage 3

"I love maths because it is taught in an engaging and positive way. I love learning new skills, and we are encouraged to try new techniques to find the most efficient solutions. I love what things we do in maths; for example, the Chinese grid method for multiplying, which I had never seen before."  Alfie - Year 9

Course Content

At Tring School, we have a Key Stage 3 Maths curriculum which ensures students have the opportunity to utilise their prior learning and flourish with our broad curriculum planned around deep understanding of topics, mathematical literacy and fluency, and exploration of mathematical awe and wonder. 

We have a mastery based curriculum for Years 7 and 8 where all students have the opportunity to acquire a deep, long-term, secure, and adaptable understanding of the subject. Achieving mastery of a topic means acquiring a solid enough understanding of the maths that has been taught to enable pupils to move on to more advanced materials. We also place great emphasis on mathematical literacy and oracy - we do not believe it is enough for students to simply be able to ‘do’ the maths; rather we expect them to be able to explain their understanding and reasoning using the correct mathematical language and convention.

We recognise that the learning of Maths is cumulative in its nature in that returning and revisiting topics learnt before leads to a progressively deeper understanding of the underlying principles, and also gives students the opportunity to build their mathematical confidence and resilience. 

All students follow a scheme of learning based upon the National Curriculum, but are grouped according to ability, so they are studying at a level that suits them. We hold high expectations of the mathematics that students in all groups can learn. Students follow their personalised learning journeys based on prior attainment from KS2 and mapped to expected outcomes at GCSE, and the table below indicates the broad topic areas covered each half term.

Year 7 Year 8 Year 9
Operations with Positive Integers and Decimals Venns, Primes, HCF, LCM, and Decimal Operations Calculation Skills, Whole Number Theory, Algebraic Expressions, Functions and Sequences, Properties of Shapes
Negative Numbers Ratio and Proportion Constructions, Equations, Angles
Introduction to Algebra Sequences, Graphs, and Equations Fractions, Decimals, Percentages, Algebraic Formulae
Fractions & Probability Percentages Perimeter and Area, Pythagoras’ Theorem and Trigonometry, Approximations and Estimation
Angles and Statistical Representations Shape, Area, Perimeter, Volume, and Units Straight Line Graphs, Graphs of Equations and Functions, Volume and Surface Area, Ratio
  Handling Data Probability and Experiments, Powers and Indices, Standard Form



Students will complete a mixture of edited GCSE papers and numeracy papers termly throughout KS3.

For the edited GCSE papers, questions not covered at primary nor in the relevant year will be removed. These will be a mixture of non-calculator and calculator assessments. Students are provided with a topic list in advance of these papers, with links to revision resources. 

Students will receive a grade 1 - 9 for their assessments, and these will contribute to their current grade that appears on G4S. The current grade for Maths would be the grade your child could be expected to achieve if they sat their Maths GCSE at that particular moment in time, and hence it is highly unlikely that students in KS3 will have current grades of 4 or more as they haven’t yet learnt all the content that unlocks higher grades.

For the numeracy assessments, these are similar to the KS2 SATS Arithmetic papers. We use these to ensure retention of the four basic operations, fractions, and decimals as these are so fundamental as building blocks to future learning and understanding. To help prepare for these, we have a numeracy revision site containing how to videos, practice past papers, and solutions.

How will students be grouped in Maths?

In each year group we group students by ability.  After all assessments we review our grouping, and discuss making changes where appropriate.  We will not move students based on one piece of data alone, and will look for trends over time when making decisions.

Key Stage 4

Tiered Exam:   Foundation Grades 1 – 5, Higher Grades 4 – 9

"I used to really dislike Maths in primary school, I found it very hard and difficult, and generally  made my life a misery.  However, I wanted to be good at it, no matter how much I hated it. I learnt my times tables and became very good at them and without this knowledge as well as the support from the Tring School maths department, I would still dislike maths. The support from my maths teachers have really helped me to grow in my knowledge of maths as well as allow me to enjoy the subject. Currently, I am on track concerning my grades, all due to the help I have received."  Louis - Year 10

Course Content

Students in Year 10 should use the list of topics provided in conjunction with the MathsGenie website.

Under the GCSE Revision section of the site students can find topic packs under the Exam Questions heading. These are GCSE style questions on specific topics. Students should attempt these, mark these using the solutions on the site, and learn from their mistakes. This is the most effective method of revision.

On the MathsGenie website students can also find GCSE papers, and regularly completing and marking GCSE Foundation papers is highly beneficial in terms of students developing their skills in breaking down questions asked in different contexts and in applying their understanding. Students should keep a record of their marks, and revisit papers to complete again at a later stage to ensure that they can improve the mark achieved on the previous attempt.

Where students encounter difficulties in their understanding of a topic they should look at MathsWatch, Mymaths, Hegarty Maths, or other sites on the internet in order to secure their understanding.51yftg3lyxl sx375 bo1204203200

Parents may wish to purchase a GCSE Foundation book and encourage their child to work their way through the book. We recommend the GCSE New Maths for GCSE Textbook: Foundation  ISBN 9781782944386.  A Higher version is available when students have a secure understanding of the Foundation material.

Any GCSE Maths textbook would be useful.  Revision guides are also incredibly helpful.  At various points during Year 9, 10 and 11 we offer for sale MathsWatch and CGP DVDs, which contain tutorial videos that students find incredibly helpful when working independently on revision outside of the classroom.

From September 2015, a new GCSE syllabus and exam structure was introduced along with the new grading system of 1 – 9. The link below will enable you to access a useful guide to the new Maths GCSE: OCR GCSE (9-1) Mathematics J560 Specification


Students will be assessed at least once per half term. Students will complete a GCSE paper, either Higher or Foundation, though some questions that none of the year group have covered will be removed. These will be a mixture of non-calculator and calculator assessments.

In Year 10 students will be provided with a list of topics to cover before the assessment. In Year 11 students will not receive this list in order to best prepare them for revision in the style they will need for their actual GCSE at the end of the year.

Students will receive a grade 1 - 9 for their assessments, and these will contribute to the current grade that appears on G4S. The current grade on G4S would be the grade your child would receive if they were to sit their Maths GCSE at that particular moment in time, and hence it is highly unlikely that students will have current grades of 6 or more in Year 10.

Additionally, students will also complete numeracy tests that are similar to the KS2 SATs Arithmetic papers in order to ensure retention of using the four basic operations, fractions, and decimals fluently.

Please look at this link for Maths revision developed by Mr Otoo

Sixth Form

Please click here to view information about studying Mathematics, Further Mathematics and Mathematics Level 3 Certificate at A Level.

Able & ambitious

The Maths Department enter approximately 120 students into the national UKMT Junior and Intermediate Maths challenge. The UK Mathematics Trust (UKMT) is a registered charity whose aim is to advance the education of children and young people in mathematics.

The UKMT (established in 1996) organises national mathematics competitions and other mathematical enrichment activities for 11-18 year old UK school pupils. The last academic year over 650,000 pupils from 4,500 schools took part in the three individual challenges, the UK's biggest national maths competition.

Junior Maths Challenge 2018

This challenge is for students who are Year 8 and below - Junior Maths Challenge

2018 Results

  • Gold - 4 students
  • Silver - 15 students
  • Bronze - 45 students

Intermediate Maths Challenge 2019

This challenge is for students who are Year 11 and below - Intermediate Maths Challenge

2019 Results

  • Grey Kangaroo - 1
  • Pink Kangaroo - 2
  • Best in Year - 2
  • Gold - 3
  • Silver - 6
  • Bronze - 40

Mathematics Department

Subject Leader Miss L Reading
Key Stage 3 Coordinator Mr L Tagliani
Key Stage 4 Coordinator Mr N Allum
  Mrs J Bellamy
  Mrs V Hayes
  Mr J Islam
  Miss H Hussain
  Mrs M Osborne
  Mrs J Mitchell
  Mrs C Rance
  Mrs L Taylor
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