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Mathematics at the Polygon School


At the Polygon School, our aim is for all pupils to be numerate, confident mathematicians. This will support their future economic well-being. We want our pupils to be flexible problem solvers and for them to understand the relevance of their maths in real contexts throughout the curriculum and also different careers.

We want pupils to develop enjoyment and appreciation of the beauty and value of mathematics both man-made and in the natural world, as well as the important history of maths. Similarly, we want them to be able to reflect on real-life data and its implication for society. Ultimately our aim is for our pupils to be fluent in communicating their ideas as well as exploring and questioning others.


Key Stage 3

Pupils follow our scheme of work adapted from Pearson Active Learn resources. The work is organised so that pupils cover any pre-learning required to access the main content. They then complete a mastery task and word problems to consolidate what has been learnt. Pupils have regular numeracy and problem-solving opportunities building upon the work done in key stage 2.

Pupils complete termly tests to assess understanding and inform target setting. Learning is supported by the use of Mymaths, which pupils can access at school and home. Pupils have opportunities to investigate mathematically, usually as a class. This work is designed to encourage pupils to use logic; observe patterns; discover relationships or rules and describe clearly what they have done and seen, so developing a deeper understanding of mathematics.
All pupils are taught to use a calculator as well as pencil and paper methods. Mental arithmetic skills are also taught. 

Work is marked systematically according to the whole school marking policy. We review progress at the end of each learning unit using summative assessment tests. This process enables us to identify pupils requiring intervention.


Key Stage 4

The content of the course of mathematics the pupils follow is dependent on ability, with all students covering the same core concepts. Pupils work in a variety of ways including investigations, practical work, group discussions and consolidation exercises. There are a variety of learning resources and materials used.


We follow the Edexcel iGCSE. For candidates entered for iGCSE Foundation units, grades 1-5 are available. For candidates entered for higher units, grades 5-9 are available (9 being the best). All pupils cover a mixture of topics throughout the two-year course with Handling Data (Statistics and Probability), Number, Algebra, and Geometry all given roughly equal weighting. There is an increased focus on proportional thinking and problem-solving and lessons are geared towards improving student’s confidence in this area.



  • Learn in a safe and secure environment.
  • Planned, structured and sequenced lessons.
  • Access to a broad range of equipment and resources. 
  • Qualified and experienced staff.
  • Consistent marking and feedback using school marking policy.
  • A range of assessment techniques including the use of ICT.
  • Extracurricular revision clubs. 
  • Consistency in approach to behaviour management in line with school policy.



As a department, we aim to achieve positive outcomes for pupils and expect to see progress and engagement across the school. Positive progress can be monitored through engagement in lessons, monitoring progress each term through summative assessment, progress in class books and the achievement of some or all of the following qualifications:


  • Maths Entry Level
  • GCSE Maths


We hope to develop numerate young adults who enjoy maths and can apply it to their everyday lives. Ultimately we aim to provide learning opportunities to enable them to gain the qualifications they need to function successfully in society and access the next step in their learning journey.

Mathematics Long Term Map