Mathematics
In Year 7 the pupils are initially taught in mixed ability groups for the first half term, while they make the transition to secondary school. After the first half term pupils are placed in groups based on ability, working at either foundation or higher level. Pupils progress is monitored and assessed throughout the year. Groups are reviewed each term following internal assessments. Students who find maths a challenge are often taught in small groups while others are stretched at a time that suits their mathematical development. Our intake is from about 40 schools and pupils experience and expertise is varied. Our programme is devised to accommodate this. New concepts are introduced particularly in algebra, geometry & measure and statistics.
KS3 Mathematics
In Year 7 the pupils are initially taught in mixed ability groups for the first half term, while they make the transition to secondary school. After the first half term pupils are placed in groups based on ability, working at either foundation or higher level. Pupils progress is monitored and assessed throughout the year. Groups are reviewed each term following internal assessments. Students who find maths a challenge are often taught in small groups while others are stretched at a time that suits their mathematical development. Our intake is from about 40 schools and pupils experience and expertise is varied. Our programme is devised to accommodate this. New concepts are introduced particularly in algebra, geometry & measure and statistics.
Pupils are expected to have the following equipment every lesson:

Pupils in KS3 have the opportunity to take part in the UKMT Maths challenge and team challenge. Year 9 enrichment activities include Saturday sessions at the Royal Institute Masterclass and Cambridge nrich pupil inspiration days.
Problem Solving and Maths Help clubs are offered to pupils in key stage 3. In addition, all students have their own MyMaths account, which provides access to fully interactive lessons and revision activities covering all parts of the curriculum. Further support is provided outside of school through Fronter where pupils have access to help forums, video tutorials, games, puzzles and links to articles and useful websites for mathematics.
Some of the concepts covered are given below:
Year 7  Year 8  Year 9 
Simplify fractions by cancelling all common factors; identify equivalent fractions. Recognise the equivalence of percentages, fractions and decimals. Extend mental methods of calculation to include decimals, fractions and percentages. Multiply and divide threedigit by twodigit whole numbers; extend to multiplying and dividing decimals with one or two places by singledigit whole numbers. Break a complex calculation into simpler steps, choosing and using appropriate and efficient operations and methods. Check a result by considering whether it is of the right order of magnitude. Use letter symbols to represent unknown numbers or variables. Know and use the order of operations and understand that algebraic operations follow the same conventions and order as arithmetic operations. Plot the graphs of simple linear functions. Identify parallel and perpendicular lines; know the sum of angles at a point, on a straight line and in a triangle. Convert one metric unit to another (e.g. grams to kilograms); read and interpret scales on a range of measuring instruments. Compare two simple distributions using the range and one of the mode, median or mean. Understand and use the probability scale from 0 to 1; find and justify probabilities based on equally likely outcomes in simple contexts. Solve word problems and investigate in a range of contexts, explaining and justifying methods and conclusions. 
Add, subtract, multiply and divide integers. Use the equivalence of fractions, decimals and percentages to compare proportions; calculate percentages and find the outcome of a given percentage increase or decrease. Divide a quantity into two or more parts in a given ratio; use the unitary method to solve simple word problems involving ratio and direct proportion. Use standard column procedures for multiplication and division of integers and decimals, including by decimals such as 0.6 or 0.06; understand where to position the decimal point by considering equivalent calculations. Simplify or transform linear expressions by collecting like terms; multiply a single term over a bracket. Substitute integers into simple formulae. Plot the graphs of linear functions, where y is given explicitly in terms of x; recognise that equations of the form y = mx + c correspond to straightline graphs. Identify alternate and corresponding angles; understand a proof that the sum of the angles of a triangle is 180° and of a quadrilateral is 360°. Enlarge 2D shapes, given a centre of enlargement and a positive wholenumber scale factor. Use straight edge and compasses to do standard constructions. Deduce and use formulae for the area of a triangle and parallelogram, and the volume of a cuboid; calculate volumes and surface areas of cuboids. Construct, on paper and using ICT, a range of graphs and charts; identify which are most useful in the context of a problem. Find and record all possible mutually exclusive outcomes for single events and two successive events in a systematic way. Identify the necessary information to solve a problem; represent problems and interpret solutions in algebraic, geometric or graphical form. Use logical argument to establish the truth of a statement. 
Add, subtract, multiply and divide fractions. Use proportional reasoning to solve a problem, choosing the correct numbers to take as 100%, or as a whole. Make and justify estimates and approximations of calculations. Construct and solve linear equations with integer coefficients, using an appropriate method. Generate terms of a sequence using termtoterm and positiontoterm definitions of the sequence, on paper and using ICT; write an expression to describe the nth term of an arithmetic sequence. Given values for m and c, find the gradient of lines given by equations of the form y = mx + c. Construct functions arising from reallife problems and plot their corresponding graphs; interpret graphs arising from real situations. Solve geometrical problems using properties of angles, of parallel and intersecting lines, and of triangles and other polygons. Know that translations, rotations and reflections preserve length and angle and map objects on to congruent images. Know and use the formulae for the circumference and area of a circle. Design a survey or experiment to capture the necessary data from one or more sources; determine the sample size and degree of accuracy needed; design, trial and if necessary refine data collection sheets. Communicate interpretations and results of a statistical enquiry using selected tables, graphs and diagrams in support Know that the sum of probabilities of all mutually exclusive outcomes is 1 and use this when solving problems. Solve substantial problems by breaking them into simpler tasks, using a range of efficient techniques, methods and resources, including ICT; give solutions to an appropriate degree of accuracy. Present a concise, reasoned argument, using symbols, diagrams, graphs and related explanatory text. 
Concepts studied by more able students in year 9  
Know and use the index laws for multiplication and division of positive integer powers. Understand and use proportionality and calculate the result of any proportional change using multiplicative methods. Square a linear expression and expand the product of two linear expressions of the form x ± n; establish identities. Solve a pair of simultaneous linear equations by eliminating one variable; link a graphical representation of an equation or a pair of equations to the algebraic solution. Change the subject of a formula. Know that if two 2D shapes are similar, corresponding angles are equal and corresponding sides are in the same ratio. Understand and apply Pythagoras’ theorem. Know from experience of constructing them that triangles given SSS, SAS, ASA or RHS are unique, but that triangles given SSA or AAA are not; apply these conditions to establish the congruence of triangles. Use measures of speed and other compound measures to solve problems. Identify possible sources of bias in a statistical enquiry and plan how to minimise it. Examine critically the results of a statistical enquiry and justify choice of statistical representation in written presentations. Generate fuller solutions to mathematical problems. Recognise limitations on the accuracy of data and measurements. 
The Curriculum Deputy Headteacher, Ms J Foster, will be happy to supply further detail and more information if required.
Please contact her at ecsgeneral@enfieldcs.enfield.sch.uk or telephone 020 8363 3030.
KS4 Mathematics GCSE
Click here for the Edexcel/Pearson Mathematics webpage and here for the 1MA1 Specification.
It is compulsory that every pupil studies Mathematics in Year 10 and Year 11.
Course Outline
Edexcel 1MA1 in Mathematics
This GCSE is offered to all the pupils and has two tiers:
· Higher tier (awarding grades 4 to 9).
· Foundation tier (awarding grades 1 to 5).
It is a three year course that your daughter has already started in Year 9 and the final exam will take place in May/June of Year 11.
There is no coursework or controlled assessment requirement for GCSE Mathematics.
Assessment
Edexcel 1MA1 in Mathematics
Both Higher and Foundation tiers will be assessed in the summer of Year 11 through:
 1 NonCalculator Paper
 2 Calculator Papers
(All exams are equally weighted. Each exam takes 1 hour 30 minutes and is worth 80 marks)
Is GCSE required in this subject to study this subject at A Level?
In order to study Mathematics at A Level; only those pupils who achieve a grade 7 or above for GCSE Mathematics and have come from one of the Set 1 groups would be considered.
In order to study A Level Further Mathematics; only those pupils who study A Level Mathematics and come from Set 1 with GCSE grade 8 or 9 will be considered.
The Curriculum Deputy Headteacher, Ms C Egleton, will be happy to supply further detail and more information if required.
Please contact her at ecsgeneral@enfieldcs.enfield.sch.uk or telephone 020 8363 3030.
KS5 Mathematics A Level
(Click here for the Edexcel Mathematics A Level 9MA0 Specification)
Course Overview
The A Level course is offered on a linear basis. Over two years the following modules are offered:

Pure Mathematics 1

Pure Mathematics 2

Statistics and Mechanics
Course Assessment
Three external examinations at the end of Year 13
Securing a place at Post16
You will need a minimum of grade 7 in Mathematics GCSE and pass an entrance exam (60% or higher) in the first week of the course at the beginning of the Autumn Term
Further Opportunities Following this Course:
Mathematics is a versatile qualification, wellrespected by employers and is a facilitating subject for entry to higher education. Careers for people with good mathematical skills and qualifications are not only well paid, but they are often interesting and rewarding. People who have studied Mathematics are in the fortunate position of having an excellent choice of careers. Whilst the number of younger people studying Mathematics is increasing there is a still a huge demand from science, engineering and manufacturing employers.
The reason why so many employers highly value mathematics qualifications is that students become better at thinking logically and analytically. Through solving problems, they develop resilience and are able to think creatively and strategically. The writing of structured solutions, proof and justification of results helps them to formulate reasoned arguments. Students will also need to have excellent numeracy skills and the ability to process and interpret data.
The Curriculum Deputy Headteacher, Ms C Egleton, and Acting Deputy Headteacher, Ms Foster, will be happy to supply further detail and more information if required.
Please contact them at ecsgeneral@enfieldcs.enfield.sch.uk or telephone 0208 3633030.
Subject Documents 

Curriculum INTENT Mathematics 