Quick Links

Quick Links

Crayford Academy

Maths

Maths

Overview of the Maths department

Mathematics is a universal language, it allows us to communicate with others and to understand, affect and develop the world around us.  Mathematics fosters reasoning and problem solving leading to mastery and logical thinking which builds well rounded and aspirational citizens of the future. 

The mathematics department at Crayford comprises of highly qualified, experienced and passionate mathematicians who believe in developing every child’s reasoning, logically thinking and problem-solving skills through mathematics. 

Meet the Maths teachers

Name

Role

About them 

K. Ohiafi 

Curriculum Director for Mathematics

K. Ohiafi joined the Academy in 2013. She is passionate about students' progress and has a special interest in developing independent learners.

C. Locke

Second in department 

C. Locke joined the Academy in 2019. She has worked on textbooks for KS3 and KS4 maths and is a Chartered Teacher. Her favourite bits of maths are the irrational numbers, such as pi, phi and e.

T. Ogunlana

Teacher

T. Ogunlana joined the Academy in 2012. She is passionate about mathematics beyond the GCSE curriculum. She is always found with a tricky problem or two.

Y. Elmi  

Teacher and Head of Year

Mr Elmi joined the Academy in 2019. He is also Head of Year 11 and the first in the department to answer our weekly maths puzzles.

D. Ramchurit 

Teacher

Mr Ramchurit joined the Academy in 2017. He is a former accountant who brings his practical knowledge to the classroom, giving students a chance to appreciate the real-world applications of mathematics.

A. Ibironke 

Teacher

A. Ibironke joined the Academy in 2018. She really enjoys breaking down a topic for students, particularly angles topics.

J. Emuchay

Teacher

Mr Emuchay joined the  
Academy in 2016. He always has time for his students and loves working on mathematics involving graphs.

R. Royston

SLT and Teacher 

Mr Royston joined the Academy in 2017. He is the VP in charge of assessment. He is passionate about finding simple ways to explain complex topics.

Curriculum Statement

Through KS3 and KS4 we follow a spiral curriculum, revisiting each year the key areas of number, statistics and probability, geometry, proportional reasoning and algebra in increasing depth.  

Number begins in Year 7 with looking at how place value works and develops through into Year 11 looking at complex topics such as compound interest calculations and irrational numbers such as surds. 

Statistics and probability begins in Year 7 with looking at how probability works, moving on to drawing and interpreting graphs and comparing data. By the time students are in Year 11, they will be able to use a variety of graphs, from histograms to pie charts, to represent data as well as being able to use sophisticated probability diagrams such as tree diagrams. 

Geometry is the study of shapes. In Year 7, students start looking at the notation conventions and angle facts. This develops through 2D and 3D shapes until by Year 11 students are looking at trigonometry in three dimensions, circle theorems and density and pressure. 

Proportional reasoning is one of the backbones of the curriculum. Beginning in Year 7, students will look at how multiplication and division interlink, moving on to ratio and the relationship between fractions and ratio. By the time students reach Year 11, they will be looking at non-linear scale factors for volume and area and looking at problems involving inverse proportion.

Finally, algebraic generalisation underpins the whole curriculum. Algebra is the general form of number relations and is used to express relations between things. In Year 7, we secure and develop students’ understanding of algebraic notation from Primary school, looking through the lens of sequences. By Year 11, students will be beginning to work on proof, looking at absolute relations that underpin the mathematics they have been learning on their journey through the course. 

This leads to a GCSE Mathematics qualification, completed with Edexcel. Students will study either Foundation or Higher tier from Year 9. Students on the Foundation tier will focus on the core topics that enable them to access the mathematics needed for life beyond school and can get from a grade 1 – 5. Students on the Higher tier will explore more of the academic beauty of mathematics as well as the mathematics for more academically demanding fields such as engineering and can gain from a grade 3 – 9. 

Beyond GCSE, students can choose to study either A Level Mathematics (Edexcel) or AQA Level 3 Mathematical Studies (Core Maths). 

A Level Mathematics student will look at topics ranging from proof to calculus to trigonometric graphs and identities. This will prepare students for further study in mathematics, statistics, engineering, medicine or computer science. 

AQA Level 3 Mathematical Studies (Core Maths) looks at practical life skills using mathematics, such as how mortgages work, how taxation works and how to plan a project timeline using Gantt charts. This is particularly useful for students who are looking at going into business or who want to understand where their pay cheque is going. 

View our Key Stage 3 Maths Curriculum Map

View our Key Stage 4 Maths Curriculum Map 

View our Key Stage 5 Maths A Level Curriculum Map 

View our Key Stage 5 Core Maths Curriculum Map 

More Information

More information about our curriculum can be found by looking at our curriculum overviews