Maths
Curriculum Intent
Our Mathematics curriculum is designed to ensure that students develop a deep and lasting understanding of mathematical concepts. We aim for all students to acquire the knowledge, skills, and confidence necessary to excel in mathematics by the end of their key stages.
The curriculum aligns with national standards, maintaining a balanced approach that covers all key aspects while allowing time to address any gaps in students’ knowledge. Additionally, our program seeks to:
· Re-engage students in learning
· Boost self-esteem and confidence
· Foster independent and collaborative problem-solving skills
· Inspire students to pursue further studies in mathematics
Implementation
Our curriculum builds progressively across key stages, reinforcing prior learning and ensuring continuity.
· Baseline Assessments: All students take a differentiated baseline test, using available data from their previous school. The results identify areas that require additional support, which are then addressed throughout the academic year.
· Lesson Starters: Each lesson begins with a review of previously learned material, helping students embed mathematical concepts into long-term memory.
· Progress Monitoring: We track student progress through continuous assessment, both formal and informal, ensuring that learning gaps are systematically addressed.
Curriculum Map
Term |
Key Stage 3 | Year 10 | Year 11 |
MPP/ 4 Tech |
HT 1 |
Analysing and displaying data
Number skills |
Number
Algebra Graphs, tables and charts |
Probability
Multiplicative reasoning Construction, loci and bearings |
Year group scheme focussing on-Working towards and crossover
|
HT 2 |
Expressions, functions, formulae, equations and proportionality
Decimals, measures and ratio |
Fractions and percentages
Equations, inequalities and sequences |
Quadratic equations and graphs
Perimeter, area and volume2 |
|
HT 3 |
Fractions and percentages
Probability |
Angles
Averages and Range |
Fractions, indices and standard form
Congruence, similarity and vectors More algebra |
|
HT 4 |
Lines, angles and shapes
Sequences and graphs |
Perimeter, area and volume 1
Graphs |
Higher continue units 21-25
Foundation identified topics Practice papers |
|
HT 5 |
Transformations
Area and volume |
Transformations
Ratio and proportion |
||
HT 6 |
Plugging gaps
Catch up topics |
Right angled triangles
Probability |
Curriculum Justification
At Key Stage 3, we implement a differentiated, topic-based approach that allows mixed-age and mixed-ability teaching. This ensures students receive targeted support while fostering a collaborative learning environment.
At Key Stage 4, all students are encouraged to achieve a GCSE qualification in mathematics. We follow the Pearson GCSE specification, leveraging the expertise of our lead mathematics teacher, who has been an examiner for this board for over 20 years. For students unable to access GCSE, we offer the Entry Level Mathematics qualification, ensuring that every student has the opportunity to achieve a recognised credential.
Our approach has empowered students to pursue their desired pathways, whether through college courses, apprenticeships, A-level Mathematics, or university degrees in mathematics-related fields.
Curriculum Development
We are continuously evolving our curriculum through several key initiatives:
1. Enhancing Teaching Strategies
a. We analyse Question Level Analysis (QLA) from GCSE exams to identify key curriculum areas that need reinforcement.
b. Our department collaboratively develops best-practice teaching strategies and addresses common misconceptions.
2. Cross-Curricular Integration
a. We align our curriculum with other subjects, ensuring that mathematical skills support learning across disciplines.
b. By coordinating with subject leads, we incorporate relevant mathematical concepts into other subjects through lesson starters and practical applications.
3. Building Cultural Capital
a. We introduce real-world applications by inviting professionals who use mathematics in their careers to engage with students.
b. Lessons include practical life skills, such as understanding household bills and reading utility meters.
4. Expanding Access for Offsite Students
a. Offsite students at 4Tech now receive instruction from the same experienced staff as those at College House.
b. A condensed curriculum ensures comprehensive coverage within a shorter timeframe, providing equitable learning opportunities.
Our commitment to an inclusive, well-structured, and engaging mathematics curriculum ensures that students develop the necessary skills to succeed academically and beyond.
For GCSE Revision Links, please click here.