Maths

Curriculum Intent
The rationale behind the Mathematics curriculum is based on what we want students to have studied, to know and to be able to do by the end of the two key stages. Our curriculum covers all aspects of Mathematics, as prescribed by the national curriculum, whilst including an appropriate balance of content and allowing for time to ‘plug the gaps’ in knowledge that students may have.

It is also our intent to re-engage students in learning, to raise self-esteem and to promote independent and collaborative working, as well as inspiring students to study maths further.

Implementation
Our curriculum develops through the key stages by building on previous knowledge. All students are given a differentiated baseline test, based on any data we have access to from their previous school. The results of this test are then analysed to provide ‘plugging the gap’ topics which will be worked on fortnightly throughout the year.

Starters are used each lesson to revisit previously learned knowledge, concepts and procedures to ensure that once learned, mathematical knowledge becomes deeply embedded in pupils’ memories.

Progress is monitored through ‘plugging the gap’ topics and through end of unit assessments and half termly assessments.

Curriculum Map

Term

Key Stage 3 Year 10 Year 11

Blakiston

HT 1

Analysing and displaying data

 

Number skills

Number

Algebra

Graphs, tables and charts

Multiplicative reasoning

Construction, loci and bearings

Quadratic equations and graphs

Number

Algebra

Graphs, tables and charts

Fractions and percentages

 

HT 2

Expressions, functions, formulae, equations and proportionality

 

Decimals, measures and ratio

Fractions and percentages

Equations, inequalities and sequences

Perimeter, area and volume2

Fractions, indices and standard form

Equations, inequalities and sequences

Angles

Averages and Range

Perimeter, area and volume 1

HT 3

Fractions and percentages

 

Probability

Angles

Averages and Range

Congruence, similarity and vectors

More algebra

Graphs

Transformations

Ratio and proportion

Right angled triangles

Probability

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

Multiplicative reasoning

Construction, loci and bearings

Quadratic equations and graphs

Perimeter, area and volume2

Fractions, indices and standard form

HT 5

Transformations

 

Area and volume

Transformations

Ratio and proportion

Congruence, similarity and vectors

More algebra

HT 6

Plugging gaps

 

Catch up topics

Right angled triangles

Probability

 
Curriculum Justification
In Maths, at Key stage 3, we follow a scheme of work which is topic based and differentiated across the year groups to allow classes to be taught in mixed age groups and mixed ability.

At Key stage 4, we give all students the opportunity of gaining a GCSE qualification in the subject, every effort is made to try to make this possible as we believe this will lead to the greatest possible life choices beyond their time with us. We study the Pearson specification as the lead Maths teacher has been an examiner for this board for the past 16 years and so fully knows what is expected of the students. For students who are not able to access GCSE, there is the option of Entry level Maths.

Gaining this qualification has given many of our students the opportunity of following their chosen pathway on to college courses or apprenticeships. We have also had a number of students who have gone on to study A-level Maths and also Maths based degrees at University.

Curriculum Development
The curriculum is currently being developed in a number of ways.

The first way is adding guidance on teaching to key areas of the curriculum. These key areas are decided upon by using QLA from the GCSE exams. Then as a department, and in conjunction with a mainstream school, we are writing into the scheme of work, guidance on methods to use in teaching as well as misconceptions. This will mean that the same methods of teaching can be used for these topics across all sites.

The second way the curriculum is being developed is through adding wider curriculum into the scheme of work. This involves knowing when other subjects in the school are relying on the skills needed in Mathematics and adding those to our curriculum so that we can support in the delivery, for example, by using starters as a reminder.

The third way is by adding cultural capital ideas to the maths curriculum. So far these include having professionals who use Maths in their jobs, come into school and work with students. Showing students how to understand household bills, including reading gas and electricity meters. We are also tracking different currencies against the pound to promote conversations about the strength of the pound and what that might mean to us and politics.

 

For GCSE Revision Links, please click here.