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

 

Blakiston Curriculum Map

Unit JM Clip Topic Unit JM Clip Topic
1 01 Two way tables 32 36 Speed,Distance, Time
2 02 Frequency Trees 37 Compound Measures
3 53 Venn Diagrams 33 38 Real Life Graphs
4 04 Product Prime Factors 34 39/40 Pythagoras
5 06 Multiples in Context 41 Trig – non calculator
6 07 Best Value 42 Trig – Finding sides
7 08 Exchange Rates 43 Trig – Finding angles
8 09 Rounding and Error Intervals 45 Pythagoras with trig
9 70 Estimation 35 44 Bearings
10 10 Percentage of an amount 36 46 Alternate/corresponding angles
11 11 Interest and Growth 37 47 Interior and exterior angles
12 Depreciation and Decay 38 48 Sampling
12 03 Use of Calculator 39 49 Pie charts
13 13 Reverse Percentages 40 50 Probability
14 14/15 Fractions 41 51/52 Probability Trees
15 16/17 Ratio 42 54 Plans and elevations
16 18 Proportion 43 55 Constructions
17 19/20 Standard Index Form 44 56/57 Circles
18 21 Index Laws 58 Arcs and sectors
19 22 Expand and Simplify 45 59/60 Surface area and volume
20 23/24 Factorising 46 61 Congruence
21 Solving Equations 62 Similar shapes
22 25 Subject of 47 63 Enlargements
23 26 Averages 47 64 Reflections
24 27 Averages from a table 65 Rotations
28 Averages from grouped data 66 Reflections with rotations
25 05 Inequalities 67 Translations
26 29 Frequency Diagrams 48 68 Vectors
27 30 Scatter Graphs 49 69 Sequences
28 31 Time Series 50 71/72 Forming and solving equations
29 32 Straight Line Graphs 51 73/74 Simultaneous Equations
30 33 Quadratic and Cubic Graphs 52 Direct Proportion
31 34/35 Coordinate Geometry Inverse Proportion

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.