Mathematics Curriculum
Curriculum Intent – Content and Structure
The intended outcomes of what we teach:
| For students to enjoy Mathematics and to be enthusiastic about their Maths learning. To inspire an inquisitive mindset within the subject and beyond. For them to develop the ability to think logically, critically and accurately about ideas and the world around them, and to understand the why of how Maths works. For students to be confident, independent and creative in their learning and problem-solving abilities. To have high expectations of all students and for them to be taught in a supportive environment, where they are comfortable to ask for help. Ultimately, for students to be given the best opportunity to achieve the best that they can. |
Curriculum Implementation
Curriculum Content and Sequence
Years 7 - 9
Autumn | Spring | Summer |
| Number- Four Operations, Integers, Decimals Number - Fractions, Decimals and Percentages Probability Algebra - Simplifying Shape, Space and Measure (SSM) - Transformations and Similarity Algebra - Substitution | Shape, Space and Measure (SSM) - Mensuration (Perimeter, Area, Volume) SSM - Pythagoras and Trigonometry Algebra - Solving Equations SSM - Types of Angles, Bearings and Constructions SSM - Angles (interior, exterior, parallel lines, circle theorems) Number - Properties and Special Numbers To design and build a cardboard house using slotting and joining techniques. | Number - Ratio and Proportion SSM - Units of Measure and Compound Units. Distance Time Graphs, Vectors Handling Data - Representing and Interpreting. Averages Algebra - Co-ordinates, Sequences, Equation of a line, Functions, Gradient / Area under curve In the Summer Term, first 2 topics are swapped with last 2 topics in alternating years - Summer 1 and Summer 2 content gets swapped - in Summer 2021 and in future odd number years - the first 2 topics are Summer 1; in Summer 2022 and in future even years - the first 2 topics are Summer 2. |
Year 10
Autumn | Spring | Summer |
| Number - Four Operations, Integers, Decimals Number - Fractions, Decimals and Percentages Probability Algebra - Simplifying SSM - Transformations and Similarity Algebra - Substitution | SSM - Mensuration (perimeter, area, volume) SSM - Pythagoras and Trigonometry Algebra - Solving Equations SSM - Types of Angles, Bearings and Constructions SSM - Angles (interior, exterior, parallel lines, circle theorems) Number - Properties and Special Numbers | Number - Ratio and Proportion SSM - Units of Measure and Compound Units. Distance Time Graphs, Vectors Handling Data - Representing and Interpreting. Averages Algebra - Co-ordinates, Sequences, Equation of a line, Functions, Gradient / Area under curve In Summer Term, the first two topics are swapped with the last two topics in alternating years - the first half of the Summer Term and the second half of the Summer Term content gets swapped - in Summer 2023 and in future odd number years - the first two topics are taught in the first half of the Summer Term; in Summer 2022 and in future even years - the first two topics are taught in the second half of the Summer Term. |
Year 11
Autumn | Spring | Summer |
| Year 11 teaching will aim as much as possible to directly address known areas of weakness, or topics classes have not covered / mastered. Algebra and trigonometry are prioritized with sets 1-3 in the first term, set 4 will focus on algebra as well as number work. Priority topics for set 1 and 2:
Priority topics for set 3:
Priority topics for set 4:
| Teacher discretion – content that still needs consolidation from Year 10. Teachers will also respond to class performance in mocks and in class assessments. Teachers have a bespoke list of priority topics based on mock results and should work through these topics in order, as well as any topics that still have not been covered. The priority list is created by comparing average class performance with national performance in the same questions. This way, teachers can see in which areas their classes need to focus relative to the rest of the country. This allows very targeted revision in lessons in the run up to exams, putting in work where it will make the biggest impact. | Teacher discretion - consolidation of content. Teachers will respond to class performance in mocks and in class assessments. |
Year 12
Autumn | Spring | Summer |
| Pure Maths: Straight line graphs Applied Maths: Binomial distribution
Further Maths Core: Complex numbers | Pure Maths: Trig identities and equations Applied Maths: Interpreting and representing data
Further Maths Core: Roots of polynomials Option 1 (Further Mechanics): Principle of conservation Option 2 (Further Stats): Discrete RV | Pure Maths: Exponential and Logs Start Year 13: Pure: Partial fractions
Further Maths Start Year 13: Core: Complex numbers Option 1 (Further Mechanics): Elastic collisions in 1D Option 2 (Further Stats): Geometric and neg binomial distributions |
Year 13
Autumn | Spring | Summer |
| Pure Maths: Differentiation and integration intertwined Applied Maths: Regression and correlation Further Maths Pure Maths: Most single Maths calculus content is covered to allow access to further maths topics. Core Maths: Methods in calculus Option 1 (Further Mechanics): Momentum as a vector | Pure Maths: Implicit differentiation Applied Maths: Normal distribution Further Maths Core: Hyperbolic functions Option 2 (Further Stats): Geometric and neg binomial distributions | Pure Maths: Rates of change Applied Maths: Kinematics Further Maths Core: Volumes of revolution Option 2 (Further Stats): Quality of tests |
The Rationale for the Content and Sequence of what we Teach
Year | Why we Teach this Content and how the Content and Sequence of Topics Benefits our Students. |
Years 7 - 9 | Our aim is to develop students’ mathematical confidence allowing them to become resilient learners by giving them the opportunity to become fluent in the fundamental concepts, develop their reasoning skills and problem solving abilities. To this end, we have designed a scheme of learning that is progressive from term to term and builds on previous topics taught. We have combined the best of both the mastery and the spiral approach in our curriculum from Years 7 – 9. This enables students to regularly go over topics to build on what they have previously learnt and to go into greater depth to build mastery. Topics are also spread out to maintain interest, ensure revision and to keep variety in lessons. To further strengthen this, we carefully plan retrieval practice for the start of every lesson, interweaving topics whenever possible and ensuring that fluency is complemented by reasoning and problem solving. Each Maths lesson is carefully adapted by individual teachers to be able to teach to the specific needs of the students in front of them. That said, all lessons will typically include retrieval practice, clear modelling, class assessment for learning and independent practice. |
Year 10 | The philosophy in Year 10 is essentially the same as in Years 7 to 9. Classes work through topics in the same order as in previous years, consolidating previous learning and reaching deeper understanding. The main difference in Year 10 is that most classes will aim to finish all the GCSE content this year to facilitate revision in Year 11. This will differ according to set. Set 1: Students will cover the full GCSE higher curriculum so that by Year 11 they have seen all topics and are ready to focus on mastering more challenging questions. Set 2: Students will cover most of the GCSE higher curriculum. They will be familiar with all topics, but some of the more challenging and advanced areas will be fully covered only in Year 11. Set 3: Students will cover all of the GCSE foundation curriculum and make good progress with much of the higher curriculum, with a focus on crossover (foundation/higher) topics. Students in set 3 sit a foundation mock at the end of Year 10 to assess whether they have mastered this content well enough to move on to focusing on higher content in Year 11. Set 4: Students will cover most of the GCSE foundation curriculum. They will be familiar with all topics, but some of the more challenging and advanced crossover areas will be fully covered only in Year 11. |
Year 11 | Where possible the same teacher is kept from Year 10 to Year 11. As a result, the class teacher knows the class well and is able to work on the areas of weakness and prepare students for their exams. Set 1 focuses on more difficult content from grades 7 - 9 in lessons, but students are given the opportunity to work on the easier topics through exam practice. In order to stretch our most able and to keep them engaged and encourage the take up of Mathematics and Further Maths at A Level, we offer FSMQ for the top 10 - 15 students based on end of Year 10 mock exams. Set 2 work on mastering all standard higher techniques to ensure they are able to access all questions on the paper. Extension work is given to facilitate access to grade 9 style questions. Set 3 work on any higher content they have not previously seen, ensuring basic knowledge is secure so that they can then access the more difficult content. Set 4 focuses on consolidating foundation level content, ensuring they are able to access the more challenging crossover topics. Furthermore, all set 4 students are given the opportunity to sit the Edexcel Entry Level qualification. |
Year 12 | The structure of the content makes sure that students cover both Pure and Applied Maths in parallel. In Applied Maths, students cover Statistics and Mechanics in parallel too. Year 12 structure of learning builds on GCSE and introduces some key new mathematical ideas. In Pure Maths, students start with one of the more challenging GCSE topics (straight line graphs) which crops up throughout the course in Year 12 and Year 13. Starting with the more challenging chapter also sends the message out to students that A Level Maths will push them and that they need to work hard. With Further Maths, the order of topics covered has been decided to incorporate cooperation with Compton School. The main key topics are covered first, which allows more complex ones to be accessed afterwards. The first topic that the students work on at the beginning of Year 12 is Complex Numbers. They find it very exciting as they have not done any work with those type of numbers before. They seem strange and counterintuitive at first, but very powerful and beautiful a little later. |
Year 13 | Year 13 Pure scheme of learning builds students’ understanding of calculus and trigonometry and allows them to apply it in different contexts throughout the year. It develops understanding which should help them apply it to more complex questions. The way our scheme of work has been structured, to cover as much calculus as possible at the beginning of the year, allows Further Maths students to access all the further Maths topics. |
Key Stage 4 (KS4) and Key Stage 5 (KS5) only:
What exam board/syllabus do you teach?
Edexcel
Why have you chosen this syllabus?
The support offered is far beyond other exam boards. Pearson’s organise annual Head of Department conferences where they give detailed exam feedback as well as information about all of the available examinations and places to look for further support. It is the most widely used exam board for Mathematics hence most resources are made for this.
For A Level which follows on directly from the GCSE curriculum but again with many resources, including online textbooks and practice books that are available for students.
In what ways is it suited to your students?
Teachers are familiar with this syllabus, and are able to support students in learning the curriculum and can give guidance to how the marks are awarded in the exam questions. There are a lot of student resources available.
Curriculum Implementation
The subject specific habits and behaviours we develop (or intend to develop) in our students
Subject Specific Habits and Behaviours | How we embed these in our students |
| Not accepting when students say I do not know, or I do not get it. Encouraging questioning when they do not understand. Encouraging questions for curiosity. Emphasis on the why and the how. Problem solving. Mathematics is best learnt by doing. | Telling students that evidence of trying is work shown. Questioning them in specific areas as to what they do not understand or at which point. Using phrases such as by asking a question, you will help not only help yourself but you will help others, thank you for being honest when they admit that they are unsure or get something wrong. Providing students with worked solutions and getting them to think about where it has come from and why? Encouraging clear working out rather than an emphasis on the final answer. Worded questions, challenging questions. Starters available to do Mathematics as they enter (sometimes on past topics to help emphasise the importance of doing regular practice) as well as lots of time to do Maths within the lessons and for home learning. |
Academy Ethos
Academy Curriculum Intent | How our department’s curriculum content and teaching approaches reflect the whole Academy ethos |
| A Curricular and Pastoral commitment to Micah 6v8: Do justice, love kindness, and walk humbly with your God High Expectations of students’ behaviour for learning, learning progress, and respect for our community. A commitment to make learning enjoyable, engaging, relevant and challenging. A commitment to develop knowledge, skills and character. Consistency and fairness in approach and routines. Excellent and developing subject knowledge which inspires confidence in students. Effective collaboration across all parts of the academy. Highly skilled teaching which deepens understanding and stimulates curiosity. A willingness to embrace research and innovation in order to enhance the learning potential of our students. Recognising and rewarding effective use of learning habits as well as academic achievement. | Teaching approaches: We are kind to students and encourage kindness within lessons, expecting a supportive environment where mistakes and wrong answers do not invite negative comments. When sanctions need to be put in place, we aim to be fair to all students and explain the rationale so they understand what they need to do to improve. Develop humbleness by not allowing students to shout out answers. As teachers, admitting to students when we may not be sure when asked a question, but always that we will look into it and get back to them. Expectations made clear at the start of the year. A consistent approach to behaviour management throughout the whole department. Use of BromCom to log any incidents and a centralised reflection with opportunities for one to one discussions and reconciliation. Use of tablets and applications such as Kahoot which students enjoy. Opportunities for collaborative learning, with a variety of resources and activities eg. Tarsia. Interesting and different extension tasks to challenge more able students, not just more work. Valuing students' opinions and encouraging contributions to lessons. Removing the stigma of getting things wrong, developing a culture of errors and encouraging asking questions. A focus on methodology and the how and why being just as important as the final answer. Adopting a fair approach in managing behaviour. Having routines for start of lesson with greeting students at the start with tasks for students to start as they enter the classroom. Also, consistent routines with dismissing students table by table once they are stood silently behind their desks. Focus on conceptual understanding prior to following a certain methodology. Mathematics and Science collaboration with embedding Science formulae in Maths lessons. Careful recruitment of high-quality staff that are then supported to develop their practice during departmental briefings. Carefully timetabled lessons to build staff experience and subject knowledge before tackling more difficult classes. Use of tablets to support learning. Verbal feedback within lessons, use of 9’s on the register, positive phone calls home, postcards, positive comments on marked Home Learning. |
Implementation
Academy Ethos
Micah 6v8: Do justice, love kindness, and walk humbly with your God | ||||
Curriculum Content Opportunities | Curriculum Delivery Opportunities | |||
| Justice
| The entire curriculum develops logical thinking and equips students with the tools needed to think critically and analytically about moral and ethical questions. | To ensure that we give the same level of care and attention to the planning of the lessons regardless of their ability. To ensure that we address unfair behaviour such as shouting out answers, copying home learning, etc. in order to teach students to be just and fair. | ||
| Kindness
| Sharing in ratios including donating to charities. | To develop mutual respect between students and teachers by reminding them to be mindful of their actions, as this could impact the learning taking place. To encourage students to ask each other for help, before asking the teacher. | ||
| Humility
| Many topics in Mathematics have right answers and wrong answers, so helping students cope with errors and seeing these as learning opportunities supports humility. | To encourage more confident students to help, this will naturally teach humility amongst students. | ||
Please click here to access the full Mathematics curriculum document.