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 and Decimals Number - Fractions, Decimals and Percentages Probability Algebra - Simplifying Geometry and Measure (SSM) - Transformations and Similarity Algebra - Substitution | Algebra - Solving Equations Geometry and Measure - Mensuration (Perimeter, Area and Volume) Geometry and Measure - Pythagoras and Trigonometry Geometry and Measure - Types of Angles (angles involving parrell lines and interior and exterior angles of polygons) Geometry and Measure - Bearings and Constructions Number - Properties and Special Numbers | Number - Ratio and Proportion Algebra - Sequences, Coordinates, Equation of a line and Gradient Statistics - Averages and the Range, Data representation and interpretation Geometry and Measure - units of measure, work with compound measures and distance time graphs |
Year 10
Autumn | Spring | Summer |
| Number - Four Operations, Integers and Decimals Number - Fractions, Decimals and Percentages Probability Algebra - Simplifying Geometry and Measure - Transformations and Similarity Algebra - Substitution | Algebra - Solving Equations Geometry and Measure - Mensuration (perimeter, area and volume) Geometry and Measure - Pythagoras and Trigonometry Geometry and Measure - Types of Angles, Bearings and Constructions Geometry and Measure - Angles (interior, exterior, parallel lines, circle theorems) Number - Properties and Special Numbers | Number - Ratio and Proportion Algebra - Co-ordinates, Sequences, Equation of a line, Gradient / Area under curve Statistics - Averages and the Range, Data representation and interpretation Geometry and Measure - Units of Measure and Compound Units. Distance Time Graphs, Vectors |
Year 11
Autumn | Spring | Summer |
| Sets 1 and 2 - To cover content not completed in Year 10. Including: functions, iterations, circles, graphs, gradients (including estimations), regions, circle theorem proofs and vectors. Followed by consolidation and recap of topics that form the foundations for Sixth Form success Set 3 – selected higher topics Set 4 – selected foundation topics | Bespoke curriculum based on topics identified from Year 11 December mock exam. Suggested topics provided to colleagues as a priority. | Bespoke curriculum based on topics identified from Year 11 March mock exam. Suggested topics provided to colleagues as a priority |
Year 12
Autumn | Spring | Summer |
| Pure Maths: Straight line graphs Applied Maths: Interpreting and representing data Further Maths Core: Complex numbers | Pure Maths: Trig identities and equations Applied Maths: Binomial distribution
Further Maths Core: Roots of polynomials Option - Further Mechanics: Option - Further Stats: Taught at Compton | Pure Maths: Exponential and Logs Start Year 13: Pure: Trigonometric Functions
Further Maths Start Year 13: Core: Complex Numbers Option - Further Mechanics: Elastic collisions in one dimension |
Year 13
Autumn | Spring | Summer |
| Pure Maths: Differentiation and integration intertwined Applied Maths: Regression and correlation Further Maths Core Maths: Polar Co-ordinate Option - Further Mechanics: | Pure Maths: Implicit differentiation Applied Maths: Normal distribution Further Maths Core: Hyperbolic Functions Option - Further Stats: Geometric and neg binomial distributions | Pure Maths: Rates of change Applied Maths: Kinematics |
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 from KS3 and building upon this to reach deeper understanding with the linked and new KS4 topics. In addition to the above, we also prepare them for their GCSEs with decisions on tiering not made until part-way through 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. Sets 1 and 2 focus on more difficult content from grade 7 – 9 in lessons that has not been covered in Year 10 but students are given the opportunity to work on the easier topics through exam practice and retrieval starters. In order to stretch our most able and to keep them engaged and encourage the take up of maths and further maths at A Level, we offer FSMQ for the top 14 -16 students based on end of Year 10. Set 3 works on selected higher topics ensuring students have the opportunity to access the higher paper. Decisions about tiering for set 3 students take place after the Year 11 December mock. Set 4 focuses on consolidating foundation level content with the option for the entry level qualification. |
Year 12 | Our scheme of learning ensures 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, students start with some of the most important topics briefly looked at in GCSE course (quadratic equations and functions) which crop up throughout the course in Year 12 and Year 13. Very early on, new concepts are introduced (use of the discriminant) to make the course both interesting and challenging. We assume strong knowledge of the whole GCSE course and aim to finish the content of Year 12 mathematics several weeks before the end of the academic year. This approach allows us to start Year 13 content in the last term of Year 12, allowing significant amount of time for revision and practice before the final A Level exams. This 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 content had to be designed to incorporate cooperation with Compton school, making sure that the key topics are covered first and the more complex ones later. 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 that 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 deepens students’ understanding of calculus and its applications and allows them to apply it in different contexts throughout the year. The way our scheme of work has been structured, to cover as much calculus as possible at the end of Year 12, allows Further Maths students to access all the further Maths topics right from September. Similarly, to Year 12, we aim to finish the course several weeks before the end of the academic year to practise as many as possible hard exam type questions before the end of the year. For Further Maths, our flexibility with the curriculum is limited because of the joint lessons with Compton school, but with the strong grasp of Year 12 concepts and parallel teaching of core pure and option modules we are confident that our students are well prepared for their final exams. |
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. After the introduction of the 2017 exam reforms, the syllabus is now the same across all exam boards for maths GCSE and A Level.
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' and '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.