Maths Curriculum Intent
Throughout our curriculum we aim to ensure our students gain a love and appreciation for all the mathematics around them and will fully enjoy mathematics.
Mathematics is an essential skill in life and is at the heart of everyday decision making.
The KS3 and KS4 curriculum is broad and covers the topics as outlined in the National Curriculum; our curriculum is engaging and relevant to our pupils.
This is demonstrated through the Curriculum Maps which follow the National Curriculum.
Learning is encouraged through a variety of teaching styles which is bespoke to individual classes and how they learn best.
Mathematics interventions are offered across the curriculum for those pupils who need additional help, tailored to them by maths specialists.
Additionally we offer weekly clinics to assist and challenge students with any aspect of their mathematics work.
Whenever possible students are set in ability groups from year 7. This setting is monitored regularly. We close the gaps. Regular assessments are conducted and pupils are set challenging, but achievable, targets.
Tasks and lessons are well differentiated and/or scaffolded to meet the needs of pupils and all pupils are able to access and be successful in their learning.
Each pupil has a tracker in their assessment folder which identifies the sequence of learning they are following – this is a way of monitoring what has been learnt and any gaps within their knowledge.
High expectations of achievement are evident and the quality of pupil work and steps of progress made at KS3 and KS4 are relative to the pupils’ behaviour and effort put in.
All students have individual Mathswatch login codes to access homework tasks and structured revision for assessments. Y11 students have access to Method Maths. Method Maths allows students to complete past exam papers or access questions that link to the topics they are studying in school.
As a department we offer opportunities for individual and team competition through the UKMT challenges in all Key stages.
Curriculum Overview
Topics covered in each term in each year
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |
| Yr7 | Number:
arithmetic, decimals, order of operation Algebra: functions, brackets, expressions, substitution, equations |
Geometry:
metric conversion, perimeter and area, volume, surface area |
Number: ordering numbers, fractions, percentages, ratio
Algebra: coordinates, horizontal and vertical lines, y=x, y=-x, sequences, equations |
Geometry: 2D and 3D shapes, nets, notation, constructing triangles, angles, transformations | Statistics: representing data, pie charts, discrete data, mode, median, mean and range | Number: decimal places, significant figures, four calculationd with fractions, estimation, percentages, number types |
| Yr8 | Number:
Substitution, order of operations, prime factorisation, four calculations, HCF, LMC, significant figures and standard form |
Algebra: solving equations, notation, subject of a formula, factorising, simplifying, laws of indices and negative powers | Geometry: angles in polygons and parallel lines, enlargements, plans and elevations, bearings, scale drawing | Probability: vocabulary and scale, sample spaces, outcomes, probability trees.
Number: ratio, proportion, fractions, compound measures. |
Algebra: sequences, y=mx+c, x±y=c and ax±by=c, quadratic graphs, kinematics
Geometry: π, circumference, area of circle, composite shapes, volume of prism |
Number: percentage increase and decrease, simple and compound interest, exact solutions, fractions, decimals and percentages
Statistics: averages and range with grouped data, histograms and scatter graphs |
| Yr9 | Probability: probability recap, tree diagrams and relative frequency
Number: laws of indices, standard form, rounding |
Algebra: equations, inequalities, simultaneous equations
Geometry: Constructions and loci, Pythagoras, trigonometry |
Algebra: Expanding and factorizing, mathematical arguments | Ratio and proportion: proportionality, congruence, similarity, compound measures, maths in context. | GCSE launch:
Number: four calculations with negatives and decimals, rounding to decimal places and significant figures, HCF, LCM, indices Algebra: simplifying, expanding, factorising, straight line graphs, sequences |
Number: Fractions, percentages, decimals, estimating and bounds
End of KS3 baseline assessments |
| Foundation GCSE | Algebra 1F
Geometry 1F |
Probability 1F
Number 1F |
Ratio 1F
Geometry 2F |
Algebra 2F
Ratio 2F |
Algebra 3F
Statistics 1F |
Geometry 3F |
| Higher GCSE | Geometry 1H
Algebra 3H |
Probability 1H
Ratio 1H |
Geometry 2H
Statistics 1H |
Algebra 4H
Geometry 3H |
Number 2H
Algebra 5H |
Geometry 4H
Algebra 6H |
KS3/4 Mathematics curriculum learning map
A Level Maths content:
Pure Maths
- Proof
- Algebra and functions
- Coordinate geometry in the (x, y) plane
- Sequences and series
- Trigonometry
- Exponentials and logarithms
- Differentiation
- Integration
- Numerical methods
- Vectors
Statistics
- Statistical sampling
- Data presentation and interpretation
- Probability
- Statistical distributions
- Statistical hypothesis testing
Mechanics
- Quantities and units in mechanics
- Kinematics
- Forces and Newton’s laws
- Moments
Further Maths (alongside A level Maths)
- Complex numbers
- Further algebra and functions
- Further calculus
- Further vectors
- Polar coordinates
- Hyperbolic functions
- Differential equations
- Further trigonometry
- Further calculus
- Further differential equations
- Coordinates systems
- Further vectors
- Further numerical methods
- Momentum and impulse
- Work, energy and power
- Elastic strings and springs and elastic energy
- Elastic collisions in one dimension
- Elastic collisions in two dimensions
Level 3 Core Maths:
Mathematics in context
The purposes of this qualification are to:
Consolidate and build on students’ mathematical understanding, and develop further mathematical understanding and skills in the application of mathematics to authentic problems
build a broader base of mathematical understanding and skills in order to support the mathematical content in other Level 3 qualifications, for example GCE A Level Biology, Business Studies, Economics, Computing, Geography, Psychology, BTEC Applied Science, Business, Health and Social Care, IT
Provide evidence of students’ achievements against demanding and fulfilling content, to give them the confidence that the mathematical skills, knowledge and understanding they will acquire during the course of their study are as good as that of the highest-performing jurisdictions in the world
Prepare students for the range of varied contexts that they are likely to encounter in vocational and academic study, future employment and life.
Qualification aims and objectives
The aims and objectives of the Pearson Edexcel Level 3 Certificate in Mathematics in Context are to enable students to:
Develop competence in the selection and use of mathematical methods and techniques
Develop confidence in representing and analysing authentic situations mathematically, and in applying mathematics to address related questions and issues
Build skills in mathematical thinking, reasoning and communication.
Topics covered:
- Applications of statistics
- Probability
- Linear programming
- Sequences and growth
Assessment
How is learning assessed?
Students are provided with shadow work for two lessons prior to any end of unit assessment and use their results for setting personalized learning targets.
Throughout the year, KS3 are assessed at the end of each unit and we also make use of informal assessments to monitor pupils’ understanding.
Throughout KS4, pupils complete an assessment after each topic and sit at least three Pre-Public Examinations before their final GCSE exams.
School Values
Ambition
It is made clear to pupils on a regular basis that they have to prove themselves through classwork, homework and assessment scores if they are to move up the sets within their year group. It is also made clear that the higher their set, generally their grade will be higher on completion of the qualification. Opportunities are provided to explore which Mathematical skillsets are required for various careers.
Responsibility
Pupils are encouraged to take responsibility for their learning by being expected to work to the best of their ability during lessons, complete their homework to the best of their ability and to revise thoroughly prior to assessments. The curriculum provides opportunities to ensure that pupils become responsible members of society by becoming financially stable and to consider the risks that their actions may invoke.
Kindness
A culture of kindness within Mathematics classrooms is encouraged to ensure that pupils are kind to each other but also wider members of the society. Kindness to each other is encouraged during opportunities where pupils are encouraged to assist each other with their work. This is embedded into the curriculum with opportunities to consider financial fairness within society and how to assist those that may be most in need of assistance.
Respect
Whole class Mathematical discussions are held to discover and develop a whole array of concepts and for this to work with regards to pupils being willing to offer opinions without fear of ridicule, it is demanded that all members of the class show respect to each other. The same principle is upheld when pupils offer answers to the class or model solutions to the rest of their peers.
Independence
Independent learning opportunities are provided to pupils in the vast majority of Mathematics lessons whereby they are expected to work in silence and to answer the questions on their own without any discussion with or assistance from their peers during particular sections of a lesson. This independence is also required to complete homework, shadow tests and during assessments.
Resilience
Lots of questions that require problem-solving skills are provided each lesson and pupils need to persevere and show resilience and patience to be able to answer these independently. Teachers within the department are increasingly resisting the temptation to jump in and assist the pupils immediately before they have had ample opportunity to solve the problem for themselves. Resilience is also encouraged during the shadow test and PLC lessons whereby pupils are encouraged to reflect on how they can improve their work further and eradicate any of the mistakes made during future assessments.
SMSC and FBV
Spiritual
Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.
Many topics at KS3 are designed to develop a world view based in scientific rigour.
To pick one example: our pupils learn geometrical reasoning through knowledge and application of angle rules. The whole purpose is to demonstrate the power of deductive logic and problem solving through use of rigorous, proven techniques. This should encourage pupils to question “why” more often, to interrogate motives and to avoid assumption when analysing any given problem. These skills should transfer to the less abstract situations facing our students daily.
Another example is our insistence on algebraic fluency throughout the curriculum. Algebra is a uniquely powerful set of tools that enable us to describe and model reality. When understood as a language, algebra enables us to express truth in its purest form. It is the language of science, but it also develops the type of intuitive logic in pupils that equips them to recognise when an argument (e.g. political, religious, social) is valid or nonsensical.
Many topics give rise to the opportunity of developing our pupils’ senses of “awe and wonder” – none more so than the topic of standard index form where astronomically large and microscopically small worlds are considered and accurately described in detail. Concepts such as a “light year” or “angstrom” cannot fail to inspire amazement and fascination. Even some more trivial pure mathematics investigations produce beautiful elegance in their surprising symmetries, patterns or results. Pi is a number that goes on forever in a non-repeating and unpredictable way. As such, your birthday WILL be in the decimal digits of pi. This never fails to blow the students’ minds! Another example is the number of ways a pack of cards can be shuffled. It is so unbelievably vast that we need convoluted descriptions to even get close to understanding its magnitude.
http://czep.net/weblog/52cards.html.
Moral
Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views.
We get many opportunities to develop our pupils’ moral values incidentally through the mathematics we teach. For example, around 20% of a GCSE maths course is based on data and probability. A study of probability lends itself to considerations of gambling, betting, lotteries, raffles and games of chance. Our students are encouraged to weigh up the pros and cons of taking part in such activities. Even a Court of Law could be understood in probabilistic terms – what burden of evidence is required before we are happy to sentence someone for a misdemeanour? What probability is unacceptably unsafe? Is DNA evidence perfect? The famous Sally Clark case is an excellent and tragic example of how mathematics, law, ethics and history are related. At KS5 this concept is developed into a whole special branch of statistics known as hypothesis testing.
Another statistical example is our requirement to teach experimental design. Questionnaires should not be (mis)leading, culturally biased or poorly operationalised. Ethical considerations must be made before recruiting participants for a study. Students are taught that meaning should not be imposed at the analysis stage either, rather uncertainty is made explicit.
Social
Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict;
engage with the ‘British values
‘ of democracy, the rule of law, liberty, respect and tolerance.
Mathematics lessons use a range of teaching and learning strategies. Sometimes independent study is required, other times pair work or group work essential. Among others we use debates, dominoes, jigsaws, sort cards and team quizzes to structure group work. Verbalising and discussing mathematical problems is one of the most powerful tools we have in arriving at their solutions (or at least gaining a deeper understanding of the problem at hand). The Standards Unit produced a whole set of resources (used regularly in the department) specifically designed to tap into this learning style.
Many topics have a direct and deep sociological impact or effect. We teach co-ordinate geometry, bearings and vectors (plus calculus, logs and exponentials at KS5) which are the bedrock of so many “real life” applications of mathematics that have had and still have profound consequences to human development (eg wireless communications, GPS, flight, electronics). A separate list of “real life” and cross curricular applications can be produced on request!
We develop each pupil’s understanding of statistics to a depth which should equip them with the ability to tell when statistics are meaningful or being used inappropriately (e.g. in newspapers or on social media). We encourage pupils to consider sample size, bias, methodology and overall meaning. Correlations are not the same as causations – many correlations are totally spurious.
Even simpler skills such as numerical fluency or confidence with estimation benefit our students’ functioning in society. When is something a poor/good deal? Is this really a special offer, or a rip off? Is €9 a good price? How long will it take to get to Canterbury from here?
Cultural
Appreciate cultural influences; appreciate the role of Britain’s
parliamentary system; participate in culture opportunities; understand, accept, respect
and celebrate diversity.
All mathematics has a rich history and a cultural context in which it was first discovered or used. The most ancient of our knowledge we owe to the Babylonians, Egyptians, Greeks and Arab and Vedic mathematicians. The opportunity to consider the lives of specific mathematicians isn’t lost (eg Newton, Pythagoras, Galileo or Fibonacci).
A study of Imperial units specifically is no longer on the GCSE syllabus, although students are still required to make conversions between any given units. An understanding of the deep emotional and cultural attachment to these is normally discussed.
The world of modern computing would be impossible without the fundamental mathematics upon which they are built. Algorithmic approaches to problem solving are first introduced at GCSE level (iterative processes).
Mathematics has deep links to music, art and sport. Factors and multiples build rhythm and design percussion. Furthermore, ratios mathematically explain pitch and tuning (especially from a physical perspective) and trigonometric functions describe and illuminate the structure of sound waves. An understanding of scale, similarity and surds help to explain the strange numbers associated with focal length in photography, packaging design in technology and the standard paper sizing used throughout Europe. As a product of The Enlightenment, Renaissance artists were often obsessed with Mathematics and many incorporated the Golden Ratio or applied their knowledge of perspective in new ways. The world of professional sport has been revolutionised by statistics and their analysis
http://www.optasports.com/.
Computer Science Curriculum
Please find below Computer Science Curriculum Intent and Curriculum Overview for GCSE and A Level