Our Key Stage 3 curriculum provides pupils with an opportunity to continue to develop the Mathematic skills that are essential for everyday life and the next stage of their education. The curriculum builds on knowledge and skills developed at Key Stage 2 with a focus on developing pupils reasoning and problems solving skills whilst providing regular opportunities for pupils to recall and consolidate prior learning. We aim to give pupils regular opportunities to develop fluency through independent practice as well as the opportunity to develop reasoning and problemsolving skills justifying and proving their solutions along the way. Pupils will be able to develop their Mathematical ideas making links with other subject areas. Key Stage 3 Mathematics significantly contributes to pupils cultural capital development through the interconnection of Mathematical ideas and concepts with a focus on how Mathematics can be applied to the real world. Our curriculum is fully inclusive with high ambition for all pupils, by the end of Key Stage 3 Mathematics all pupils need to be able to move fluently between representations of Mathematical ideas and concepts. The Curriculum plan is clearly set out with a focus on the sequence and structure of how subject content is taught.
Year 
Term 
Topic 
Knowledge, skills and understanding 
Window for Assessment 
7 
1 
Using a calculator Algebra – formulae, equations, variables Ratio – notation, bar model, proportional quantities Statistics – Frequency tables, stem and leaf, averages Geometry – angles, properties of shapes, symmetry 
Reasoning, problem solving, critical thinking, data analysis, analysing relationships, applying knowledge, making predictions, evaluating accuracy 
Arithmetic Assessment – September
Assessment in line with whole school data point 

2 
Number – negative numbers, fractions Geometry – transformations, metric system Algebra  sequences Geometry – angles 
Reasoning, problem solving, critical thinking, data analysis, analysing relationships, applying knowledge, making predictions, evaluating accuracy 
Assessment in line with whole school data point 

3 
Number – percentages, decimals Statistics – probability Geometry – angles, area and perimeter 
Reasoning, problem solving, critical thinking, data analysis, analysing relationships, applying knowledge, making predictions, evaluating accuracy 
Assessment in line with whole school data point 
8 
1 
Algebra – factorising, complex equations, substitution Ratio – problem solving Number – fractions Geometry – constructions, nets 
Reasoning, problem solving, critical thinking, data analysis, analysing relationships, applying knowledge, making predictions, evaluating accuracy 
Assessment in line with whole school data point 

2 
Number – decimals Geometry – angles, bearings, metricimperial, transformations Statistics  probability 
Reasoning, problem solving, critical thinking, data analysis, analysing relationships, applying knowledge, making predictions, evaluating accuracy 
Assessment in line with whole school data point 

3 
Number – index notations Algebra – sequences Geometry – circles, volume, surface area Number  percentages 
Reasoning, problem solving, critical thinking, data analysis, analysing relationships, applying knowledge, making predictions, evaluating accuracy 
Assessment in line with whole school data point 
At Key Stage 4 our curriculum continues to provide pupils with an opportunity to develop the Mathematic skills that are essential for everyday life and the next stage of their education whilst building on knowledge and skills developed at Key Stage 3. Pupils will continue to develop fluency, mathematical reasoning and demonstrate problem solving skills. They should also apply their Mathematical knowledge wherever relevant in other subjects and real life. Key Stage 4 Mathematics significantly contributes to pupils Cultural Capital development through the interconnection of Mathematical ideas and concepts with a focus on how Mathematics can be applied to the real world. Our curriculum is fully inclusive with high ambition for all pupils, by the end of Key Stage 4 Mathematics all pupils need to be able to move fluently between representations of Mathematical ideas and concepts. The Curriculum plan is clearly set out with a focus on the sequence and structure of how subject content is taught.
Year 
Term 
Topic 
Knowledge, skills and understanding 
Window for Assessment 
9 
1 
Algebra – inequalities, graphs, simultaneous equations, quadratics Number – direct and inverse proportion 
Reasoning, problem solving, critical thinking, data analysis, analysing relationships, applying knowledge, making predictions, evaluating accuracy 
Assessment  October & December 

2 
Geometry – Pythagoras’ Theorem, circles, angles, prisms Number – percentages, standard form Statistics – grouped data 
Reasoning, problem solving, critical thinking, data analysis, analysing relationships, applying knowledge, making predictions, evaluating accuracy 
Assessment  March 

3 
Geometry – accuracy, loci, trigonometry, transformations, compound units Statistics – probability Number – fractions, prime factorisation, surds

Reasoning, problem solving, critical thinking, data analysis, analysing relationships, applying knowledge, making predictions, evaluating accuracy 
Assessment  June 
10 
1 
Algebra – identities, indices, functions, y = mx + c, quadratics, perpendicular lines 
Reasoning, problem solving, critical thinking, data analysis, analysing relationships, applying knowledge, making predictions, evaluating accuracy 
Assessment  October & December 

2 
Number – percentage Geometry – similarity, congruence, prisms, plans and elevations Statistics – scatter diagrams 
Reasoning, problem solving, critical thinking, data analysis, analysing relationships, applying knowledge, making predictions, evaluating accuracy 
Mock exam  March 

3 
Geometry – vectors, circle theorems, trigonometry, transformations Statistics – probability, histograms 
Reasoning, problem solving, critical thinking, data analysis, analysing relationships, applying knowledge, making predictions, evaluating accuracy 
Assessment  June 
11 
1 
Algebra – quadratics, functions, proof Number – fractions, percentages, proportion Geometry – vectors, compound units Statistics  grouped data 
Reasoning, problem solving, critical thinking, data analysis, analysing relationships, applying knowledge, making predictions, evaluating accuracy 
Mock exam  September 

2 
Algebra – further proof, further functions Revision 
Reasoning, problem solving, critical thinking, data analysis, analysing relationships, applying knowledge, making predictions, evaluating accuracy 
Mock exam  January Weekly mock exam 

3 
Revision 

Examination  June 
Subject content at A level Mathematics is split into three main areas, Pure Mathematics, Mechanics and Statistics. These modules are all initially studied during Year 12 and are delivered through a series of units focusing on building new concepts and ideas step by step as well as allowing regular opportunities for consolidation prior learning. These skills are then extended to further study during Year 13. A level Maths significantly contributes to pupils Cultural Capital development through the interconnection of Mathematical ideas and concepts with a focus on how Mathematics can be applied to model situations in the real world. Problem solving is used in a variety of context with pupils reasoning and justifying their Mathematical ideas. We aim to prepare all pupils for further study and employment in a wide range of disciplines involving the use of Mathematics.
Year 
Term 
Topic 
Knowledge, skills and understanding 
Window for Assessment 
12 
1 
Surds Quadratic Equations Equations Polynomials Coordinate Geometry Binomial expansion Exponentials Problem solving Probability Trigonometry Graphs Differentiation Integration 
Interpret and communicate solutions in the context of the original problem. Understand that many mathematical problems cannot be solved analytically, but numerical methods permit solution to a required level of accuracy. Evaluate, including by making reasoned estimates, the accuracy or limitations of solutions, including those obtained using numerical methods. Understand the concept of a mathematical problemsolving cycle, including specifying the problem, collecting information, processing and representing information and interpreting results, which may identify the need to repeat the cycle. Understand, interpret and extract information from diagrams and construct mathematical diagrams to solve problems, including in mechanics. Translate a situation in context into a mathematical model, making simplifying assumptions. Use a mathematical model with suitable inputs to engage with and explore situations Interpret the outputs of a mathematical model in the context of the original situation Understand that a mathematical model can be refined by considering its outputs and simplifying assumptions; evaluate whether the model is appropriate. Understand and use modelling assumptions. Understand and use the structure of mathematical proof, proceeding from given assumptions through a series of logical steps to a conclusion; use methods of proof, including proof by deduction, proof by exhaustion. Disproof by counter example. Proof by contradiction 
Assessment – October & December 

2 
Vectors Kinematics Forces and Newton's laws of motion Variable acceleration Data Collection Data Processing, presentation and interpretation Binomial distribution Hypothesis testing 
Interpret and communicate solutions in the context of the original problem. Understand that many mathematical problems cannot be solved analytically, but numerical methods permit solution to a required level of accuracy. Evaluate, including by making reasoned estimates, the accuracy or limitations of solutions, including those obtained using numerical methods. Understand the concept of a mathematical problemsolving cycle, including specifying the problem, collecting information, processing and representing information and interpreting results, which may identify the need to repeat the cycle. Understand, interpret and extract information from diagrams and construct mathematical diagrams to solve problems, including in mechanics. Translate a situation in context into a mathematical model, making simplifying assumptions. Use a mathematical model with suitable inputs to engage with and explore situations Interpret the outputs of a mathematical model in the context of the original situation Understand that a mathematical model can be refined by considering its outputs and simplifying assumptions; evaluate whether the model is appropriate. Understand and use modelling assumptions. Understand and use the structure of mathematical proof, proceeding from given assumptions through a series of logical steps to a conclusion; use methods of proof, including proof by deduction, proof by exhaustion. Disproof by counter example. Proof by contradiction 
Assessment – February & March 

3 
Proof Trigonometry Vectors Functions Differentiation 
Interpret and communicate solutions in the context of the original problem. Understand that many mathematical problems cannot be solved analytically, but numerical methods permit solution to a required level of accuracy. Evaluate, including by making reasoned estimates, the accuracy or limitations of solutions, including those obtained using numerical methods. Understand the concept of a mathematical problemsolving cycle, including specifying the problem, collecting information, processing and representing information and interpreting results, which may identify the need to repeat the cycle. Understand, interpret and extract information from diagrams and construct mathematical diagrams to solve problems, including in mechanics. Translate a situation in context into a mathematical model, making simplifying assumptions. Use a mathematical model with suitable inputs to engage with and explore situations Interpret the outputs of a mathematical model in the context of the original situation Understand that a mathematical model can be refined by considering its outputs and simplifying assumptions; evaluate whether the model is appropriate. Understand and use modelling assumptions. Understand and use the structure of mathematical proof, proceeding from given assumptions through a series of logical steps to a conclusion; use methods of proof, including proof by deduction, proof by exhaustion. Disproof by counter example. Proof by contradiction 
Assessment  June 
13 
1 
Sequences and series Trigonometric functions Forces and motion Trigonometric identities Further algebra Further differentiation Probability Integration 
Interpret and communicate solutions in the context of the original problem. Understand that many mathematical problems cannot be solved analytically, but numerical methods permit solution to a required level of accuracy. Evaluate, including by making reasoned estimates, the accuracy or limitations of solutions, including those obtained using numerical methods. Understand the concept of a mathematical problemsolving cycle, including specifying the problem, collecting information, processing and representing information and interpreting results, which may identify the need to repeat the cycle. Understand, interpret and extract information from diagrams and construct mathematical diagrams to solve problems, including in mechanics. Translate a situation in context into a mathematical model, making simplifying assumptions. Use a mathematical model with suitable inputs to engage with and explore situations Interpret the outputs of a mathematical model in the context of the original situation Understand that a mathematical model can be refined by considering its outputs and simplifying assumptions; evaluate whether the model is appropriate. Understand and use modelling assumptions. Understand and use the structure of mathematical proof, proceeding from given assumptions through a series of logical steps to a conclusion; use methods of proof, including proof by deduction, proof by exhaustion. Disproof by counter example. Proof by contradiction 
Assessment – October & December 

2 
Moments of forces A model for friction Numerical methods Parametric equations Kinematics Projectiles Differential equations Statistical distributions Hypothesis testing 
Interpret and communicate solutions in the context of the original problem. Understand that many mathematical problems cannot be solved analytically, but numerical methods permit solution to a required level of accuracy. Evaluate, including by making reasoned estimates, the accuracy or limitations of solutions, including those obtained using numerical methods. Understand the concept of a mathematical problemsolving cycle, including specifying the problem, collecting information, processing and representing information and interpreting results, which may identify the need to repeat the cycle. Understand, interpret and extract information from diagrams and construct mathematical diagrams to solve problems, including in mechanics. Translate a situation in context into a mathematical model, making simplifying assumptions. Use a mathematical model with suitable inputs to engage with and explore situations Interpret the outputs of a mathematical model in the context of the original situation Understand that a mathematical model can be refined by considering its outputs and simplifying assumptions; evaluate whether the model is appropriate. Understand and use modelling assumptions. Understand and use the structure of mathematical proof, proceeding from given assumptions through a series of logical steps to a conclusion; use methods of proof, including proof by deduction, proof by exhaustion. Disproof by counter example. Proof by contradiction 
Assessment – February & March 

3 
Revision 

Examination  June 