Mathematics Department

KS3 Intent:

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 problem-solving 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.

Implementation:

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, metric-imperial, 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

 

KS4 Intent:

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.

Implementation:

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

KS5 Intent:

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.

Implementation:

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 problem-solving 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 problem-solving 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 problem-solving 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 problem-solving 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 problem-solving 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