Vision

Our vision is to provide a rich and varied experience of mathematics so that pupils become numerically fluent, enabling them to be confident problem solvers and logical thinkers. Pupils are encouraged to develop fluency in the fundamentals of mathematics so that they become efficient in using and selecting the appropriate mathematics to use. We promote the importance of mathematics to support other subjects across the curriculum. Our dedicated team of mathematics teachers share their knowledge and demonstrate real life situations in which the mathematics they teach can be applied.  We help pupils to use mathematics to make sense of the world and to develop an appreciation for the power of mathematics and a sense of curiosity for the subject. We aim to make mathematical learning a positive experience and to dispel any negative concepts so that pupils make progress and have the confidence to express their knowledge and understanding of their mathematics.

Sequencing of the Mathematics curriculum

Year 7

Overview/core aims for the year:

The year 7 curriculum builds on the work covered in Key Stage 2 and prepares a solid foundation for all subsequent work. The focus is on students completing a successful transition. We believe pupils will enjoy, engage and succeed in the maths curriculum.

Core knowledge to be learnt in Year 7:

Term 1

• Sets of numbers
• Calculations
• Rounding and Estimating

Term 2

• Statistics calculations
• Measure and Measurement
• Length area and volume
• Expressions and formula
• Solving Equations

Term 3

• Fractions, decimals and percentages
• Probability

Term 4

• Statistical Diagrams
• Angles
• Shape
• Ratio and proportion

Term 5

• Construction
• Sequences
• Graphs
• Sets of numbers

Term 6

• Transformations and Symmetry

Year 8

Overview/core aims for the year:

During Year 8 pupils build on the knowledge and skills acquired during Year 7 and Key Stage 2. Problem solving using multi-step problems that require pupils to plan and evaluate their thinking and learning is incorporated into the curriculum.

Core knowledge to be learnt in Year 8:

Term 1

• Areas of a trapezium and compound shapes made from quadrilaterals and triangles
• Identifying the key parts of a circle
• Areas and circumferences of circles, including composite shapes
• Imperial and metric measures
• Name and describe common 2D and 3D shapes using conventional terms
• Surface area and volume of prisms
• Time and timetables
• Types of number
• Mathematical symbols: =, ≠, <, >, ≤, ≥
• Ordering positive and negative integers
• Factors, Multiples and Primes, including LCM and HCF
• Powers and roots
• Map scales

Term 2

• Estimate by rounding to decimal places and significant figures
• Basic algebra
• Laws of indices
• Coordinates in all four quadrants
• Linear graphs
• Distance time graphs
• Averages
• Statistical Diagrams

Term 3

• Prime factorisation
• Using HCF and LCM in problem solving
• Index laws
• Ordering and working with decimal numbers
• The 4 operations
• Working with negative numbers
• BIDMAS
• Standard form
• Drawing and interpreting real life, linear and quadratic graphs

Term 4

• Use ratio to solve problems, simplify a ratio, share an amount in a ratio
• Work with direct and indirect proportion
• Measure and estimate angles
• Use angle rules to solve problems
• Work with angles in parallel lines
• Find and use bearings
• Form and solve equations

Term 5

• Calculating with fractions decimals and percentages

Term 6

• Problem solving with fractions, decimals, and percentages
• Data handling project

Year 9

Overview/core aims for the year:

During Year 9 pupils continue to build on the knowledge and skills acquired in Years 7 and 8, further developing students’ problem solving skills.

Core knowledge to be learnt in Year 9:

Term 1

• Negative numbers
• Written methods for calculations
• Standard Form
• Compound Measures
• Properties of Angles, polygons, and bearings
• Expressions and formulas
• Expanding and Factorising
• Index Notation

Term 2

• Standard Form
• Compound Measures
• Percentages
• Simple and Compound Interest
• Theoretical and Experimental probability
• Venn diagrams

Term 3

• Form and solve linear equations
• Represent and solve inequities
• Solve simultaneous equations
• Plot and interpret linear graphs and quadratic graphs
• Use sequences to describe patterns, find the rule and continue sequences
• Find the nth term for a sequence

Term 4

• Compare data using averages, describe the relationship between sets of data in real life
• Use statistical diagrams to interpret data
• Name and describe 2D shapes
• Identify the different parts of a circle
• Find the area of 2D shapes
• Use and understand Pythagoras’ Theorem

Term 5

• Name and describe 3D shapes
• Find the volume and surface area of 3D shapes
• Draw and interpret plans and elevations of 3D shapes

Term 6

• Use standard ruler compass constructions to bisect lines and angles
• Read and interpret scales on maps
• Use direct and inverse proportion
• Use ratio in problem solving
• Use the sine, cosine and tangent ratios for right angle triangles
• Transformations

Year 10

Overview/core aims for the year:

Pupils build on their foundations in algebra, number, geometry, and statistics. The curriculum focuses on deeper understanding and pupils gain the confidence to apply their skills to more complex contexts.

Core knowledge to be learnt in Year 10:

Text in italic shows higher GCSE tier content.

Term 1

• Place value
• Negative numbers
• Indices
• Metric units
• Standard form
• Using calculator
• Compound units including speed and density
• Rounding to significant figures
• Estimation
• Error intervals
• Surds

Term 2

• Coordinates
• Straight line graphs
• Gradient
• Real life graphs
• Algebra: brackets, factorising, quadratics, inequalities, simultaneous equations

Term 3

• Quadratic and cubic graphs
• Parallel and perpendicular lines
• Equation of a straight line, equation of a circle
• Percentage increase and decrease
• Percentages using multipliers
• Percentage change
• Reverse percentages
• Simple and compound Interest
• Velocity time graphs
• Area under a curve
• Recurring decimals

Term 4

• Area of 2D shapes
• Area and circumference of circles
• Volume and surface area of prisms
• Volume of a cone and pyramid
• Probability
• Frequency Trees
• Circle theorems
• Probability: Venn diagrams and tree diagrams
• Two-way tables

Term 5

• Averages
• Sampling and data
• Scatter graphs
• Time series
• Sequences
• Cumulative frequency and box plots

Term 6

• Further sequences
• Indices
• Substitution
• Collecting like terms
• Formulae
• Frequency Polygon
• Sample Space Diagrams
• Venn Diagrams
• Histograms
• Trigonometric graphs
• Algebra and formulae

Year 11

Overview/core aims for the year:

Pupils will consolidate their learning from years 7-10 and become more competent with problem solving and exam techniques.

Time is included for financial management, revision and improvement.

Core knowledge to be learnt in Year 11:

Text in italic shows higher tier content.

Term 1

• 2D and 3D shape descriptions and definitions
• Pythagoras’ Theorem
• Trigonometry
• Direct proportion
• Graphical displays of proportion
• Equivalent ratios
• Congruence
• Similarity

Term 2

• Angle facts
• Angles in parallel lines
• Angles in polygons
• Bearings
• Mathematical reasoning
• Functions
• Proof

Term 3

• Transformations
• Tessellation
• Standard ruler and compass constructions
• Nets and plans and elevations
• Vectors

Term 4

• Solving equations
• Algebraic fractions
• Graphs

Term 5

• Revision for GCSE exam

A LEVEL MATHEMATICS

Year 12

Overview/core aims for the year:

In Year 12 we want students to understand mathematics and mathematical processes in a way that promotes confidence, fosters enjoyment and provides a strong foundation for progress to further study.  Students are expected to take increasing responsibility for their own learning and the evaluation of their own mathematical development. They will build on previous knowledge to extend their range of mathematical skills and techniques and understand how different areas of mathematics are connected and where they can go on to be applied in the real world and in further study. Students will learn to represent situations mathematically and understand the relationship between problems in context and mathematical models that may be applied to solve them. They will start to use their mathematical skills and techniques to solve challenging problems which require them to decide on the solution strategy and to communicate the mathematical methods and explain their rationale.

Core knowledge to be learnt in Year 12:

• Methods of Proof
• Algebra & Functions
• Co-ordinate Geometry
• Binomial expansion
• Trigonometry
• Exponentials and logarithms
• Introduction to Calculus
• Numerical methods
• Mechanics
• Statistics

Year 13

Overview/core aims for the year:

Students further develop skills and knowledge from Year 12. They extend the understanding of calculus and its applications. All of the skills developed in Year 12 will be used and honed in Year 13.  We want Year 13 students to be able to communicate the mathematical methods and explain their rationale for clarity and have a secure understanding of mathematical techniques. Students will learn to represent situations mathematically and understand the relationship between problems in context and mathematical models that may be applied to solve them; they will use their mathematical skills and techniques to solve challenging problems which require them to decide on the solution strategy. Students are expected to take increasing responsibility for their own learning and the evaluation of their own mathematical development.

Core knowledge to be learnt in Year 13:

• Proof
• Proof by contradiction
• Algebra & Functions
• Sequences and series
• Further Binomial expansion
• Arithmetic & Geometric series
• Trigonometry
• Radian measure
• Small angle approximations
• Reciprocal trigonometric functions
• Further trigonometric identities
• Exponentials and logarithms
• Introduction to Calculus
• Numerical methods
• Mechanics
• Statistics