St Thomas More Catholic Secondary School

Year 7

Curriculum Intention:

Students begin Year 7 with Introduction to Number. The rationale for delivering this is to ensure that all students are given the opportunity to consolidate their understanding of essential numeracy skills from KS2 while also exploring ways in which these skills can be applied to multiple different contexts and problems. Students will be exposed to alternative methods for solving similar problems, giving students the opportunity to practice preferred approaches.

In the Spring term students will apply numeracy skills to algebra; allowing students to draw parallels between concepts and topics. Students should identify that skills applied in Number are the same in Algebra but with unknown variables. Skills will be taught simultaneously with why these skills are necessary; eg alongside geometry to solve problems with area and perimeter.

In Spring term 2 students will continue with their development of Number; applying skills to real-life contexts.

In the final term students will study Geometry. Students will build upon skills learned at KS2, as well as when studying number and algebra. They will investigate proofs; eg where does the formula for area of a circle come from? Again, students will consolidate core skills essential for GCSE Geometry.

Throughout the year, teachers should encourage students to work with concrete materials during lessons before moving onto pictorial representations (bar modelling), and then onto abstract formal methods. Teachers should foster a love for learning mathematics, ensuring that all abilities are catered for through our mastery approach.

Concrete materials offers support to our lower attaining students while there should be ample opportunity for higher attaining students to prove calculations and explore the origins of formulae.

Curriculum Implementation:

Autumn	Spring	Summer
Sept 6^th - Oct 22^nd Number – Place Value Addition and subtraction of integers part 1 Addition and subtraction of integers part 2 Addition and Subtraction of Decimals	Jan 5^th – 11^th Feb Geometry- 9. Draw, Measure and Name Angles 10. Properties of Triangles 11. Properties of Quadrilaterals Symmetry and Tessellations	20^th April – 27^th May Algebra- Order of Operations Introduction to Algebra Algebraic Generalisation in Contexts
Half term	Half term	Half term
Nov 1^st – Dec 17^th Number – 5.Multiply and Divide Integers 6.Multiply and Divide Decimals 7.Application of Multiplication and Division 8.Reading Scales	21^st Feb – 1st April Number- Fractions Fractions of Amounts Multiply and Divide Fractions and Mixed Numbers	6^th June – 22^nd July Number- Percentages Data
Christmas Holidays	Easter Holidays	Summer Holidays

Outcomes:

Students’ fluency and ability to articulate themselves verbally and written during lessons and assessments (written only) should improve across the year.

Students will be assessed 3 times per year and will be assessed on content learned throughout the year 7.

Students’ progress on individual topics will also be assessed weekly through homework and starters.

Live marking during lesson.

Student feedback & responses during lesson.

Employability skills:

Numeracy is an essential skill required in all fields of employment.

Improving students’ confidence in numeracy will enable to work more competently in the workplace.

Improve students’ resilience in maths lessons and independence in problem-solving tasks.

Year 8

Curriculum Intention:

Having consolidated much of the essential mathematical skills fundamental to GCSE maths in Year 7, Year 8 looks to introduce students to new and more complex mathematics.

Throughout Year 8 the curriculum is focused on contextualising skills; creating meaning behind concepts. The curriculum develops essential skills for problem solving and explores different approaches to tackle a problem; preparing a strong foundation for building on more complex concepts and integrating their knowledge from other subjects; retrieval practice.

This year students are encouraged to be resilient and independent. They are faced with much more challenging mathematics and are required to work much more independently.

At the end of Year 8 students will complete a Statistics project. This will give students the opportunity to implement the skills they will have learned in the summer term to a real-life scenario. Students will be expected to write their own hypotheses and investigate an area of their own choosing. Students will need to evaluate the effectiveness of the charts they choose and the accuracy and reliability of their data.

Curriculum Implementation:

Autumn	Spring	Summer
Sept 6^th - Oct 22^nd Number- 1) Prime Numbers and factorisation 2) Positive and Negative Numbers 3) Fractions	Jan 5^th – 11^th Feb Geometry- 8) Real life Graphs 9) Draw, Measure and Name Angles	20^th April – 27^th May Geometry- 12) Perimeter and area -of quadrilaterals 13) 3D shapes and their nets
Half term	Half term	Half term
Nov 1^st – Dec 17^th Number- 4) Ratio and proportion 5) Rounding, significant figures and estimation 6) Decimals 7) Percentages	21^st Feb – 1st April Geometry- 10) Draw accurate triangles and quadrilaterals and find unknown angles (including parallel lines ) 11) Sequences, expressions and equations	6^th June – 22^nd July Geometry- 14) Circumference and area of a circle 15) Surface Area and volume of cuboids, prisms, cylinders, composite solids 16) Statistics
Christmas Holidays	Easter Holidays	Summer Holidays

Outcomes:

Exhibit high level of competence in numeracy skills and application

Independent problem solvers

Investigate alternative approaches to a solution of problem

Awareness of space

To articulate fluently what has been learnt in the past and build on new content learnt

Employability skills:

Problem solving and numeracy

Key skills

Year 9

Curriculum Intention:

The scheme of work for the Autumn Term extends on the skills and topics learnt in the previous 2 years; for example, sequences. In year 8 students learn about linear sequences. This topic is then developed in Year 9 by introducing geometric and quadratic sequences. This is taught in conjunction with topics elsewhere on the specification which require similar skills; distance-speed-time graphs and linear and quadratic functions. By exposing students to other areas on the curriculum they innately begin to draw parallels between concepts. This helps to develop their ability to problem-solve in exams. Students are familiar with being presented with multiple different topics simultaneously and drawing on previously learned material to help solve problems.

From Spring Term 1 students are learning predominantly new concepts, which have previously not been seen by students. Topics are taught sequentially, ensuring that there is progression from topic to topic. It also creates additional opportunities to consolidate and apply the mathematics learned between terms.

Curriculum Implementation:

Autumn	Spring	Summer
Sept 6^th - Oct 22^nd Number- 1) Indices and standard form 2) Direct and Inverse proportion 3) Algebraic expressions	Jan 5^th – 11^th Feb Geometry- 7) Scale drawing 8) Constructions, loci and bearings 9) Congruence and similarity	20^th April – 27^th May Algebra- 13) Quadratic and cubic graphs 14) Simultaneous equations
Half term	Half term	Half term
Nov 1^st – Dec 17^th Algebra- 4) Sequences 5) Formulae and changing the subject 6) Linear equations and inequalities	21^st Feb – 1st April Geometry- 10) Transformations 11) Angles in polygons 12) Probability and Venn diagrams	6^th June – 22^nd July Algebra- 15) Pythagoras' theorem and trigonometry 16) Statistics
Christmas Holidays	Easter Holidays	Summer Holidays

Outcomes:

The students will be assessed 3 times a year, on topics relevant to year 7, 8 and 9. This will allow them to articulate and retrieve information previously learnt.

Exhibit high level of competence in numeracy skills and application

Independent problem solvers

Investigate alternative approaches to a solution of problem

Employability skills:

By teaching these topics, the students will be learning problem solving skills, resilience, and numeracy skills needed on a daily basis. Some of the skills learnt can be applied to different areas of life.

Year 10

Curriculum Intention:

In Year 10 students are tiered for the first time into higher and foundation. Students are tiered based on their end of Year 9 assessment in conjunction with their KS2 data and GCSE predicted grades. These can and will be reviewed periodically.

As much as possible higher and foundation tiers follow the same topics with slight variations in the degree to which the content is taught. This will allow more flexibility for students wishing/needing to change tier.

Students will have the opportunity to study each of the 5 primary topics in Year 10; covering some of what was taught in previous years but always developing on and extending students’ learning and exposure to exam content.

Curriculum Implementation:

Autumn	Spring	Summer
Sept 6^th - Oct 22^nd Foundation: 3D solids, Surface Area & Volume, Congruency and Similarity. Transformations. Sectors. Higher: 3D solids, Surface Area & Volume, Congruency and Similarity, Accuracy & Bounds. Transformations. Sectors	Jan 5^th – 11^th Feb Foundation: Continued from Autumn Term 2 Higher: Continues from Autumn Term 2	20^th April – 27^th May Foundation: Statistics: Probability from tables and charts Higher: Statistics & Probability
Half term	Half term	Half term
Nov 1^st – Dec 17^th Foundation: As above Expressions, indices, equations, rearranging formulae, expanding and factorising, inequalities, sequences, quadratics Higher: As above Sequences, quadratics, inequalities, changing the subject, algebraic fractions, surd, proofs	21^st Feb – 1st April Foundation: Compound Interest & Depreciation. FDPR (reverse percentages). Compound Measures Higher: Compound Interest & Depreciation. Growth & Decay. Exponential graphs. Compound Measures	6^th June – 22^nd July Foundation: Trigonometry: Pythagoras' Theorem and Trigonometry. Exact Values Linear graphs (gradient, y-intercept), quadratic graphs (roots, min/max, roots) Higher: Further Trigonometry and Circle Geometry. Tangents to a circle
Christmas Holidays	Easter Holidays	Summer Holidays

Outcomes:

Students will be more able to articulate themselves mathematically

Students should be fluent in problem-solving and know how to start a problem

Students should be familiar with routines/exam practices and what approaches to apply to particular questions

Students should be able to differentiate between assessment objectives 1, 2 and 3

Students will be assessed 3 times in Year 10

Live marking during lessons

Weekly homework

Employability skills:

Students will be more competent working independently

Students will be more resilient and are capable of self-motivating

Students will develop their numeracy skills and be more able to deal with real-life problems

Year 11

Curriculum Intention:

The majority of Year 11 will be spent revising and preparing the GCSE exams. Students will have the opportunity to develop their exam strategies and become familiar with how to work under certain time constraints.

The curriculum will be almost/completely finished with all groups. This will allow teachers sufficient time to prepare students for the Christmas mock exams as they would if it were the summer exams. Teachers will be demonstrating exam techniques during all lessons and students will have regular (daily) exposure to exam style questions. Students should be familiar with the different Assessment Objectives and what is required to achieve full marks on each questions. Students will mark all informal assessments in class and will receive in-depth feedback regarding mark schemes and how marks are gained/lost.

Curriculum Implementation:

Autumn

Spring

Summer

Sept 6^th - Oct 22^nd

Foundation:

Circles, cylinders, cones and spheres

Fractions and reciprocals

Indices and standard form

Higher:

Circle theorems

Circle geometry

Jan 5^th – 11^th Feb

Revision

20^th April – 27^th May

Revision

Half term

Nov 1^st – Dec 17^th

Foundation:

Similarity and congruence in 2D

Vectors

Rearranging equations, graphs of cubic and reciprocal functions and simultaneous equations

Higher:

Vectors and geometric proof

Reciprocal and exponential graphs; Gradient and area under graphs

Direct and inverse proportion

21^st Feb – 1st April

Revision

6^th June – 22^nd July

n/a

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Students will be more competent when identifying skills required to answer each question on the paper.
Students will be able to recall steps for particular problems.
Students will be able to draw parallels between topics.
Students will feel confident in answering questions in more than one way.

Employability skills:

Resilience
Ability to work independently
Be more self-reflective
Discipline
Problem-solving strategies
Consolidate key numeracy skills required in every-day life

Year 12

Curriculum Intention:

The A Level curriculum is split between Pure, Statistics and Mechanics. Pure is worth 2/3 of the overall grade, while statistics and mechanics are each worth 1/6. Students will sit 3 papers at the end of Year 13; all papers are two hours and 100 marks.

Autumn Term 1 of Year 12 concentrates primarily on content learned at GCSE. It is important to maximise time spent on new content later in the curriculum so GCSE material will be delivered at a faster pace.

In Autumn Term 2 students will begin stats and mechanics. The rationale for this is to expose students to these elements of the curriculum as soon as possible. Covering them in the Autumn term 2 allows more time to spend on these areas also. Although stats and mechanics make up just 1/3 of the content they can prove quite challenging for students as it is completely new mathematics for them. It is imperative to enhance students’ development that they have plenty of time to delve into the subjects, hence why one half term in the Autumn and Summer terms has been given to these areas.

Year 12 students will have 2 teachers throughout the year. Pure maths will be taught linearly with teachers following on from one another. This approach has been adopted with the aim of maintaining consistency for students. However, stats & mechanics will be taught in parallel with each teacher taking responsibility for only one element; stats or mechanics.

In the Summer Term 2 students should begin the ‘Year 2’ content. Once again, this is designed with the aim of maximising time for students to revise and review challenging topics at the end of Year 13. It also creates more time in Year 13 to spend on the more challenging areas of the year 2 pure content.

Curriculum Implementation:

Autumn	Spring	Summer
Sept 6^th - Oct 22^nd Pure Algebra & Functions Coordinate Geometry in x, y plane	Jan 5^th – 11^th Feb Pure Further Algebra Trigonometry Vectors in 2D	20^th April – 27^th May Stats Probability Statistical Distributions Hypothesis Testing Mechanics Forces & Newton’s Laws Kinematics 2
Half term	Half term	Half term
1^st Nov – Dec 17^th Stats Statistical Sampling Data presentation & interpretation Mechanics Quantities and units in mechanics Kinematics 1	21^st Feb –1^st April Pure Differentiation Integration Exponentials & Logarithms	6^th June – 22^nd July Year 2 Content Pure Proof Algebraic and Partial fractions Functions & modelling Series & Sequences
Christmas Holidays	Easter Holidays	Summer Holidays

Outcomes:

Improved results at the end of Year 12
Live marking
Book looks
Weekly homework
Student feedback

Employability skills:

Increased independence and resilience
Increased ability to solve problems
Improved numeracy skills and understanding of real-life numeracy problems

Year 12 Core Mathematics

Curriculum Intention:

Core Mathematics is designed so that students have the opportunity to apply mathematics in real life and in a realistic way.

We have followed the Pearson recommendations in terms of how to order the delivery of content.

The aims and objectives of this qualification are to enable students to:

Infer properties of populations or distributions from a sample, while knowing the limitations of sampling
Interpret and construct tables and line graphs for time series data; calculate, interpret and use moving averages
Construct and interpret diagrams for grouped discrete data and continuous data, i.e. histograms with equal and unequal class intervals and cumulative frequency graphs, and use them appropriately
Recognise correlation and know that it does not indicate causation
Apply and interpret explanatory (independent) and response (dependent) variables, interpolate and extrapolate apparent trends while knowing the dangers of doing so
Use, apply and interpret linear regression; calculate the equation of a linear regression line using the method of least squares (candidates may be asked to draw this regression line on a scatter diagram)
Use, apply and interpret Spearman’s rank; calculate Spearman’s rank correlation coefficient and use it as a measure of agreement or for comparisons of the degree of correlation (tied ranks may be tested in the examination papers).
Understand and demonstrate that empirical unbiased samples tend towards theoretical probability distributions, as sample size increases
Enumerate sets and combinations of sets systematically using tree diagrams
Calculate the probability of independent and dependent combined events, including sampling with and without replacement, using tree diagrams and other representations, Venn diagrams, sum and product laws
Calculate and interpret conditional probabilities through representation using expected frequencies with two-way tables, tree diagrams and Venn diagrams
Understand, use and interpret probability notation, its application to Venn diagrams, exclusive and complementary events, independence of two events and conditional probability
understand and interpret risk; the probability of something happening multiplied by the resulting cost or benefit if it does; comparison of levels of risk; application of risk to real-life contexts such as finance, insurance and trading.

Curriculum Implementation:

Autumn	Spring	Summer
Sept 6^th - Oct 22^th Society- 20hours Sport- 8hours Social Media- 4Hours Clothing in the industry- 16hrs	Jan 5^th – 11^th Feb Finance- continued Creative Arts- continued Economy- continued Health- 18hrs	20^th April – 27^th May Travel- continued Engineering- 5 hours Disaster- 4 hours Revision
Half term	Half term	Half term
1^st Nov – Dec 17^th Clothing in the industry- continued Sport- continued Society- continued Finance- 13hours Creative Arts- 11 hours Economy- 15 hours	21^st Feb – 1^st April Creative Arts- continued Economy- continued Health- continued Environment- 10 hours Travel- 6 hours	6^th June – 22^nd July Revision
Christmas Holidays	Easter Holidays	Summer Holidays

Outcomes:

Improved results at the end of Year 12
Live marking
Book looks
Weekly homework
Student feedback

Employability skills:

Increased independence and resilience
Increased ability to solve problems
Improved numeracy skills and understanding of real-life numeracy problems
Increased advantage for those entering professions in engineering

Year 13

Curriculum Intention:

The Year 13 curriculum has been designed as per the recommendation of Pearson. Topics are taught in this order because the mathematics taught later on in the curriculum requires much of the mathematics delivered earlier in the year. It is important that sufficient time is given to each topic and that students’ proficiency is developed before moving on to new material. This will allow students to more easily access the content further on in the curriculum.

Once again, teaching varies between elements of the curriculum; pure with stats & mechanics. This is to ensure that students are constantly being exposed to all areas of the curriculum.

Curriculum Implementation:

Autumn	Spring	Summer
Sept 6^th - Oct 22^th Pure Algebraic Functions Series and Sequences Functions and Modelling Trigonometry Part 1 Statistics Regression and Correlation Probability The Normal Distribution	Jan 5^th – 11^th Feb Pure Parametric Equations Trigonometry Part 2 Differentiation Numerical Methods	20^th April – 27^th May Pure Integration Vector 3D Mechanics Application of forces Application of Kinematics/Projectile motions Further Kinematics Revision
Half term	Half term	Half term
1^st Nov – Dec 17^th Pure Trigonometry Part 1 Series and Sequences Binomial Theorem Parametric Equations Statistics The Normal Distribution	21^st Feb – 1^st April Pure Numerical Methods Integration Mechanics Moments Forces at any angle	6^th June – 22^nd July n/a
Christmas Holidays	Easter Holidays	Summer Holidays

Outcomes:

Improved results in A Level exams
Live marking
Book looks
Weekly homework
Student feedback

Employability skills:

Increased independence and resilience
Increased ability to solve problems
Improved numeracy skills and understanding of real-life numeracy problems
Much of the statistics taught requires students to evaluate the validity and reliability of their calculations. Students develop their ability to critically analyse and interpret their findings.

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

Year 12 Core Mathematics

Year 13

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