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:

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:

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:

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:

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:

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:

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:

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: