Why do we learn maths?
Mathematics is a fundamental part of human thought and logic, and integral to attempts at understanding the world. Mathematics provides an effective way of building mental discipline and encourages logical reasoning and mental rigor.
Moreover, Maths is useful in everyday life and essential for our young people to develop problem solving skills, logical thinking, spatial awareness, an understanding of finance and currency, management, and evaluation of data to make decisions, and management their own incomes and household finances in adulthood. Students gain confidence and enjoyment in the subject, developing fluency in new skills both in school and at home to build retention and confidence.
In addition, mathematical knowledge plays a crucial role in understanding the contents of other school subjects such as science, social studies, and even music and art.
Head of Department
Ms Arleta Yousef
Our approach
The Maths curriculum is designed to ensure that all students make good progress and achieve in Mathematics; to become numerate, analytical thinkers and to give them access to their next level of education and training. The curriculum is structured so that concepts are broken down into small steps; that essential skills are practised until they are fluent; then used in application to problem solving. We believe that all students can achieve at the highest level with support, perseverance, and practice. We are ambitious for our students; we encourage staff, parents, and pupils to believe that anyone can be a ‘maths person,’ no matter their starting point.
We teach functional maths to help grow students that are confident with real-life numeracy, practical maths, and work- related maths. This is woven into all years of KS3-5, such as applications of percentages and statistical analysis.
We are teaching facilitating mathematical knowledge necessary to access higher qualifications in mathematics, science, economics, and related disciplines. This is woven into all years of KS3-5, for example through the study of geometry and algebra.
We teach the broader intellectual discipline underpinning maths, to enable students to model and analyse complex problems. Mathematics allows us to see patterns in chaos and to comprehend a noisy world. Enabling skills are nurtured by maths such as analysing, evaluating, generalising, abstract and spatial thinking, rigorous communication, and reasoning, and justifying through logical argument. This is woven into all years of KS3-5 (for example, through the study of number theory).
Year 7 - Maths
| Autumn |
|---|
|
Place Value / Arithmetic (Calculations) Factors, Multiples, Primes Order of Operations Negative numbers Expressions, Equations, Inequalities |
| Spring |
|---|
|
Angles 2D Shapes Constructions Coordinates Area and Perimeter Transformations |
| Do all equations always have a solution? |
| Summer |
|---|
|
Prime Factors Fractions Concepts Fraction Calculations Ratio Percentages |
| How do we use data to assess the risk/success in developed drugs or products for future? |
Year 8 - Maths
| Autumn |
|---|
|
Equations (incl. 'unknown of both sides) Sequences Inequalities Linear Graphs Accuracy (rounding) and Estimation |
| Are there numbers big enough and small enough to measure everything? |
| Spring |
|---|
|
Linear Graphs Direct Proportion Inverse Proportion Statistics (graphs and charts) Scatter graphs Sampling |
| Do all equations always have a solution? |
| Summer |
|---|
|
Angles in Polygons Bearings Circles Volume Surface area of basic and complex 3D shapes |
| How do we use data to assess the risk/success in developed drugs or products for future? |
Year 9 - Maths
| Autumn |
|---|
|
FDP Review Probability Venn Diagrams/ Two- way tables Solve graphically Simultaneous equations |
| Are there numbers big enough and small enough to measure everything? |
| Spring |
|---|
|
Congurance, constractions, loci Algebra Review Phytagoras Ratio Review Similarity and enlargement Trigonometry |
| Do all equations always have a solution? |
| Summer |
|---|
|
Quadratics Surds Indices Standard Form Growth and Decay |
| How do we use data to assess the risk/success in developed drugs or products for future? |
Year 10 - Maths
| Autumn |
|---|
|
Arithmetic and Place Value Indices and Roots Factors, multiples and primes Algebra (simplifying expressions, substitution) Tables, Charts and Graphs (inc. scatter graphs) |
| Are there numbers big enough and small enough to measure everything? |
| Spring |
|---|
|
Equations, Inequalities Sequences Properties of shapes/ Perimeter and volume Parallel lines and angle facts Angles in polygons Statistics, sampling and averages |
| Do all equations always have a solution? |
| Summer |
|---|
|
Real life graphs/ Straight line graphs Transformations Ratio Proportion Phytagoras Trigonometry |
| How do we use data to assess the risk/success in developed drugs or products for future? |
Year 11 - Maths
| Autumn |
|---|
|
Multiplicative reasoning Similarity and congruence Further Statistics Graphs of curves Circle Geometry |
| Are there numbers big enough and small enough to measure everything? |
| Spring |
|---|
|
Vectors and geometric proof Geometric reasoning 1 Vectors Probability Algebraic fractions Proof |
| Do all equations always have a solution? |
| Summer |
|---|
|
Algebraic fractions: adding and subtracting fractions Simplifying and solving linear inequalities Graphical inequalities Constructions / Plans and elevations Upper and lower bounds Gradients and area under the curve |
| How do we use data to assess the risk/success in developed drugs or products for future? |
Year 12 - Maths
| Autumn |
|---|
|
Algebraic Expressions (Pure 1) Quadratics (Pure 1) Equations and Inequalities (Pure 1) Graphs and Transformations (Pure 1) Data collection and measures of location and spread (Statistics 1) |
| Are there numbers big enough and small enough to measure everything? |
| Spring |
|---|
|
Straight line graphs and Circles (Pure 1) Algebraic Methods (Pure 1) The binomial expansion (Pure 1) Representation of data and Correlations (Statistics) Modelling in Mechanics (Mechanics 1) Constant Acceleration/Variable acceleration (Mechanics 1) |
| Do all equations always have a solution? |
| Summer |
|---|
|
Trigonometric ratios and identities (Pure 1) Vectors (Pure 1) Differentiation and Integration (Pure 1) Exponentials and logarithms (Pure 1) Probability (Statistics 1) Statistical Distribution and Hypothesis Testing (Statistics 1) |
| How do we use data to assess the risk/success in developed drugs or products for future? |
Year 13 - Maths
| Autumn |
|---|
|
Algebraic Methods (Pure 2) Functions and Graphs (Pure 2) Sequences and Series (Pure 2) Binomial expansion (Pure 2) Radians and Trigonometric functions (Pure 2) |
| Are there numbers big enough and small enough to measure everything? |
| Spring |
|---|
|
Parametric Equations (Pure 2) Regression, correlation and hypothesis testing (Statistics) Vectors (Pure 2) Conditional Probability (Statistics) Moments (Mechanics) Forces and friction (Mechanics) |
| Do all equations always have a solution? |
| Summer |
|---|
|
Differentation and Integration (Pure) The normal distribution (Statistics) Projectiles (Mechanics) Applications of forces (Mechanics) Further Kinematics (Mechanics) Numerical Methods (Pure) |
| How do we use data to assess the risk/success in developed drugs or products for future? |