Maths
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Curriculum Intent
 Educate students on the origins of mathematics and to view it as a work in progress, the future discoveries of which will invariably shape how we view the world
 Giving purpose to the theory of mathematics through application to some of history’s most intriguing problems
 To promote high cultural capital by encouraging students to pursue careers in maths and other STEM subjects, which would enable them to make a positive contribution to society
 To provide students who are lower attaining on entry with high levels of financial literacy that they can adapt into everyday life, such as managing monthly budgets by taking into account rent, mortgage, gas, electric and food bills.
 To develop an inquisitive mindset through a desire to understand the deep roots of mathematics, thus encouraging students to foster a lifelong love for the subject
 To inspire students to pursue further education in maths, hence lifting students out of an area of poverty and into an environment where they build a high quality of life for themselves and their family.
 Provide students from deprived families with appropriate mathematical equipment so that lack of family income does not become a barrier to learning
 To empower students to solve problems in more than one way by their ability to interleave topics and to treat the question “why?” as the most powerful tool to conceptually understanding a given branch of mathematics. This will challenge students continuously to become more confident, resilient and reflective learners
 Promoting communication skills by integrating opportunities in lesson to reason and debate – a skill many students lack in an area where oracy on entry is below national average
 Instil an ethos where students are encouraged to work independently and collaboratively to break down complex mathematical problems into small steps
What your child will learn in KS3 Maths
KS3 Curriculum Overview:
HT1  HT2  HT3  HT4  HT5  HT6  
Y7 

Applying Number 
Number/Fractions 
Lines/Angles 
Number Reasoning 

Y8 
Proportion

Representations 
Further Algebra 
Developing Number 
Developing Geometry 
Data Reasoning 
Y9 
Graphs/Equations /Conjectures 
Shape/Constructions 
Number/Percentage /Money 
Deduction/Transf./ Pythagoras 
Similarity/Ratio/ Probability 
Algebraic Represent. 
What your child will learn in KS4 Maths
KS4 Curriculum Overview:
HT1  HT2  HT3  HT4  HT5  HT6  
Y10 F 
Number/Algebra 
Graphs, tables and charts

Equations, inequalities and sequences 
Averages & range and area, perimeter & volume 
Graphs and Transformations 
Ratio & Proportion, right angled triangles and probability 
Y10 H 
Number and algebra 
Interpreting & representing data and fractions, ratios & percentages 
Angles & Trigonometry and graphs 
Area & Volume and transformation & constructions 
Equations & inequalities and probability

Multiplicative reasoning and similarity & congruence 
Y11 H

Multiplicative reasoning & constructions, loci and bearings 
Quadratic equations and graphs & area perimeter and volume 
Fractions, indices & standard form and congruence, similarities and vectors 
More Algebra 
Revision 
GCSE Examinations 

Further Trigonometry and statistics 
Equations and graphs and circle theorems 
More Algebra, vectors and geometric proofs 
Graphs and Proportion 
Revision 
GCSE Examinations 
Maths SMSC Statement
Spiritual development in Mathematics
The study of mathematics enables students to make sense of the world around them and we strive to enable each of our students to explore the connections between their numeracy skills and everyday life. Developing deep thinking and an ability to question the way in which the world works promotes the spiritual growth of students. Students are encouraged to see the sequences, patterns, symmetry and scale both in the manmade and the natural world and to use maths as a tool to explore it more fully.
Moral development in Mathematics
The moral development of students is an important thread running through the mathematics syllabus. Students are provided with opportunities to use their maths skills in real life contexts, applying and exploring the skills required in solving various problems. For example, students are encouraged to analyse data and consider the implications of misleading or biased statistical calculations. All students are made aware of the fact that the choices they make lead to various consequences. They must then make a choice that relates to the result they are looking for. The logical aspect of this relates strongly to the right/wrong responses in maths.
Social development in Mathematics
Problem solving skills and teamwork are fundamental to mathematics through creative thinking, discussion, explaining and presenting ideas. Students are always encouraged to explain concepts to each other and support each other in their learning. In this manner, students realise their own strengths and feel a sense of achievement which often boosts confidence. Over time they become more independent and resilient learners.
Cultural development in Mathematics
Mathematics is a universal language with a myriad of cultural inputs throughout the ages. Various approaches to mathematics from around the world are used and this provides an opportunity to discuss their origins. This includes different multiplication methods from Egypt, Russia and China, Pythagoras’ Theorem from Greece, algebra from the Middle East and debates as to where Trigonometry was first used. We try to develop an awareness of both the history of maths alongside the realisation that many topics we still learn today have travelled across the world and are used internationally.