Maths
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
KS3 Curriculum Overview
KS3 Curriculum Overview:
HT1  HT2  HT3  HT4  HT5  HT6  
Y7 
Algebraic Thinking Students will form relationships between number and pictorial patterns. Generalising numbers using letters comes next, followed by solving equations

Place Value Exploring integers up to one billion, decimals to hundredths and standard index form.

Applying Number This unit builds on the formal methods of numeracy from KS2.

Number/Fractions Multiple representations and contexts will be used to give meaning to negative integers.

Lines/Angles Students will use equipment to measure increasingly complex diagrams, before delving into letter notation. 
Number Reasoning Students will adapt number facts to algebraic contexts. FDP equivalence will be explored in probability, followed by work on primes.

Y8 
Proportion This unit focuses on using various models to represent and manipulate ratio. Students will advance to scaling before finishing with further fraction work.

Representations Students will study the Cartesian plane and its properties.

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.

KS4 Curriculum Overview
KS4 Curriculum Overview:
HT1  HT2  HT3  HT4  HT5  HT6  
Y10 F 
Congruence/ Similarity/ Trigonometry

Inequalities/Simultaneous Equations Solve and interpret solutions to equations and inequalities, solve simultaneous equations both algebraically and graphically.

Angles/Circles/Vectors Students will build on their KS3 knowledge of angles to draw and interpret scale drawings. They will then find lengths of arcs and areas of sectors. Higher tier students will begin learning the first four circle theorems. Students will begin to look at vector journeys. 
Ratio/Fractions/ Percentages/Probability 
Data/Non Calc Methods 
Number/Indices/ Manipulating Expressions 
Y11 F 
Probability/ Reasoning 
Constructions/ Algebra 
Area/Volume/SF 
Standard form/vectors 
Further Algebra

GCSE Examinations

Y11 H

Further Trigonometry 
Data/Algebra Questionnaires, sampling and representing data using cumulative frequency/histograms. 
Algebra/Circles 
Vectors/Functions 
Graphs/Proportion 
GCSE Examinations 
To download this table, please click below.
Curriculum Overview 20222023
What your child will learn in:
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.