MATHEMATICS
Overall Curriculum Principles & Intent:
Mathematics is a creative and highly interconnected discipline, providing the solution to some of history’s most intriguing problems.
It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.
We want to provide a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
The mathematics curriculum aims to ensure that all pupils:
 become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
 reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
 can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Mathematics is a subject in which pupils need to be able to move fluently between representations of mathematical ideas.
We recognise that some students arrive to our school with challenges in terms of their understanding of number, fluency of factual recall and fluency of mathematical procedures. The curriculum is designed to rapidly address, and remedy, any gaps in students’ knowledge and understanding.
The curriculum plan can adapt termly as teachers continue to monitor the impact of the curriculum and make adjustments in light of assessment data.
Key Stage 3
Year 7
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Year 8
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Year 9
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Key Stage 4
Key Stage 5
GCSE Mathematics
Exam Board: Pearson EDEXCEL
Specification Number: 2216
Mathematics is the language of commerce, engineering and other sciences – physics, computing, biology etc. It helps us recognise patterns and to understand the world around us. Mathematics plays a vital, often unseen, role in many aspects of modern life, for example:
 Space travel
 Safeguarding credit card details on the Internet
 Modelling the spread of epidemics
 Predicting stock market prices
 Business decision making
 For anyone who has a desire to run their own business
As society becomes more technically dependent, there will be an increasing requirement for people with a high level of mathematical training. Analytical and quantitative skills are sought by a wide range of employers. A degree in mathematics provides you with a broad range of skills in problem solving, logical reasoning and flexible thinking. This leads to careers that are exciting, challenging and diverse in nature.
Course Content:
The assessments will cover the following content headings:
 Number: for example, fractions, decimals, percentages and accuracy in arithmetic;
 Algebra
 Ratio, proportion and rates of change: e.g. time, length, area, volume/capacity, mass, speed, rates of pay, prices, density and pressure;
 Geometry and measures: area, volume, Pythagoras’ Theorem and Trigonometry;
 Probability and Statistics
There will be a heavy focus on problem solving, drawing conclusions and communicating.
Mode of Assessment:
 The qualification consists of three equallyweighted written examination papers
 Paper 1 is a noncalculator assessment
 Papers 2 & 3 are calculator papers
 Each paper is 1 hour and 30 minutes long
 Each paper will cover all Assessment Objectives – so there will be no need to ‘second guess’ what topics may or may not be examined
 Foundation tier will cover grades 1 to 5 whilst the Higher tier will cover grades 4 to 9.
A Level Mathematics
Exam Board: Pearson EDEXCEL
Specification Number: 9MA0
Level of Course: 3
Aims of the course:
Aims of the course in all new specifications for Mathematics, the emphasis is on providing a strong foundation for progress to further study. Importance is placed on representing situations mathematically, using models to investigate problems in context and being able to justify solutions. The enjoyment of tussling successfully with a complex mathematical problem cannot be underestimated.
Many of the topics studied in the course link to other subjects, such as forces in Physics, correlation in Geography and genetic probability in Biology. The skills gained from this course are sought after for entry to a wide range of university courses, not just Mathematics or Accountancy. The Russell group universities feel that it is a sound basis for all their courses and look favourably on applicants with A level Maths. The analytical side of the subject is recognised as useful in many areas of employment too. It is a good stepping stone to the next life stage whatever you choose to do.
Course content:
There are three main areas of study:
 core mathematics,
 mechanics and
 statistics.
The core elements build on knowledge and skills gained at GCSE such as algebra, graphs and trigonometry. Topics from Mechanics include Newton’s laws, friction and moments. In Statistics, work is based around a large data set, for example weather data from a number of weather stations. Diagrams, statistical tests, analyses and inferences are covered in the context of the data and there is an expectation that the statistical functions of both the calculator and spreadsheet software will be utilised effectively.
How is the course assessed?
This course is assessed only through written examinations. There are three exams, each of which is two hours long.