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Maths & Statistics

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Curriculum Intent
In Key Stage 3, the Maths curriculum aims to ensure that all pupils become fluent in the fundamentals of mathematics. This is done through varied and frequent practice, with increasingly complex topics over time, in order to develop the conceptual understanding and ability to recall and apply knowledge rapidly and accurately. Students will be introduced and extended in the individual areas of mathematics; Number, Algebra, Ratio and Proportion, Geometry, Statistics and Probability. This will fundamentally help students recall the necessary information to apply this for Key Stage 4. Within Key Stage 3, students will be introduced to greater cognitive skills including problems solving and reasoning, and are expected to recall and apply their knowledge of mathematics to a variety of routine and non-routine problems, increasing in sophistication and requiring adaptability and self-management to find solutions. This approach means that students are presented with a greater depth to topics, and ensures that there is clear understanding before moving on with the curriculum. Lastly, through regular topic assessments, teachers will complete feedback lessons to enable immediate progress, as well as inform planning as they progress throughout the curriculum, maximising student progress and teacher accountability. Homework has been planned in order to ensure students have the opportunity to embed all core principles required for the rigours of their current learning. The Key Stage 4 curriculum builds on the learning from Key Stage 3 to further develop fluency, and places an increased focus on mathematical reasoning and extending students' competency in solving increasingly sophisticated problems. Students work through a program that is sequenced such that all learning can be linked to and builds on prior knowledge, and students are encouraged to embed learning and master topics, ensuring that all students are challenged to reach their full potential. Within lessons, practice exam questions, both routine and non-routine, are regularly introduced in order to prepare students for their final exams. Assessments are planned to give students effective time to revise both inside and outside of lessons, and give a true reflection of their current ability. Teachers complete an enhanced analysis of each assessment, and adjust planning to provide personalised lessons and feedback according to areas of strength and weakness for each student. This enhanced analysis means we can adjust homework to ensure students are able to practice and improve in key areas. The course aims to provide a strong foundation for further academic achievement and vocational study for employment, to give students the requisite mathematical skills, knowledge and understanding to help them progress to a full range of courses in further and higher education.
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