Mathematics

Key Stage 3 Mathematics Curriculum Intent

Objectives of the curriculum area

Students will 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. 

Pupils will improve their problem-solving skills, which they will use in their everyday life now and as an adult. They will think about how to tackle a problem in a logical way with other pupils and independently. They can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. 

We encourage pupils to try, and to learn from their mistakes with a growth mindset. We want pupils to be resilient learners who are continuously improving and have a thirst for knowledge and love of learning. 

The mathematics curriculum will introduce pupils to, and improve their understanding of, numeracy in real life applications and future employment. Such as financial capability, time management and logistics. 

Mathematics is an interconnected subject in which pupils are able to move fluently between representations of mathematical ideas throughout the year. The scheme of work for key stage 3 will build on key stage 2 knowledge and skills and connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They will also have opportunities to apply their mathematical knowledge in science, geography, computing and other subjects.  

Sequences and structure of the Mathematics department curriculum 

We have a broad and balanced 5 year plan which builds on the skills needed for the GCSE from year 7. Pupils will have different start points, with regards to skills, depending on their entry level. They will then progress through the skills as they go through the school. When pupils come across a topic, they will then build on this knowledge in future years in more depth. All year groups have topic overviews and schemes of work showing differentiated success criteria and learning objectives are appropriate within the year group. 

On the medium term plans there are links of where to find resources. These are a mixture of shared resources within the school, physical resources in the maths cupboard and also outside resources/useful websites. 

Opportunities for memory, recall and retention

Year 7 and 8 follow the whiterose scheme of work which using the mastery approach of building on topics and interleaving different topics together which use the same skills. The scheme of work is built from the national curriculum ensure every aspect is covered. This will offer pupils the chance be challenged through rich and sophisticated problems. Year 11 have homework which incorporates recall of previous curriculum knowledge. 

The year 9, 10 and 11 scheme of work builds on KS3 knowledge ensuring they have the best possible outcomes for their GCSE examinations. The school has a focus on HPA pupils, to support this we ensure that each of these pupils are on an appropriate pathway allowing them to achieve above a grade 5. 

Meeting the needs of all students

Maths is delivered to all students at the same high quality through quality first teaching. We have regular department meetings, at which minutes are taken, where we discuss teaching and assessment within the department. We are a department who work well together and communicate often. We all offer advice to each other about teaching and resources on a regular basis. The department has developing members of staff who are keen to improve and take advice given on board. 

In all maths lessons the pupils are informed of the learning objective and learning goal. Where there is interconnection between different topics, careers, other subjects or real life applications, these are communicated with the pupils.

DA students are given the option to have free revision material. DA pupils are given focused questioning within lessons as staff use the lolly sticks where these pupils are colour coded, and duplicated for a positive bias towards DA. When marking assessments or books, these books are marked first over other pupils. 

Some SEND pupils have a TA from the SEND department during the maths lesson to support. Our lower ability classes, which tend to have a high number of SEND pupils, have a focus on numeracy and the basic skills needed for them to access the GCSE. Interventions are put in places for those in years 7 to 10 who need more support. This includes SEND and DA pupils. 

National curriculum coverage

Every topic covered from year 7 through to year 11 is part of the national curriculum and will aid pupils understanding of their GCSE examinations. Pupils in key stage 3 who grasp concepts rapidly will be challenged through challenging questions allowing them to have a deeper understanding in preparation for key stage 4. Raising aspirations and ambition in all years by challenging pupils in lesson. All national curriculum links are written clearly into the medium term plans, to ensure all topics are covered. Year 9, 10 and 11 follow a three year scheme of work to ensure coverage of all topics by the end of year 11, while also allowing time for every topic to be taught a pace suitable to each class and ensure understanding before moving on. The year 11 scheme of work finishes by the end of term 2, which allows time for teachers to use the gap analysis from PPEs in order to close any gaps in knowledge of pupils in their classes. 

Cultural capital, British values, PSCHE and careers guidance 

On the medium term plans which staff use regularly, there is examples of careers linked to each topic taught within mathematics and how it will help them in life with links to PSCHE.

Students are often shown methodologies to calculations and lessons are differentiated in order to respect all pupils’ academic needs. Whenever a topic directly relates to a real life scenario, pupils are shown these examples and it is discussed within lesson. For example percentages, compound interest within banks, salaries, bills etc

Key Stage 3 - Mathematics Overview