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Mathematics
We believe Mathematics is the universal language of patterns enabling us to build links and an appreciation of how ideas fit together to navigate the fast-paced change, increasingly data driven and interconnected world we live in. In the secondary curriculum learning mathematics plays a crucial role in transforming the way students perceive or think, not only developing quantitative reasoning skills but also extending learners’ sensitivities and awareness of their own natural mathematical powers of sense-making they bring to lessons as well as increasing the choice of actions to which learners have access in response to solving problems.
Updated VCM details will be available from 18/01/24
Year 7 Term 1
Term 1
What?What are we learning?
What’s interleaved?
What’s challenging?
|
Why?Why do we need to deliver this (vision statement)? Why now? To establish foundation of Mathematical skills required for the transition from KS2 to KS3, to allow access to KS3/4 topics. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge: Students will be able to independently use the following skills:
|
How well?What should they be able to know? What should they be able to do? How do they know they have done this well? Because they can….Use the core knowledge to access KS3 Mathematics. What should they be able to know?
What should they be able to do? To use these skills to answer questions & solve problems. Learning checkpoints and assessment: Mini-whiteboard quizzes, exit tickets, traffic lights from planner, homework, end of term assessment. . |
Where next?
Where do we go from here?
-
Unit conversions
-
Standard form
-
Index laws
-
Percentage increase & decrease
-
Mutually Exclusive Events & Independent Events
Year 7 Term 2 -4 Introduction to Algebra
Term 2 - 4
What?What are we learning? Algebra – introduction to algebra, and learning how to move to more abstract (to generalise) from concrete. Learning about the conventions of, and the vocabulary used in Algebra. Topics included below. |
Why?Why do we need to deliver this (vision statement)? Why now? Students must know that algebra is a representation of number. Term 1 would have had work on number work and have worked on substitution earlier this term. Term 2 generalises this to help students manipulate expressions. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
Yr8-9
Yr10
|
How well?What should they be able to know? What should they be able to do? How do they know they have done this well?
|
Where next?
Where do we go from here?
-
Term 3 involves solving equations which can only occur well once this knowledge is embedded.
Year 7 Term 2 - 4 Alegebra Substitution
Term 2 - 4
What?What are we learning? Learning how to correctly and accurately substitute into expressions |
Why?Why do we need to deliver this (vision statement)? Why now? Understanding algebra as an extension of BIDMAS means students can work in situations with variable quantities and solve equations. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
|
How well?What should they be able to know? What should they be able to do? How do they know they have done this well?
|
Where next?
Where do we go from here?
-
Later in Term 2 students will be collecting like terms and manipulating algebra which is vital to working in situations with missing values to find.
Year 7 Term 2 -4 Algebra Transformations
Term 2 - 4
What?What are we learning? Learning how to describe a mathematical transformation with key technical language. |
Why?Why do we need to deliver this (vision statement)? Why now? Describing a transform in clear and unambiguous terms is a skill, this unlocks doors to further study of geometric but also is part of understanding how something visual can be encoded which is a key part of a lot of coding. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
|
How well?What should they be able to know? What should they be able to do? How do they know they have done this well?
|
Where next?
Where do we go from here?
Greater depth of description in the following years.
Year 11 enlargement of area and volume scale factors
Year 8 Term 1
Term 1
What?What are we learning?
What’s interleaved?
What’s challenging?
|
Why?Why do we need to deliver this (vision statement)? Why now? To establish KS3 Mathematical skills required to access KS4 topics. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge: Students will be able to independently use the following skills:
|
How well?What should they be able to know? What should they be able to do? How do they know they have done this well? Because they can….Use the core knowledge to access KS3 Mathematics. What should they be able to know?
What should they be able to do? To use these skills to answer questions & solve problems. Learning checkpoints and assessment: Mini-whiteboard quizzes, exit tickets, traffic lights from planner, homework, end of term assessment. |
Where next?
Where do we go from here?
-
Fractional and negative Index laws
-
Identifying error intervals for rounded numbers
-
Find the original amount given the percentage less or more than 100%
-
Choose appropriate methods to solve complex percentage problems
-
Mutually Exclusive Events & Independent Events
Year 8 Term 2 -4 Algebra Simplifying
Term 2 - 4
What?What are we learning? Algebra – introduction to algebra, and learning how to move to more abstract (to generalise) from concrete. Learning about the conventions of, and the vocabulary used in Algebra. Topics included below. |
Why?Why do we need to deliver this (vision statement)? Why now? Students must know that algebra is a representation of number. Term 1 would have had work on number work and have worked on substitution earlier this term. Term 2 generalises this to help students manipulate expressions. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
Yr8-9
Yr10
|
How well?What should they be able to know? What should they be able to do? How do they know they have done this well?
|
Where next?
Where do we go from here?
-
Term 3 involves solving equations which can only occur well once this knowledge is embedded.
Year 8 Term 2 - 4 Algebra Substitution
Term 2 - 4
What?What are we learning? Learning how to correctly and accurately substitute into expressions |
Why?Why do we need to deliver this (vision statement)? Why now? Understanding algebra as an extension of BIDMAS means students can work in situations with variable quantities and solve equations. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
|
How well?What should they be able to know? What should they be able to do? How do they know they have done this well?
|
Where next?
Where do we go from here?
-
Later in Term 2 students will be collecting like terms and manipulating algebra which is vital to working in situations with missing values to find.
Year 8 Term 2 - 4 Algebra Transformations
Term 2 - 4
What?What are we learning? Learning how to describe a mathematical transformation with key technical language. |
Why?Why do we need to deliver this (vision statement)? Why now? Describing a transform in clear and unambiguous terms is a skill, this unlocks doors to further study of geometric but also is part of understanding how something visual can be encoded which is a key part of a lot of coding. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
|
How well?What should they be able to know? What should they be able to do? How do they know they have done this well?
|
Where next?
Where do we go from here?
Greater depth of description in the following years.
Year 11 enlargement of area and volume scale factors
Year 9 Term 1
Term 1
What?What are we learning?
What’s interleaved?
What’s challenging?
|
Why?Why do we need to deliver this (vision statement)? Why now? To establish KS3 Mathematical skills required to access KS4 topics. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge: Students will be able to independently use the following skills:
|
How well?What should they be able to know? What should they be able to do? How do they know they have done this well? Because they can….Use the core knowledge to access KS3 Mathematics. What should they be able to know?
What should they be able to do? To use these skills to answer questions & solve problems. Learning checkpoints and assessment: Mini-whiteboard quizzes, exit tickets, traffic lights from planner, homework, end of term assessment. |
Where next?
Where do we go from here?
-
Use tree diagrams to solve 'without replacement' problems.
-
Fractional Index laws
-
Surds
-
Solve problems with repeated percentage change
Year 9 Term 2 - 4 Algebra Simplifying
Term 2 - 4
What?What are we learning? Algebra – introduction to algebra, and learning how to move to more abstract (to generalise) from concrete. Learning about the conventions of, and the vocabulary used in Algebra. Topics included below. |
Why?Why do we need to deliver this (vision statement)? Why now? Students must know that algebra is a representation of number. Term 1 would have had work on number work and have worked on substitution earlier this term. Term 2 generalises this to help students manipulate expressions. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
Yr8-9
Yr10
|
How well?What should they be able to know? What should they be able to do? How do they know they have done this well?
|
Where next?
Where do we go from here?
-
Term 3 involves solving equations which can only occur well once this knowledge is embedded.
Year 9 Term 2 - 4 Algebra Substitution
Term 2
What?What are we learning? Learning how to correctly and accurately substitute into expressions |
Why?Why do we need to deliver this (vision statement)? Why now? Understanding algebra as an extension of BIDMAS means students can work in situations with variable quantities and solve equations. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
|
How well?What should they be able to know? What should they be able to do? How do they know they have done this well?
|
Where next?
Where do we go from here?
-
Later in Term 2 students will be collecting like terms and manipulating algebra which is vital to working in situations with missing values to find.
Year 9 Term 2 - 4 Algebra Transformations
Term 2 - 4
What?What are we learning? Learning how to describe a mathematical transformation with key technical language. |
Why?Why do we need to deliver this (vision statement)? Why now? Describing a transform in clear and unambiguous terms is a skill, this unlocks doors to further study of geometric but also is part of understanding how something visual can be encoded which is a key part of a lot of coding. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
|
How well?What should they be able to know? What should they be able to do? How do they know they have done this well?
|
Where next?
Where do we go from here?
Greater depth of description in the following years.
Year 11 enlargement of area and volume scale factors
Year 10 Term 1
Term 1
What?What are we learning?
What’s interleaved?
What’s challenging?
|
Why?Why do we need to deliver this (vision statement)? Why now? To establish KS3 Mathematical skills required to access KS4 topics. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge: Probability
Number
|
How well?What should they be able to know? What should they be able to do? How do they know they have done this well? Because they can….Use the core knowledge to access KS3 Mathematics. What should they be able to know?
What should they be able to do? To use these skills to answer questions & solve problems. Learning checkpoints and assessment: Mini-whiteboard quizzes, exit tickets, traffic lights from planner, homework, end of term assessment. |
Where next?
Where do we go from here?
GCSE practise questions and past papers
Year 10 Term 2 - 4 Algebra Simplifying
Term 2 - 4
What?What are we learning? Algebra – introduction to algebra, and learning how to move to more abstract (to generalise) from concrete. Learning about the conventions of, and the vocabulary used in Algebra. Topics included below. |
Why?Why do we need to deliver this (vision statement)? Why now? Students must know that algebra is a representation of number. Term 1 would have had work on number work and have worked on substitution earlier this term. Term 2 generalises this to help students manipulate expressions. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
Yr8-9
Yr10
|
How well?What should they be able to know? What should they be able to do? How do they know they have done this well?
|
Where next?
Where do we go from here?
-
Term 3 involves solving equations which can only occur well once this knowledge is embedded.
Year 10 Term 2 - 4 Algebra Substitution
Term 2 - 4
What?What are we learning? Learning how to correctly and accurately substitute into expressions |
Why?Why do we need to deliver this (vision statement)? Why now? Understanding algebra as an extension of BIDMAS means students can work in situations with variable quantities and solve equations. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
|
How well?What should they be able to know? What should they be able to do? How do they know they have done this well?
|
Where next?
Where do we go from here?
-
Later in Term 2 students will be collecting like terms and manipulating algebra which is vital to working in situations with missing values to find.
Year 10 Term 2 - 4 Algebra Transformations
Term 2 - 4
What?What are we learning? Learning how to describe a mathematical transformation with key technical language. |
Why?Why do we need to deliver this (vision statement)? Why now? Describing a transform in clear and unambiguous terms is a skill, this unlocks doors to further study of geometric but also is part of understanding how something visual can be encoded which is a key part of a lot of coding. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge:
|
How well?What should they be able to know? What should they be able to do? How do they know they have done this well?
|
Where next?
Where do we go from here?
Greater depth of description in the following years.
Year 11 enlargement of area and volume scale factors
Year 11 Term 1
Term 1
What?What are we learning?
What’s interleaved?
What’s challenging?
|
Why?Why do we need to deliver this (vision statement)? Why now? Students are taught ‘popular’ interleaved exam topics from earlier on prior to November PPE. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge: Students will be able to provide evidence of understanding the following skills:
|
How well?What should they be able to know? What should they be able to do? How do they know they have done this well? Because they can….Use the core knowledge to access ‘interleaved’ exam questions. What should they be able to know? How to apply the core skills of number, ratio and algebra What should they be able to do? To interleave the skills and successfully respond the related GCSE past exam questions Learning checkpoints and assessment:
|
Where next?
Where do we go from here?
Link to cycle 3 – Number and Proportion
Link to Cycle 4 – Algebra and Shape
Year 11 Term 2
Term 2
What?What are we learning?
What’s interleaved?
What's Challenging?
|
Why?Why do we need to deliver this (vision statement)? Why now? Students are taught ‘popular’ interleaved exam topics from earlier on prior to November PPE – clear up early misconceptions such as recognising a negative scalar causes the vector to change direction. |
How?How will they achieve this? How will all access this (inclusion for all/ SEND)? Core knowledge: Students will be able to provide evidence of understanding the following skills:
|
How well?What should they be able to know? What should they be able to do? How do they know they have done this well? Because they can…. Use the core knowledge to access exam questions. What should they be able to know? How to apply the core skills of shape and data What should they be able to do?
Learning checkpoints and assessment:
|
Where next?
Where do we go from here?
Link to cycle 1 – shape problems involving ratio
Link to Cycle 4 – Algebra and Shape