Curriculum Aims

Students understand a wide range of mathematical concepts, become fluent in mathematical procedures, develop their mathematical reasoning skills, and apply their learning to solve increasingly complex and unfamiliar mathematical problems.

Key Stage 3 Curriculum Overview

Our Key Stage 3 curriculum follows the aims of the national curriculum for mathematics 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.

Throughout Years 7, 8 and 9, pupils study various concepts from the following mathematical topic areas:

Calculation with integers, fractions, decimals and percentages.

Knowledge and use of number properties.

Calculation with ratio and proportional reasoning.

Algebraic manipulation.

Plotting, recognising and using graphs of equations and functions.

Knowledge and use of basic geometry and mensuration.

Application of transformations and similarity.

Use of probability techniques.

Analysis of data and statistical charts.

Our Key Stage 3 curriculum is designed so that the concepts above are systematically revisited and built upon over the three years of Key Stage 3.

Key Stage 4

Course: GCSE Maths (J560)

Exam Board: OCR

Final Assessment: Three 1 hour and 30-minute exams taken at the end of Year 11

Curriculum Overview

Students further develop fluent conceptual and procedural knowledge of the mathematical ideas within the areas of number, algebra, geometry and measures, ratio, proportion and rates of change, statistics, and probability. Alongside this, students will continue to develop strong mathematical reasoning and problem-solving skills in line with the GCSE Assessment Objectives:

Use and apply standard techniques.

Reason, interpret and communicate mathematically.

Solve problems within mathematics and in other contexts.

Further details of the GCSE Maths specification can be found here: https://ocr.org.uk/qualifications/gcse/mathematics-j560-from-2015/specification-at-a-glance/

Class Allocations

All classes are carefully considered to ensure that pupils are placed in the learning environment they are most likely to thrive and achieve their potential.

Class allocations are made by the Head of Department using a range of evidence, including (but not limited to) Key Stage 2 outcomes, assessment outcomes and attainment over time, engagement in lessons, homework completion and feedback from classroom teachers.

Classes are reviewed regularly throughout the year. Changes are made only where the available evidence demonstrates that a different class would better support a pupil's continued progress.

In Years 7 and 8, all pupils follow the same curriculum, complete the same homework and sit the same assessments. From Year 9 onwards, the curriculum becomes increasingly tailored to support pupils as they prepare for and complete their GCSE Maths course. Pupils are placed on the tier pathway that best matches the available evidence, with pathways reviewed at key points throughout Key Stage 4 and adjusted where the evidence supports this.

Queries About Class Allocations

Parents' Evenings provide an opportunity to discuss your child's progress, classroom engagement and the next steps to support continued improvement. Classroom teachers contribute evidence to the class allocation process but they are not responsible for final class allocations and are therefore unable to discuss or amend them. All decisions regarding class allocation are made by the Head of Department following the procedures outlined above.

As class allocations are evidence-based and reviewed regularly, the department does not respond to individual requests for class changes. Any enquiries regarding class or set allocations will be directed to this page.