Maths

Maths KS3

  • The KS3 mathematics curriculum allows both consolidation of KS2 maths skills and stretch and challenge.

    The main areas: number, algebra, ratio, geometry, and data are taught in a cycle.  This way helps the students build on prior learning, supports consolidation and when students revisit an area they are exposed to a more complex content. Students are taught strategies to solve problems and are encouraged by teacher modelling, to express themselves in Mathematical language. Whenever possible, real-life applications of Mathematical ideas are made explicit to students.

    We encourage the students to develop interest, curiosity, and enjoyment in the learning of Mathematics by providing a supportive environment, where all students can improve their maths skills.

  • Through the mathematics content, KS3 pupils are taught to: 

    Develop fluency 

    • Consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the number system and place value to include decimals, fractions, powers, and roots 

    • Select and use appropriate calculation strategies to solve increasingly complex problems 

    • Use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships 

    • Substitute values in expressions, rearrange and simplify expressions, and solve equations 

    • Move freely between different numerical, algebraic, graphical and diagrammatic representations [for example, equivalent fractions, fractions and decimals, and equations and graphs] 

    • Develop algebraic and graphical fluency, including understanding linear and simple quadratic functions 

    Reason mathematically:

    • Extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations

    • Extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically 

    • Identify variables and express relations between variables algebraically and graphically 

    • Make and test conjectures about patterns and relationships; look for proofs or counterexamples 

    • Begin to reason deductively in geometry, number, and algebra, including using geometrical constructions 

    • Interpret when the structure of a numerical problem requires additive, multiplicative, or proportional reasoning 

    Solve problems 

    • Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems 

    • Develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics 

    • Begin to model situations mathematically and express the results using a range of formal mathematical representations 

  • By the end of Key Stage 3

    Provide a strong foundation for GCSE study, to give students the appropriate mathematical skills, knowledge and understanding to help them progress to a full range of courses in foundation and higher papers, along with Functional Skills Level 1 or 2.

Maths KS4

  • The Mathematic (9–1) GCSE course is designed to:

    • Develop fluent knowledge, skills and understanding of mathematical methods and concepts

    • Acquire, select, and apply mathematical techniques to solve problems.

    • Reason mathematically, make deductions and inferences, and draw conclusions.

    • Comprehend, interpret, and communicate mathematical information in a variety of forms appropriate to the information and context.)

  • Mathematics (9–1) GCSE is assessed through three equally-weighted written examination papers at either Foundation tier or Higher tier. Paper 1 is a non-calculator paper but all three last 90 minutes and consist of 80 marks. Students have 4 hours per week on their timetable.

    • Tiers of entry: Foundation and Higher (3 papers at the same tier).

    • Grading: 9–1 overall, grades 1–5 at Foundation tier and grades 4–9 at Higher tier

    • Types of questions: Each paper will have a range of question types, utilising both structured and unstructured questions.

    • Questions in context: Some questions on the papers will be set in context (both mathematical and non-mathematical).

  • By the end of Key Stage 4

    Provide evidence of students’ achievements against demanding and fulfilling content, to give students the confidence that the mathematical skills, knowledge and understanding that they will have acquired during their study are as good as that of the highest performing jurisdictions in the world.

    Provide a strong foundation for further academic and vocational study and for employment, to give students the appropriate mathematical skills, knowledge and understanding to help them progress to a full range of courses in further and higher education. This includes Level 3 mathematics courses as well as Level 3 and undergraduate courses in other disciplines such as biology, geography, and psychology, where the understanding and application of mathematics is crucial.

Maths KS5

  • A level students will study compulsory units in pure mathematics, mechanics, and statistics.

    The students will progress from the topics they have studied at GCSE level into more complex and new ideas such as: exponentials and logarithms, integration, and differentiation. Statistics and Mechanics modules give students the opportunity to explore other mathematical fields and to see the impact that mathematics has in different careers and professions. The course enables the students to understand Mathematical principles and to apply them in a variety of familiar and unfamiliar contexts. Students are taught strategies to solve problems and to use modelling which will enable them to become fluent in using Mathematical language.

    Overarching themes include the following:

    Theme 1: Mathematical argument, language, and proof

    Theme 2: Mathematical problem solving

    Theme 3: Mathematical modelling

  • The course prepares students for further study and employment in a wide range of disciplines involving the use of mathematics, such as economics, computing and science.

    The course will enable the students to:

    • Reason clearly and logically,

    • Analyse and interpret problems,

    • Use their Mathematical skills and techniques to solve challenging problems that require them to decide on the solution strategy,

    • Interpret solutions and communicate their interpretation effectively in the context of the problem,

    • Read and understand articles regarding applications of Mathematics and communicate their understanding,

    • Identify maths skills in other areas of the curriculum and make links.

  • Transferable Skills

    Transferable skills enable young people to face the demands of further and higher education, as well as the demands of the workplace, and are important in the teaching and learning of this qualification. These include the following skills: Cognitive, Interpersonal, and Intrapersonal.

    A level Mathematics provides a strong foundation for further academic and vocational study and for employment, to give students the appropriate mathematical skills, knowledge and understanding to help them progress to a full range of courses in higher education. This includes undergraduate mathematics courses in other disciplines such as biology, geography, and psychology, where the understanding and application of mathematics is crucial.