Curriculum Plan
SUBJECT: Maths
CURRICULUM PLAN
Mathematics department curriculum statement
The Mathematics Department at St Edmunds Catholic School is dedicated to inspiring each and every student to achieve their academic potential. It also seeks to help young people develop life skills, through reasoning, helping them to become fluent in the universal language of numbers. Alongside curricular teaching, the department encourages students to learn how to find numbers and aspects of mathematics in every subject and all aspects of their lives. We will provide a broad and balanced curriculum that is accessible to all pupils. All students will have the opportunity to develop a high level of numeracy required for success in adult life. We will ensure that all pupils are able to thrive and develop as healthy individuals.
The National Curriculum: we have not deviated from the National Curriculum in this subject.
By the end of Key Stage 2
Pupils have studied:
Prime numbers less than 100
All the times tables up to 12x12
Add, subtract, divide and multiply numbers of up to four digits
Know equivalents between decimals, fractions and percentages
Ratio and proportion
Basic algebra
Problems involving decimals, fractions and percentages
Use of brackets, including BODMAS
Read and plot coordinates
Measure and draw acute, obtuse, reflex and right angles
Calculate the sum of angles around a point, on a straight line and in a triangle and quadrilateral
Rotation, reflection and translation of shapes
Convert units of measurement
Tell the time from a 12 or 24hour clock and calculate time intervals
Draw and interpret line graphs, bar charts, pie charts and pictograms
Calculate the mean, median and mode average, plus the range
Understand probability
They can:
add, subtract, multiply and divide, as well as doing mental calculations and solving problems using time, measure or money.
By the end of Year 6 the children should have a secure grasp of their times tables up to 12.
MATHS KEY CONCEPTS / COMPOSITES
 
Key Stage 3
 Integers, Powers and Roots, Sequences, Functions and Graphs, Lines, Angles and Shapes, Construction and Loci, Probability, Ratio and Proportion, Equations, Formulae, Identities and Expressions, Measures and Mensuration, Transformations, Processing and Representing Data; Interpreting and Discussing Results, Fractions, Decimals and Percentages, Place Value, Ordering and Rounding, Coordinates. 
Key Stage 4 Foundation
Higher Tier  Number, powers, decimals, HCF and LCM, roots and rounding, Expressions, substituting into simple formulae, expanding and factorising, Drawing and interpreting graphs, tables and charts, Fractions and percentages, Equations, inequalities and sequences, Angles, polygons and parallel lines Statistics, sampling and the averages, Perimeter, area and volume, Reallife and algebraic linear graphs, Transformations, Ratio and Proportion, Rightangled triangles: Pythagoras and trigonometry, Probability Multiplicative reasoning: more percentages, rates of change, compound measures, Constructions: triangles, nets, plan and elevation, loci, scale drawings and bearings, Algebra: quadratic equations and graphs, Perimeter, area and volume 2: circles, cylinders, cones and spheres, More fractions, reciprocals, standard form, zero and negative indices, Congruence, similarity and vectors, Rearranging equations, graphs of cubic and reciprocal functions and simultaneous equations Number, powers, decimals, HCF and LCM, roots and rounding, Expressions, substituting into simple formulae, expanding and factorising Drawing and interpreting graphs, tables and charts, Fractions and percentages, Equations, inequalities and sequences Angles, polygons and parallel lines, Statistics, sampling and the averages, Perimeter, area and volume, Reallife and algebraic linear graphs, Transformations, Ratio and Proportion, Ratio and Proportion, Rightangled triangles: Pythagoras and trigonometry, Probability, Multiplicative reasoning: more percentages, rates of change, compound measures, Constructions: triangles, nets, plan and elevation, loci, scale drawings and bearings, Algebra: quadratic equations and graphs Perimeter, area and volume 2: circles, cylinders, cones and spheres, More fractions, reciprocals, standard form, zero and negative indices, Congruence, similarity and vectors Rearranging equations, graphs of cubic and reciprocal functions and simultaneous equations
Powers, decimals, HCF and LCM, positive and negative, roots, rounding, reciprocals, standard form, indices and surds, Expressions, substituting into simple formulae, expanding and factorising, equations, sequences and inequalities, simple proof, averages and range, collecting data, representing data, Fractions, percentages, ratio and proportion. Angles, polygons, parallel lines; Rightangled triangles: Pythagoras and trigonometry Reallife and algebraic linear graphs, quadratic and cubic graphs, the equation of a circle, plus rates of change and area under graphs made from straight lines Perimeter, area and volume, plane shapes and prisms, circles, cylinders, spheres, cones; Accuracy and bounds. Transformations; Constructions: triangles, nets, plan and elevation, loci, scale drawings and bearings Algebra: Solving quadratic equations and inequalities, solving simultaneous equations algebraically Probability Multiplicative reasoning: direct and inverse proportion, relating to graph form for direct, compound measures, repeated proportional change Similarity and congruence in 2D and 3D Sine and cosine rules, 1/2 ab sin C, trigonometry and Pythagoras’ Theorem in 3D, trigonometric graphs, and accuracy and bounds Statistics and sampling, cumulative frequency and histograms Quadratics, expanding more than two brackets, sketching graphs, graphs of circles, cubes and quadratics Circle theorems and circle geometry Changing the subject of formulae (more complex), algebraic fractions, solving equations arising from algebraic fractions, rationalising surds, proof Vectors and geometric proof Direct and indirect proportion: using statements of proportionality, reciprocal and exponential graphs, rates of change in graphs, functions, transformations of graphs 
CURRICULUM PLAN: KEY STAGE 3  
 Year 7  Year 8  Year 9 
Knowledge  Pupils will know: Number skills
Algebra skills
Geometry and measures
Statistics skills
 Pupils will know: Number skills
Algebra skills
Geometry and measures
Statistics skills
 Pupils will know: Number skills
Algebra skills
Geometry and measures
Statistics skills
.

Skills  Pupils will be able to:
 Pupils will be able to:
 Pupils will be able to:

Cultural Capital
 Pupils will all have been exposed to [the ideas of/the texts/the concepts/the composites]:
This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others.  Pupils will all have been exposed to [the ideas of/the texts/the concepts/the composites]:
This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others.  Pupils will all have been exposed to [the ideas of/the texts/the concepts/the composites]:
This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others. 
Assessment: Summative – end of cycle assessments and end of year examination.  Pupils will have been assessed on: Their understanding on the previous 3 weeks work. They will complete a topic based assessment every 3 weeks, these will include spot the mistake, worded questions related to real life problems, apply questions. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on MathsWatch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally.  Pupils will have been assessed on: Their understanding on the previous 3 weeks work. They will complete a topic based assessment every 3 weeks, these will include spot the mistake, worded questions related to real life problems, apply questions. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on MathsWatch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally.  Pupils will have been assessed on: Their understanding on the previous 3 weeks work. They will complete a topic based assessment every 3 weeks, these will include spot the mistake, worded questions related to real life problems, apply questions. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on MathsWatch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally. 
CURRICULUM PLAN: KEY STAGE 4  
 Year 10 Foundation  Year 10 Higher 
Knowledge  Pupils will know: Number skills
Ratio and proportion
Algebra skills
Geometry and measures
Statistics
 Pupils will know: Number skills
Ratio and proportion
Algebra skills
Geometry and measures
Statistics

Skills  Pupils will be able to:
 Pupils will be able to:

Cultural Capital  Pupils will all have been exposed to [the ideas of/the texts/the concepts/the composites]:
This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others.
 Pupils will all have been exposed to [the ideas of/the texts/the concepts/the composites]:
This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others. 
Assessment: Summative – end of cycle assessments and end of year examination.  Pupils will have been assessed on:
Their understanding on the previous 3 weeks work. They will complete a topic based assessment every 3 weeks, these will include spot the mistake, worded questions related to real life problems, apply questions. They will also complete a past paper every cycle. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on MathsWatch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally.
 Pupils will have been assessed on:
Their understanding on the previous 3 weeks work. They will complete a topic based assessment every 3 weeks, these will include spot the mistake, worded questions related to real life problems, apply questions. They will also complete a past paper every cycle. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on MathsWatch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally.

CURRICULUM PLAN: KEY STAGE 4  
 Year 11 Foundation  Year 11 Higher 
Knowledge  Pupils will know: Students will begin revision, preparing for their GCSE examination. They have finished all of the topics. We have identified 24 Grade 1 topics which we will repeatedly teach as active recall material at the beginning of each lesson. We will then revise all grade 2/3 topics for all 5 curriculum areas until Christmas. After this will revise Grade 4/5 topics, problem solving questions and past papers. We will complete a WTM.
We have chosen to teach this knowledge because Year 11 have finished the course and we will go back to the basic Grade 2 and 3 content as we have found in previous years that they have forgotten this material. Once they have a secure knowledge of this, we will move onto Grade 4 and 5 topics.  Pupils will know: Students will complete Grade 8/9 topics up till January, they will also be working on all grade 4/5 topics as starters as they may have lost some of this information. Students will then begin revision of grade 6/7 topics, preparing for their GCSE examination. After this will revise problem solving questions and past papers. We will complete a WTM.
We have chosen to teach this knowledge because in Year 10 they worked up to Grade 7, so we need to teach grade 8/9 topics at the beginning of year 11. We have chosen starter of grade 4/5 because students in the past years have often forgotten these topics. Once the grade 8/9 topics have been taught, we will revise grade 6/7 topics as set out below and continue to do the grade 4/5 starters. 
Skills  Pupils will be able to: Starters: Weeks 19 Add and subtract, multiply 2/3digit numbers, divide numbers, worded problems on the 4 operations, round to 10, 100, 1000, round to d.p, sf, calculations with time/timetables, calculations with negative numbers, use BIDMAS, calculate powers and roots.
Starters: Weeks 1018 Recognise factors and multiples, calculate the LCM, HCF, order fraction, decimals, percentages, ordering decimals, plot and read coordinates, form expressions, simplify expressions, expand a single bracket, expand and simplify, simplify ratio.
Starters: Weeks 1927 Share an amount by a given ratio, calculate percentages, calculate a fraction of an amount, convert between FDP, calculate a percentage increase and decrease, to write simple vectors, add and subtract column vectors, draw and interpret bar charts, draw and interpret pictograms.
Revision topics Grade 2 Number revision
Grade 3 number
Grade 3 algebra revision
Grade 2 Statistics revision
Grade 3 statistics revision
Grade 3 Ratio revision
Grade 2 Geometry revision
Grade 3 Geometry
Grade 2 Probability
Grade 4/5 number
Grade 4/5 algebra
Grade 4/5 statistics
Grade 4/5 ratio
Grade 4/5 Geometry
Grade 4/5 Probability
Exam practice – problem solving and past papers  Pupils will be able to: Starters: Weeks 19 (Grade 4/5 topics) Compound interest, Indices, standard form, Pythagoras, Trigonometry, real life graphs, forming and solving equations, Inequalities, nth term, change the subject, factorise and solve quadratics.
Starters: Weeks 1018 (Grade 4/5 topics) Drawing quadratic graphs, solving simultaneous equations, angles in parallel lines, angles in polygons, inequalities, scatter graphs, plans and elevations, volume and surface area, equation of a line,
Starters: Weeks 1927 (Grade 4/5 topics) Tree diagrams, Venn diagrams speed, density, pressure, HCF and LCM, plans and elevations, bearings, direct and inverse proportion, compound measures, cubic/reciprocal graphs
Set 1 Higher will initially work on all of the grade 8/9 topics as set out below
Weeks 13
Weeks 46
Weeks 79
Weeks 1012
Weeks 1315
Revision topics Grade 6 Number
Grade 6 Algebra
Grade 6 Geometry and measures
Grade 6 Statistics
Grade 7 Number
Grade 7 Ratio
Grade 7 algebra
Grade 7 Geometry and measures
Grade 7 Statistics
Grade 7 probability
Exam practice – problem solving and past papers

Cultural Capital  Pupils will all have been exposed to
This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others.  Pupils will all have been exposed to
This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others.

Assessment: Summative – end of cycle assessments and end of year examination.  Pupils will have been assessed on: They will complete a topic based assessment after each grade of work is completed, for example Grade 4 Number. These will include spot the mistake, worded questions related to real life problems, apply questions. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on MathsWatch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally. The students will do a complete set of past papers every cycle, they will have a mock examination with a set of 3 papers in January, they will also complete a walking talking mock before their exam.  Pupils will have been assessed on: They will complete a topic based assessment after each grade of work is completed, for example Grade 4 Number. These will include spot the mistake, worded questions related to real life problems, apply questions. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on MathsWatch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally. The students will do a complete set of past papers every cycle, they will have a mock examination with a set of 3 papers in January, they will also complete a walking talking mock before their exam. 
YEAR GROUP PLANS  
Year 7  
Cycle 1  Cycle 2  Cycle 3  Cycle 4 
Pupils will know:
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on topics below by formative assessment
Their understanding on the previous 3 weeks work. They will complete a topicbased assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.
Weeks 13
Weeks 46
Weeks 79
 Pupils will know:
Properties of angles, triangles, quadrilaterals, parallel lines
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on topics below by formative assessment
Their understanding on the previous 3 weeks work. They will complete a topicbased assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.
Weeks 1012
Weeks 1315
Weeks 1618
 Pupils will know:
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on topics below by formative assessment
Their understanding on the previous 3 weeks work. They will complete a topicbased assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.
Weeks 1921
Weeks 2224
Weeks 2527
 Pupils will know:
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on topics below by formative assessment
Their understanding on the previous 3 weeks work. They will complete a topicbased assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.
Weeks 2830
Weeks 3133
Weeks 3436

Literacy Key terms: Add, subtract, multiply, divide, difference, total, share, more than, evaluate, increase by, less than, sum, decrease, product, lots of, decimal point, Expression, simplify, equations, expand, brackets, multiply out, form
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole  Literacy Key terms: Equation, expressions, balanced, solve, angle, obtuse, reflex, degrees, protractor, measure, equilateral, isosceles, scalene, exterior, interior, parallel, alternate, corresponding, allied, equivalent
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole  Literacy Key terms: Axis, tally, vertical, horizontal, key, picture, symbol, dual, correlation, positive, negative, plot, line of best fit, estimate, mode, mean, median, range, spread, average, grouped data, discrete data, questionnaire
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole  Literacy Key terms: Equation, gradient, coordinate, axis, powers, prime, square, cube, factor, multiple, HCF, LCM, decomposition, equivalent, simplifying, fraction
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 
Connections We have identified these connections to other subject areas:
 Connections We have identified these connections to other subject areas:
 Connections We have identified these connections to other subject areas:
 Connections We have identified these connections to other subject areas:

Learning at home Consolidation of learning will take place at home By completing weekly MathsWatch tasks  Learning at home Consolidation of learning will take place at home by completing weekly MathsWatch tasks  Learning at home Consolidation of learning will take place at home by completing weekly MathsWatch tasks  Learning at home Consolidation of learning will take place at home by completing weekly MathsWatch tasks 
Sequencing Due to the fact that many other subjects require mathematical knowledge of some sort we decided to cover the four main branches of mathematics in each year: Number, Algebra, Shape and Statistics & Probability.
We have chosen this method of sequencing in Year 7 because pupils require Number skills, BIDMAS and basic knowledge of algebra in order to access all following topics in mathematics. Pupils begin the year by learning and revising number skills to be able to complete algebraic manipulations and solve equations, giving pupils the confidence to use these skills in science. This knowledge is then linked into solving basic shape related problems in the angles and properties of shape topic. Once pupils have consolidated their knowledge of number and algebra, they are introduced to different methods of representing data which will help them to read and interpret graphs in geography lessons. In science lessons pupils need to know how to draw graphs therefore in cycle 4 we move on to drawing line graphs using their existing algebra skills.
It builds on the work done in Year 6 (previous year) by continually developing and building upon their number, algebra and statistics knowledge.
It leads to the work that will be done in Year 8 (next year) by giving pupils the basic skills needed in number, algebra, shape and statistics which are then built upon in more applied topics such as fractions, percentages, transformations, 2D and 3D shapes and statistical charts. 
YEAR GROUP PLANS  
Year 8  
Cycle 1  Cycle 2  Cycle 3  Cycle 4 
Pupils will know:
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on topics below by formative assessment
Their understanding on the previous 3 weeks work. They will complete a topicbased assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.
Weeks 13
Weeks 46
Weeks 79
 Pupils will know:
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on topics below by formative assessment
Their understanding on the previous 3 weeks work. They will complete a topicbased assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.
Weeks 1012
Weeks 1315
Weeks 1618
 Pupils will know:
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on topics below by formative assessment
Their understanding on the previous 3 weeks work. They will complete a topicbased assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.
Weeks 1921
Weeks 2224
Weeks 2527
 Pupils will know:
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on topics below by formative assessment
Their understanding on the previous 3 weeks work. They will complete a topicbased assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.
Weeks 2830
Weeks 3133
Weeks 3436

Literacy Key terms: Fraction, denominator, numerator, mixed number, improper fraction, top heavy, reciprocal, division, lowest common multiple, highest common factor, reflect, rotate, enlarge, translate, single transformation. Origin, image, mirror line, axis, coordinate, combined transformation, centre of rotation, centre of enlargement, scale factor, vector, area, perimeter, units, compound shape. Mensuration, formula
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole  Literacy Key terms: Faces, Edges, Vertices, 3d, Sphere, cuboid, cube, triangular prism, tetrahedron, square based pyramid, cylinder. Volume, units, formula, mensuration. Prism, length, width, height, percentage, increase, decrease, multiplier, interest
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole  Literacy Key terms: Impossible, certain, even chance, likely, unlikely, event, outcomes, scale, likelihood, frequency trees, twoway tables, tree diagrams, Venn diagrams, notation, universal set, set, sequence, term, termtoterm rule, nth term, generate
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole  Literacy Key terms: More than, less than. More than or equal to, less than or equal to, integer, satisfy, solve, number line, linear, brackets, Circle, radius, diameter, chord, tangent, arc, sector, segment, area, circumference, pi, volume, cylinder, cross section, height, plan, side, front, view, elevation, sketch, net, surface area
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 
Connections We have identified these connections to other subject areas:
 Connections We have identified these connections to other subject areas:
 Connections We have identified these connections to other subject areas:
 Connections We have identified these connections to other subject areas:

Learning at home Consolidation of learning will take place at home by MathsWatch  Learning at home Consolidation of learning will take place at home by MathsWatch  Learning at home Consolidation of learning will take place at home by MathsWatch  Learning at home Consolidation of learning will take place at home by MathsWatch 
Sequencing Due to the fact that many other subjects require mathematical knowledge of some sort we decided to cover the four main branches of mathematics in each year: Number, Algebra, Shape and Statistics & Probability.
The Year 8 curriculum builds on the work done in Year 7 by developing pupils' ability to carry out four operations by introducing fractions and mixed numbers. Pupils basic knowledge of shape is then applied to transformations, 2D and 3D shapes. It is then essential for pupils to be able to convert between fractions, decimals and percentages to prepare pupils for the next topic “Probability”. Pupils are then introduced to “Sequences”, a topic which develops both number and algebra skills. As pupils have previously learned how to solve equations in Year 7 we add further depth by teaching them how to solve inequalities. Pupils then use their previous knowledge of area and perimeter as well as their substitution skills to tackle the “Circles” and “Surface area” topics.
It leads to the work that will be done in Year 9 by providing pupils with the skills they need to cover more advanced topics in all four areas.

YEAR GROUP PLANS  
Year 9  
Cycle 1  Cycle 2  Cycle 3  Cycle 4 
Pupils will know:
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on the topics below by formative assessment
Their understanding on the previous 3 weeks work. They will complete a topicbased assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.
Weeks 13
Weeks 46
Weeks 79
 Pupils will know:
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on the topics below by formative assessment
Their understanding on the previous 3 weeks work. They will complete a topicbased assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.
Weeks 1012
Weeks 1315
Weeks 1618
 Pupils will know:
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on the topics below by formative assessment
Their understanding on the previous 3 weeks work. They will complete a topicbased assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.
Weeks 1921
Weeks 2224
Weeks 2527
 Pupils will know:
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on the topics below by formative assessment
Their understanding on the previous 3 weeks work. They will complete a topicbased assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.
Weeks 2830
Weeks 3133
Weeks 3436

Literacy Key terms: Ratio, proportion, simplify, recipe, foreign currency, better value, direct proportion, indices, powers, index number, base, fractional, negative, brackets, value of, evaluate
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole  Literacy Key terms: Angle, quadrilaterals, properties, interior, exterior, square, rectangle, parallelogram, trapezium, rhombus, kite, parallel, corresponding, alternate, allied, vertically opposite, reason, transversal, quadrilateral, pentagon, hexagon, heptagon, octagon, nonagon, decagon, regular, irregular, congruence, similarity, scale factor, area, volume, Pythagoras, hypotenuse, square, square root, scales, units, bearings, metric, speed, density, pressure
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole  Literacy Key terms: Pair of compasses, protractor, construct, perpendicular, bisect, bisector, loci, standard form, ordinary numbers, convert, related calculations, calculations, compare, order, Conversion graphs, interpret, draw, time distance, overall journey, interpret, axis, journey
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole  Literacy Key terms: Pie charts, angle, protractor, key, frequency polygon, midpoint, frequency, cumulative frequency, lower quartile, median , upper quartile, minimum, maximum, IQR, Range, box plot, skew ness, positive skew, negative skew, symmetrical skew, histogram, frequency density, Equation, triangle, brackets, quadrilateral, form, solve, evaluate, largest angle, expand, simplify, double brackets, triple brackets, rearrange, subject of, inverse, parallel, y=mx+c, gradient
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 
Connections We have identified these connections to other subject areas:
 Connections We have identified these connections to other subject areas:
 Connections We have identified these connections to other subject areas:
 Connections We have identified these connections to other subject areas:

Learning at home Consolidation of learning will take place at home by MathsWatch  Learning at home Consolidation of learning will take place at home by MathsWatch  Learning at home Consolidation of learning will take place at home by MathsWatch  Learning at home Consolidation of learning will take place at home by MathsWatch 
Sequencing Due to the fact that many other subjects require mathematical knowledge of some sort we decided to cover the four main branches of mathematics in each year: Number, Algebra, Shape and Statistics & Probability.
In year 9 pupils move on to applying the basic skills previously learnt in year 7 and 8 to more advanced problem solving. To prepare pupils for GCSE we begin the year by introducing “Ratio and Proportion” which will provide pupils with essential knowledge for other subject areas such as geography and food technology. Pupils then learn index laws which enhances their algebraic manipulation skills. We then continue to build on their knowledge of shape by introducing conditions of congruence and Pythagoras theorem which introduces them to the concept of mathematical proof forms one of the higher topics of GCSE. Shape skills are also applied to construction topics and measurement. At this stage pupils can confidently work with indices and have the number skills to tackle the topic “Standard form” used in both geography and science. Statistics skills are also built upon at this stage with work on more advanced data representation. At this point we revisit equations which ensures pupils have the confidence to begin rearranging formula. This is needed in many other problemsolving topics involving shapes and ratio as well as forming an important part of the science key stage 4 curriculum. 
YEAR GROUP PLANS  
Year 10 Foundation  
Cycle 1  Cycle 2  Cycle 3  Cycle 4 
Pupils will know:
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on the topics above by formative assessment for 2 of the assessments and a past GCSE paper for the 3rd assessment – summative assessment
After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.  Pupils will know:
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on the topics above by formative assessment for 2 of the assessments and a past GCSE paper for the 3rd assessment – summative assessment
After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.  Pupils will know:
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on the topics above by formative assessment for 2 of the assessments and a past GCSE paper for the 3rd assessment – summative assessment
After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.  Pupils will know:
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on the topics above by formative assessment for 2 of the assessments and a past GCSE paper for the 3rd assessment – summative assessment After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 
Literacy Key terms: Add, subtract, multiply, divide, fraction. Numerator, denominator, mixed number, improper fraction, LCM, HCF, simplify, expression, brackets, multiply out, factorise. Equation, solve, probability, outcome, event, Venn diagram, frequency tree, Pythagoras, hypotenuse, right angle, opposite, adjacent, inverse
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary Past Papers Revision Booklets Tracking tests
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole  Literacy Key terms: Area, units, formula, base, length, compound, graphs, axis, equation, coordinate, quadratic, square, cubic, cube, reciprocal, fraction, decimals, ordering, add, subtract, multiply, divide, percentage, increase, decrease, reverse, compound interest, depreciation, simultaneous, substitute, eliminate
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary Past Papers Revision Booklets Tracking tests
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole  Literacy Key terms: Averages, mode, mean, median and range, frequency, estimated mean, stem and leaf, key, ordered, transformations, reflect, rotate, translate, enlarge, scale factor, vector, image, mirror line, combined, single transformation, sequence, term, term to term rule, nth term, generate, indices, simplify, index number, base, evaluate, vector, column vector, cylinder, pi, height, cross section
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary Past Papers Revision Booklets Tracking tests
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole  Literacy Key terms: Factor, multiple, prime, HCF, LCM, product, decomposition, Venn diagram, expand, brackets, multiply out, expression, quadratic, triple, simplify, rounding, nearest, decimal place, significant number, error, interval, inequality signs, frequency trees, Venn diagrams, tree diagrams, interpret, probability, negative, minus, better value, foreign exchange, currency, ratio
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary Past Papers Revision Booklets Tracking tests
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 
Connections We have identified these connections to other subject areas:
 Connections We have identified these connections to other subject areas:
 Connections We have identified these connections to other subject areas:
 Connections We have identified these connections to other subject areas:

Learning at home Consolidation of learning will take place at home by MathsWatch  Learning at home Consolidation of learning will take place at home by MathsWatch  Learning at home Consolidation of learning will take place at home by MathsWatch  Learning at home Consolidation of learning will take place at home by MathsWatch 
Sequencing Due to the fact that many other subjects require mathematical knowledge of some sort we decided to cover the four main branches of mathematics in each year: Number, Algebra, Shape and Statistics & Probability.
For foundation pupils, we begin year 10 by revisiting grades 13 topics covered in Key stage 3 in a similar order for the first two terms. We then move on to grade 45 topics. The remaining topics are interleaved and delivered so that each of the four strands are revisited at intervals throughout the year.
It builds on the work done in Year 9 by ensuring pupils have a secure knowledge of number, shape, algebra and Statistics & Probability.
It leads to the work that will be done in Year 11 by moving pupils onto more advanced exam style questions on these topics. 
YEAR GROUP PLANS  
Year 10 Higher  
Cycle 1  Cycle 2  Cycle 3  Cycle 4 
Pupils will know: Number skills
Ratio and proportion
Algebra skills
Geometry and measures
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on the topics above by formative assessment for 2 of the assessments and a past GCSE paper for the 3rd assessment – summative assessment
After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.  Pupils will know: Number skills
Algebra skills
Geometry and measures
Statistics
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on the topics above by formative assessment for 2 of the assessments and a past GCSE paper for the 3rd assessment – summative assessment
After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.  Pupils will know: Number skills
Algebra skills
Geometry and measures
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on the topics above by formative assessment for 2 of the assessments and a past GCSE paper for the 3rd assessment – summative assessment
After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.
 Pupils will know: Number skills
Ratio and proportion
Algebra skills
Geometry and measures
Statistics
Pupils will be able to:
Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]:
Pupils will have been assessed on the topics above by formative assessment for 2 of the assessments and a past GCSE paper for the 3rd assessment – summative assessment
After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 
Literacy Key terms: Fraction, numerator, denominator, mixed number, improper fraction. Equation, simultaneous, eliminate, substitution, compound, multiplier, depreciation, direct, inverse, Pythagoras, hypotenuse, square, adjacent, opposite, trigonometry, inverse
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary Past Papers Revision Booklets Tracking tests
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole  Literacy Key terms: Sine rule, cosine rule, area triangle, matching pair, formula, graphs, axis, equation, coordinate, gradient, midpoint, y intercept, quadrant, cumulative frequency, lower quartile, median, upper quartile, IQR, box plot, skewness, histogram, frequency density, estimate, area, median, simultaneous, eliminate, substitute, quadratic, roots, formula, brackets, factorise
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary Past Papers Revision Booklets Tracking tests
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole  Literacy Key terms: Transformations, reflect, translate, enlarge, rotate, scale factor. Vector, negative scale factor, combined transformation, surds, rationalise, denominator, simplify, reciprocal, bounds, upper, lower, maximum, minimum, indices, base, power, fractional, exponent, negative, vectors, direction, magnitude, scale factor, congruence, identical, similarity, circles, pi, circumference, radius, diameter, formula, volume, height, theorem, chord, tangent, cyclic quadrilateral, segment, alternate segment, radius
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary Past Papers Revision Booklets Tracking tests
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole  Literacy Key terms: Quadratic, roots, formula, brackets, factorise., simplifying, expanding, multiply out, negative, power, fractional, surds, recurring, fraction, equation, functions, input, output, inverse, composite, tree diagram, probability, Venn diagram, set, notation, union, interception, vectors, direction, magnitude, scale factor, circles, pi, circumference, radius, diameter, formula, volume, height, ratio, share, simplify, algebraic, fraction, numerator, denominator, simplify
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary Past Papers Revision Booklets Tracking tests
Tier 2 words Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 
Connections We have identified these connections to other subject areas:
 Connections We have identified these connections to other subject areas:
 Connections We have identified these connections to other subject areas:
 Connections We have identified these connections to other subject areas:

Learning at home Consolidation of learning will take place at home by MathsWatch  Learning at home Consolidation of learning will take place at home by MathsWatch  Learning at home Consolidation of learning will take place at home by MathsWatch  Learning at home Consolidation of learning will take place at home by MathsWatch 
Sequencing Due to the fact that many other subjects require mathematical knowledge of some sort we decided to cover the four main branches of mathematics in each year: Number, Algebra, Shape and Statistics & Probability.
For higher pupils, we begin year 10 by revisiting grades 13 topics covered in Key stage 3 in a similar order for the first two terms. We then move on to grade 46 topics with a focus on more worded and applied problems. The remaining topics are interleaved and delivered so that each of the four strands are revisited at intervals throughout the year.
It builds on the work done in Year 9 by ensuring pupils have a secure knowledge of number, shape, algebra and Statistics & Probability.
It leads to the work that will be done in Year 11 by moving pupils onto more advanced exam style questions on these topics. 
YEAR GROUP PLANS  
Year 11  
Everyone can learn maths. People can feel that they are not good at maths when they are learning the wrong topics, or when they move on too quickly. Learning should be seen as a journey, and we can only learn new topics when we have a secure foundation in the topics that come before them. This learning journey sets out a path through all the maths content required for GCSE. The scheme of work consists of 14 stages. Assessments are provided for each stage, and you should pass one stage, with a score of 80% or above, before moving onto the next.  

Cycle 1  Cycle 2  Cycle 3  Cycle 4 
Pupils will all have been exposed to:
This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others.
They will complete a topic based assessment after each grade of work is completed, for example Grade 4 Number. These will include spot the mistake, worded questions related to real life problems, apply questions. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on Maths watch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally. The students will do a complete set of past papers every cycle, they will have a mock examination with a set of 3 papers in January, they will also complete a walking talking mock before their exam.
 Pupils will all have been exposed to:
This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others.
They will complete a topic based assessment after each grade of work is completed, for example Grade 4 Number. These will include spot the mistake, worded questions related to real life problems, apply questions. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on Maths watch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally. The students will do a complete set of past papers every cycle, they will have a mock examination with a set of 3 papers in January, they will also complete a walking talking mock before their exam.
 Pupils will all have been exposed to:
This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others.
They will complete a topic based assessment after each grade of work is completed, for example Grade 4 Number. These will include spot the mistake, worded questions related to real life problems, apply questions. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on Maths watch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally. The students will do a complete set of past papers every cycle, they will have a mock examination with a set of 3 papers in January, they will also complete a walking talking mock before their exam.
 Pupils will all have been exposed to:
This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others.

Literacy Key terms: Calculator, inverse, square, cube, round, inequality, error interval, lower limit, upper limit, fraction, denominator, numerator, LCM, cross multiply, simplify, improper, top heavy, estimate, approximate, significant figure, equation, balance, equals, scales, substitute, replace, expressions, linear, straight line, axis, equation of a line, midpoint, y=mxc, ruler, join together, mode, mean, median, range, average, middle, order, largest, smallest, value, pie chart, angle, degrees, protractor, proportion, recipe, foreign currency, exchange rate, multiply, divide, better value, unitary
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary Past Papers Revision Booklets Tracking tests  Literacy Key terms: Acute, angle, obtuse, reflex, right, straight line, protractor, at a point, area, perimeter, space inside, total distance, units, compound, total area, reflect, mirror line, tracing paper, image, reflection, rotate, centre of rotation, origin, coordinate, degrees, clockwise, anticlockwise, translate, vector, enlarge, scale factor, centre of enlargement, combined, single transformations, impossible, certain, even chance, likely, unlikely, event, chance, likelihood, probability scale, outcomes, listing all, 2way table, probability, frequency tree, Pythagoras, side lengths, formula, hypotenuse, square, square root, trigonometry, adjacent, opposite, side, angle, trig ratio, front, side, plan, view, elevation, 2d, 3d image, sketch, compound interest, multiplier, power , indices, simplify, value of, evaluate, fractional, negative, standard form, power of 10, ordinary number, calculations, speed, distance time, formula, density, mass volume, units, pressure, force area, time distance, journey, total journey, stationary, conversion.
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary Past Papers Revision Booklets Tracking tests  Literacy Key terms: Form, solve, equation, equals, balance, inequality, more than, less than, more than or equal to, less than or equal to, number line, symbol, integer, satisfy, nth term, sequence, continue, term, termtoterm rule, change the subject, rearrange, formula, inverse, graph, quadratic, square, negative, equation, solve, factorise, factors, brackets, add, multiply, scatter graph, correlation, negative, positive, no correlation, outlier, line of best fit, plot, estimate, simultaneous, eliminate, substitute, same sign, different sign, parallel, transversal, arrows, alternate, corresponding, allied, vertically opposite, equal, quadrilateral, pentagon, hexagon, heptagon, octagon, nonagon, decagon, regular, irregular, exterior, interior, triangle, volume, length, width, height, units, cubed, prism, cross section, triangular prism, 3d, cuboid, cube, surface area, faces, total, net, tree diagram, add to 1, probability, outcomes, Venn diagram, universal set, set, notation
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary Past Papers Revision Booklets Tracking tests 
Reading opportunities: Worded problems Apply questions Reading questions out aloud in class Reading and defining key vocabulary Past Papers Revision Booklets Tracking tests 
Connections We have identified these connections to other subject areas:
 Connections We have identified these connections to other subject areas:
 Connections We have identified these connections to other subject areas:


Learning at home Consolidation of learning will take place at home by MathsWatch, on maths, Corbett maths packs, maths genie packs, past papers
 Learning at home Consolidation of learning will take place at home by MathsWatch, on maths, Corbett maths packs, maths genie packs, past papers  Learning at home Consolidation of learning will take place at home by MathsWatch, on maths, Corbett maths packs, maths genie packs, past papers  Learning at home Consolidation of learning will take place at home by MathsWatch, on maths, Corbett maths packs, maths genie packs, past papers 
Sequencing In year 11, we revisit all foundation topics covered in previous years and enhance problem solving skills in these areas. All topics are interleaved and delivered so that each of the four strands are revisited at intervals throughout the year. After pupils have completed their mocks, we adapt the sequence of learning to the needs of the class.

Year 7 not secondary ready.
To ensure the weakest pupils can access our curriculum with have spent a lot of time planning level appropriate lessons that are engaging and that follow Rosenshine’s Principles.