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# 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:

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, Real-life and algebraic linear graphs, Transformations, Ratio and Proportion, Right-angled 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, Real-life and algebraic linear graphs, Transformations, Ratio and Proportion,  Ratio and Proportion, Right-angled 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; Right-angled triangles: Pythagoras and trigonometry Real-life 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 4 Year 10 Foundation Year 10 Higher Knowledge Pupils will know: Number skills 4 operations revisit and extend Operations with fractions revisit and extend Operations with decimals revisit and extend  Indices revisit and extend Factors, multiples, primes revisit and extend Working with fractions revisit and extend Rounding with error intervals revisit and extend  Negative numbers revisit and extend  Ratio and proportion Ratio revisit and extend   Algebra skills Simplifying, expanding, factorising revisit and extend Equations – form and solve revisit and extend Simultaneous equations Graphs – constructing linear and non-linear graphs from equations Sequences revisit and extend               Geometry and measures Mensuration of 2d shapes revisit and extend Combined transformations revisit and extend Circles, cylinders, spheres       Statistics Probability diagrams and calculations revisit and extend Averages and range including from grouped data Pupils will know: Number skills Operations with fractions revisit and extend Operations with decimals revisit and extend Repeated percentage change, compound interest Surds and bounds Indices  Recurring decimals Inverse and composite functions         Ratio and proportion Ratio revisit and extend Direct and inverse proportion  Algebra skills Equations – form and solve revisit and extend Simultaneous equations Iteration Graphs – constructing linear and non-linear graphs from equations Expand and factorise revisit and extend up to 3 binomials Expanding and factorising quadratics Simplifying algebraic fractions Algebraic fractions all 4 operations Change the subject multi step problems Inequalities revisit and extend to shading regions   Geometry and measures Trigonometry revisit and extend 3d trigonometry Sine, cosine, area of a triangle rules Combined transformations revisit and extend to negative scale factors Vectors Similarity and congruence revisit and extend up to area and volume Circles, cylinders, spheres revisit and extend to circle theorems  Statistics Cumulative frequency and box plot draw and interpret revisit and extend to comparisons and drawing box plots from a cumulative frequency graph Histograms revisit and extend to interpreting and finding the median Probability revisit and extend to triple tree diagrams, triple Venn diagrams, more complex questions Skills Pupils will be able to: Calculate 4 operations with numbers and fractions Perform the 4 operations with decimals Simplify, expand and factorise expressions To form and solve equations up to simultaneous equations Be able to calculate probability and draw and interpret probability diagrams Be able to find side lengths using Pythagoras’ Theorem Be able to find missing side lengths and angles using trigonometry Be able to find the area and perimeter of 2d shapes and compound shapes Be able to draw linear and non-linear graphs from equations Working with percentages Calculate averages and range, including from tables and grouped data Perform all 4 transformations and describe them up to combined transformations Continue a sequence, find the rule and find and use the nth term Indices – simplify up to fractional and negative Calculate simple vectors, add and subtract column vectors Circles, cylinders spheres area and volume Identify factors, multiples and primes, calculate the LCM and HCF from Venn diagrams Be able to round and write error intervals Do calculations with negative numbers Ratio and proportion Pupils will be able to: Calculate 4 operations with number and fractions Equations - revisit and extend to simultaneous equations Iteration Repeated percentage change and compound interest Direct and inverse proportion Be able to find side lengths using Pythagoras’ Theorem Be able to find missing side lengths and angles using trigonometry Be able to identify which rule to use - Sine, cosine rule and area of a triangle Statistical diagrams – to be able to draw and interpret Solving quadratics using factorisation and the formula Transformation enlarge with a negative scale factor Working with Surds  Solve problems involving bounds Evaluating harder indices Be able to calculate vectors  Identify and use congruence and similarity to find side lengths, area and volume Area / circumference of a circle and part circles Identify and use circle theorems Calculate volume of spheres, cones, cylinders Binomials up to triple brackets Working with recurring decimals into fractions Inverse and composite functions Forming and solving equations using ratio Simplify algebraic fractions Calculating using all 4 operations algebraic fractions Cultural Capital Pupils will all have been exposed to [the ideas of/the texts/the concepts/the composites]: Leonardo Pisano - better known by his nickname Fibonacci (Fibonacci sequences)  Descartes "invented" (or at least popularized) the superscript notation for showing powers or exponents. Example: 24 to show 2 x 2 x 2 x 2 = 16 Eratosthenes of Cyrene and the origin of the ancient algorithm “The Sieve of Eratosthenes”  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]: Pascal's Triangle History of development of trigonometry and the etymology Who Thales was and the development of circle theorems             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:  Formative – classwork and homework. 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.

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.
Stages 1-10 will cover all of the topics for Maths Foundation GCSE. Stages 11-14 are for Higher GCSE only.

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.

## Our Mission and Values

“Therefore learn as if to live forever; live as if to die tomorrow” (St Edmund of Abingdon)

## Trust Information

St Edmund's Catholic School is an academy, and part of the Kent Catholic Schools’ Partnership. The Kent Catholic Schools’ Partnership is an exempt charity and a company limited by guarantee registered in England and Wales under company registration number 08176019 at registered address: Barham Court, Teston, Maidstone, Kent, ME18 5BZ. St Edmund's Catholic School is a business name of Kent Catholic Schools’ Partnership.

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