Curriculum Intent
The Mathematics Department aims to provide all students with a rewarding and enjoyable experience of mathematics. We will prepare students to become confident, numerate individuals who are able to deal with all aspects of mathematics in their chosen career and in all aspects of their adult life.
This will be accomplished through our commitment to excellent teaching, a well-designed curriculum with an interesting variety of lessons to motivate and engage all students. We have high expectations of all students so that they will recognise and achieve their full potential. We hope that students will develop their own skills in analysis, reasoning, creativity, collaboration and self-evaluation so that they can meet the mathematical problems they face with thoughtfulness and enthusiasm.
Mathematics at Werneth School is an exciting and interesting subject which is related to the world around us. We have adopted a ‘mastery approach’, which means that when a concept has been mastered students will then solve complex problems and apply to real life scenarios to develop depth of understanding. A 5 year scheme builds skills, year on year, to enable students to become fluent in maths and have the ability to apply what they know to unfamiliar areas of the curriculum; an essential life skill. Units are taught in six week blocks where students' knowledge is regularly evaluated. There is a final summative assessment at the end of the unit.
In our classrooms, students experience a variety of activities including problem solving, group work and investigations, alongside more traditional consolidation, and practice. We are a well-resourced department of 10 specialist teachers with access to many dedicated resources such as Sparx maths. All of these are available to support the student’s independent learning outside the classroom.
Curricular Features
- To become fluent in numerate techniques that support good progress in mathematics and are essential life skills for be prepared for further education and working life
- To develop the oracy skills and use of technical language in the subject so that students can articulate their thoughts and provide reasoning for their work
- To provide deep learning of mathematical concepts through mastery learning activities throughout the five year curriculum
- To enhance students knowledge of mathematics in the real world by providing contextual learning experiences such as learning compound percentages by studying mortgages
- To provide learners the opportunity to study mathematics further through additional curricular opportunities in statistics and further mathematics.
- To build mathematical resilience to support problem solving throughout the curriculum and develop that as a skill which can be used cross curriculum
- A curriculum that is designed for students to learn to their ability as well as aspiring to improve throughout
Curriculum overview:
Y7:
Maths Y7 Progression Grid Link
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Autumn |
Spring |
Summer |
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Area of study: |
Addition and its applications |
Subtraction and its applications |
Multiplication and its applications |
Division and its applications |
Fractions, decimals and percentages |
Angles and measuring |
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What should they know? |
How to add numbers including decimals, negatives and fractions
How to use place value as a tool to manipulate and identify numbers |
How to subtract numbers including decimals, negatives and fractions
Can use place value as a tool to manipulate and identify numbers |
How to subtract multiply numbers including decimals, negatives and fractions
Can combine previous skills alongside applications of multiplication |
How to subtract division numbers including decimals, negatives and fractions
Can combine previous skills alongside applications of multiplication |
Can confidently work with numbers presented in either fractional, decimal or percentage form as well as changing between forms |
The importance of angles and their uses including the rules that govern them and where those rules were postulated from
The importance of units of measure and how and why we convert between different systems |
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What should they be able to do? |
Be able to apply the above skills to functional questions including applications such as working with money, timetables and algebraic expressions
To utilise these skills for geometrical purposes such as perimeter and angles |
Be able to apply the above skills to functional questions including applications such as working with temperatures and understanding debt
To utilise these skills for geometrical and working with inverse operations |
Be able to apply the skills of multiplication to a variety of topics such as solving equations
To apply the knowledge of multiplication to real world scenarios such as finding areas |
Be able to apply the skills of division to a variety of topics such as sharing into quantities
To apply the knowledge of division to real world scenarios such as sequences that occur in nature |
Confidently work with numbers presented in either fractional, decimal or percentage form as well as changing between forms
Can manipulate the forms of FDP to perform calculations including percentage changes |
Can confidently draw and measure angles
Can use the rules of angles to find missing angles around points, on lines and within triangles
Can confidently convert between units and have an understanding of the parameters of units for measures |
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Key vocabulary |
Sum Fraction Decimal Value Negative Perimeter |
Difference Fraction Decimals Value Negative Debt |
Product Area Simplify Expressions Estimate |
Geometric Arithmetic Sequence
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Percentage Fraction Decimal Increase Decrease Change |
Obtuse Reflex Acute convert |
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Assessment |
To ensure consistency of assessment across the year for students we use the following model
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Y8:
Maths Y8 Progression Grid Link
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Autumn |
Spring |
Summer |
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Area of study: |
Sequences and Equations |
Indices |
Constructions |
Ratio and Scale |
2D shapes |
Data handling |
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What should they know? |
The use of sequences and the rules that differing sequences use
How algebra can be applied to questions to find unknowns in a variety of contexts |
To connect the idea of multiplication to the use of index notation
To apply index notation to simplify algebra of increasing complexity |
How to create accurate diagrams including the use of angles to identify locations
To develop angles knowledge into polygons |
The use of ratio to share amounts into unequal parts
Using ratio and scales to create diagrams and using maps |
To explore the properties of 2D shapes including finding the area of shapes such as trapeziums and compound shapes
To understand the use of surface area in real life contexts |
The different statistical diagrams that can be used in maths including their uses and limitations
How different statistical procedures can be applied to a data set to provide conclusions and which are most appropriate |
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What should they be able to do? |
To find the nth term of a sequence and to use this to find terms in a sequence or whether a number is in a sequence
To solve equations with up to three operations including basic applications of this skill with perimeter and angles |
To be able to explain why the rules of indices work and then use said rules in a variety of algebraic simplifications
To use the above rules to expand and factorise single brackets as a key algebraic skill |
To be able to draw a triangle accurately using a compass and protractor and then to use this skills to identify regions using Loci
To understand the rules of internal and external polygon angles and apply these to complex shape problems |
Able to take a ratio and simplify it into its simplest form.
Share a given amount into a ratio or find that total given a part amount
To use a scale on a map or diagram to find real life dimensions |
To be able to find the area of two dimensional shapes including circles
To be able to calculate a surface area and then use this in a functional context to find required amount of materials and or cost |
To be able to draw and interpret a range of statistical diagrams including pie charts and various graphs
To be able to find averages of data and choose a correct average for the data set including reasoning |
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Key vocabulary |
Sequence Rule Reverse Operation |
Index Indices Simplification Evaluate |
Bisector Loci External Internal |
Scale Ratio Share
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Area Trapezium parallelogram Compound Surface area |
Pie chart Mode Mean Range Median |
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Assessment |
To ensure consistency of assessment across the year for students we use the following model
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Y9:
Maths Y9 Progression Grid Link
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Autumn |
Spring |
Summer |
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Area of study: |
Principles of algebra |
Graphs and coordinates |
Proportional reasoning |
Reasoning with number |
probability |
Transformations |
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What should they know? |
Complex algebraic techniques involving binomials
Solving more complex equations such as those with multiple unknowns of either the same or different variables |
Exploring the principles of graphs including how coordinates work and finding missing vertices
using graphs of real life contexts to find rates of change |
Exploring proportional relationships and how changing operations effect results
Working with compound units in a variety of contexts |
Students expand on knowledge of percentages and how to use them in different contexts such as bank accounts
Exploration of standard form and how it used to identify large and small numbers |
Students explore the use of probability and how it is calculated in theory and then its limitations in real world scenarios
Students study the use of Venn diagrams and how they are used to display information |
Students explore the use of transformations to move shapes around a coordinate grid.
Similar shapes and their properties including the connection to enlargement |
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What should they be able to do? |
Students can expand and factorise quadratic expressions
Students can solve equations and inequalities that involve multiple operations
Students can solve a simultaneous equation to find two unknowns in a variety of ways |
Students can plot and calculate coordinates in two and three dimensions
Students can utilise skills with linear graphs including plotting, finding the equation of and interpreting those that have context |
Able to find missing amounts using both direct and inverse proportional reasoning
Can apply the above skills to working out best buys, currency conversions and recipe scaling
Can calculate speed, density and pressure |
Students can expand their knowledge of percentages to using multipliers and then utilise this to find compound percentages and reverse percentages
Students can put numbers into and out of standard form including performing four operations on numbers in standard form |
Able to calculate a probability from a variety of scenarios
Can calculate a relative frequency and then relate this to what would happen in reality
Can calculate the probability of multiple events happening Can populate a venn diagram and calculate a given probability |
Students are able to perform reflections, rotations and translations as well as being able to describe an already given transformations
Students will be able to enlarge a shape on a coordinate grid including from a given point
Students will be able to give the conditions under which shapes are similar and find missing sides in said shapes |
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Key vocabulary |
Factorise Solve Binomial Quadratic |
Coordinate Axis Gradient Intercept |
Speed Density Pressure Conversion |
Standard form Multiplier Compound Interest |
Probability Exclusive Mutually Independent Union Interception |
Reflect Rotate Translate Enlarge Similar Scale Factor Congruent |
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Assessment |
To ensure consistency of assessment across the year for students we use the following model
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Y10:
Higher and Foundation tier students will study the same content but will vary in their starting and end point depending on ability
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Autumn |
Spring |
Summer |
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Area of study: |
Non Calculator methods |
Similarity and congruence |
Proportions and proportional change |
Delving into Data |
Applications of algebra |
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What should they know? |
Students should be able to confidently work without a calculator in a variety of contexts
Be able to work through sequences, fractions, limits of accuracy and the use of powers |
Students should be able to make the connection between similar shapes and state the conditions of congruency
Students should be able to extend work on trigonometry into 3D and non right angled triangles |
Students should extent their knowledge of ratio to include combining ratios
Students discover how to use a compound percentage and how this relates to bank accounts and mortgages |
Students will explore data presentation in more abstract ways
Calculating both dependent and independent probabilities from tree diagrams and venn diagrams |
Students continue to develop their algebraic skills into ever more complex scenarios
Learning to solve questions that have more than one root and the different methods through which this can be accomplished
Solving inequalities with more than one interval or answer |
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What should they be able to do? |
Students should be able to find the rules governing both linear and quadratic sequences
Find and use the limits of accuracy to calculate quantities to a suitable degree of accuracy
Be able to state and then use the rule of indices including use of fractional and negative powers including applications such as standard form |
Find the missing sizes in similar shapes including area and volume
Use chains of reasoning to detail if two shapes are congruent and under what conditions Use pythagoras and trigonometry in three dimensions
Find and use standard trigonometric values including using both sine and cosine rules |
Students should be able to work with ratio to find missing amounts including connecting ratios together
Students should be able to work with percentages efficiently including Working algebraically with proportions to find missing amounts in relationships |
Students will learn how to create cumulative frequency graphs and histograms and how to interpret these diagrams and draw further ones such as box plots
Students will learn the relationships between successive outcomes in probability and how to display these.
Learning how to calculate a probability from a situation which is conditional |
Students will learn to develop their algebraic techniques into solving more complex equations with fractional components
Students should be able to solve quadratic equations through a variety of means such as factorising, graphical or quadratic formula
Students will be able to solve inequalities that have more than one interval or that are quadratic
Solving simultaneous equations when one equation is linear and the other is quadratic |
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Key vocabulary |
fractional negative limit accuracy bound quadratic |
Similar Congruent Pythagoras Trigonometry Sine Cosine
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Direct Inverse Compound Annum |
Cumulative Frequency Histogram Interquartile Range Conditional
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Interval Quadratic Solve Inequality |
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Assessment |
To ensure consistency of assessment across the year for students we use the following model
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Y11:
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Autumn |
Spring |
Summer |
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Area of study: |
2D and 3D shapes |
Applications of algebra 2 |
Multiplicative and geometric reasoning |
Students will spend the remainder of the curriculum time reviewing learning from the GCSE specification Once students have completed diagnostic assessment detailed below revision schedule both individually and for the class as a whole is planned to cover gaps in learning |
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What should they know? |
Find the length and areas of arcs and sectors including circular segment areas How to calculate the volumes of complex three dimensional shapes How to answer contextual questions on both surface area and volume with complex three dimensional shapes How to use a vector to describe a journey both algebraically and numerically |
Students study the complexity of algebra and advanced techniques and their application to Maths Students will study the use of functions and how they can alter a algebraic outcome Students will study iteration and its uses and how an iterative method can provide an estimate of outcome |
Students will look to create chains of reasoning from first principles to proof or disprove a statement or scenario Study of more complex graphs such as cubics and exponentials Can create a resonated response to find a missing angle in a circle theorem |
GCSE specification should be known confidently and secure knowledge of the skills required to answer a GCSE paper confidently |
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What should they be able to do? |
Can modify calculations for area and circumference of circle to find arcs and sectors Calculate the volume of cylinders, cones and spheres and modify techniques on these to calculate a preserved volume of a frustum Calculate a numerical vector or combination of vectors. Can use a vector technique to proof a journey including a ratio |
Can use learnt algebraic techniques to simplify and solve algebraic fractions Can find the outcome of a function provided the input and then use this to calculate expressions for both inverse and compound functions Can perform an iteration or an iterative process to find a likely outcome |
Can construct an algebraic proof to prove a given statement Can use reasoning and angle rules to find missing angles including those in a circle theorem question Can plot and interpret real life graphs such as exponentials Can find missing values in an exponential expression |
Answer GCSE questions confidently in line with and exceeding their target grade |
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Key vocabulary |
Sector Arc Frustum Preserved |
Simplify Iterative Inverse Compound Root Parallel Perpendicular |
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Assessment |
To ensure consistency of assessment across the year for students we use the following model
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GCSE Exam Information:
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Useful links:
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Any enquiries about Mathematics can be made by emailing the address below...