## Our approach

Our mathematics curriculum is built around concepts which are vertically integrated and allow pupils to know and remember more over time.

The concepts cover the full domain of mathematics, encompassing the breadth of the national curriculum, building on what pupils have studied at KS1 & 2, whilst also preparing pupils for study at university and beyond.

For example operational reasoning includes adding single digit numbers and stretches to arithmetic and geometric sequences which is essential for KS5 level maths. Functional reasoning meanwhile builds on function machines that students encounter when approaching Algebra for the first time and prepares students for Trigonometric graphs.

The content through which these concepts are explored is sequenced to prioritise building memory; the content is vertically integrated supporting the hierarchical nature of mathematics, so that pupils are always (and only) building on prior knowledge with regular opportunities to practice previously mastered content. This supports pupils in deepening their understanding of maths, moving beyond the concrete and procedural to the abstract and conceptual. For example, beginning with manipulatives to demonstrate the properties of odd and even numbers in the study of proof throughout KS4 and 5.

For pupils with SEND this approach to curriculum design is particularly advantageous because it allows for precise and intentional adaptation of the curriculum, supporting pupils to make rapid progress from an appropriate and challenging start point. For example providing an opportunity to multiply single digit numbers, before embarking upon a unit of area which is then used to calculate pressure, given a force.

**Exam Board:** Edexcel

## Mr Kwesi Patten

## Curriculum Overview

## Year 7

Autumn 1 | Autumn 2 |
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How do we consolidate Numeracy Skills? | What generalisations can we make about the number system? |

Spring 1 | Spring 2 |
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How can algebra help us solve problems? | How can we identify and construct angles and triangles? |

Summer 1 | Summer 2 |
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How does the co-ordinate system work? How to work out area/perimeter of 2D shapes? |
How can transformation be done on 2D shapes? What generalisations we can make about factors and fractions? |

## Year 8

Autumn 1 | Autumn 2 |
---|---|

How can algebra, inequalities and sequences be used to solve problems? |
How to identify and represent linear equations on graphs? How can we use estimation? How to use ratios to solve problems? |

Spring 1 | Spring 2 |
---|---|

How interpret and plot real life graphs? How does direct/inverse proportion work? |
How to interpret and use different sets of data? |

Summer 1 | Summer 2 |
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How to find angles/bearings from a given problem? | What different physical properties of 2D and 3D can we measure? |

## Year 9

Autumn 1 | Autumn 2 |
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How can we represent different sets of data and find probabilities from it? | How do simultaneous equations work (algebraically and graphically)? |

Spring 1 | Spring 2 |
---|---|

How can we construct 2D shapes from a given set of instructions? What properties do right angles triangles have? What different/ shared properties to similar and congruent shapes have? |
How does trigonometry play a part in properties of a right-angled triangle? |

Summer 1 | Summer 2 |
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How does complex algebra helps us solve problems? What are the properties of Surds? |
What are the laws of indices? How can standard from help with operations on very large/very small numbers? |

## Year 10

Autumn 1 | Autumn 2 |
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What are the unique properties of the integers? How do we simplify and use the four operations with integers, ratios, fractions and algebraic expressions? |
How do we apply proportional reasoning, algebraic techniques? How do we use and represent algebra and probability in various forms? |

Spring 1 | Spring 2 |
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How do we apply decimal accuracy and the laws of indices in standard form and surds? How do we construct triangles and apply our congruence and similarity to Pythagoras’ theorem and Trigonometry? |
How do we apply our knowledge of sequences and the nth term to coordinate geometry? How do we collect, process and represent statistics? |

Summer 1 | Summer 2 |
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How do we use percentages and equivalences to real world problems? How do we use conversions and angles to solve geometric problems? |
How do we solve length, area and volume problems? How do we apply transformations, vectors, construction and loci to geometric problems? |

## Year 11

Autumn 1 | Autumn 2 |
---|---|

How do we apply our knowledge of the integers, fractions, ratio and algebra to multistep problems? |
How do we combine proportional and algebraic techniques to solve complex problems? How do we solve algebraic problems using graphical methods? How do we apply algebraic techniques to probability? |

Spring 1 | Spring 2 |
---|---|

How do we explore the interconnected nature of decimals, indices and surds? How do we apply similarity, Pythagoras and trigonometry to 2D and 3D problems? | Revision |

Summer 1 | Summer 2 |
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## Year 12

Autumn 1 | Autumn 2 |
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How do we apply algebraic manipulation and algebraic methods to solve Pure and Applied problems involving both Quadratics and Kinematics? |
How do we use the application of straight lines for differentiation and then apply these techniques to variable acceleration? |

Spring 1 | Spring 2 |
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How we develop calculus techniques and extend our knowledge of coordinate geometry to vector and circles geometry? How do we apply statistical techniques to real world problems? |
How do we use Trigonometric approaches in degrees for identities and equations? How do we use more formal approaches for probabilities? |

Summer 1 | Summer 2 |
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How do we use incorporate traditional mathematical approaches such as logarithms, binomial expansion, numerical methods? |
How do we expand trigonometric approaches to radians, functions, and modelling situations? |

## Year 13

Autumn 1 | Autumn 2 |
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How do we use calculus techniques to differentiate algebraic, trigonometric, and parametric functions? How are hypothesis testing and exponentials used for probabilities? | How do we use calculus techniques to integrate algebraic, trigonometric, and parametric functions? How is vector geometry and the Binomial expansion/distribution used in both pure and applied mathematics? |

Spring 1 | Spring 2 |
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How do we use extend our use of traditional mathematical approaches such as logarithms, binomial expansion, numerical methods? How are a variety of planes used for moments and dynamics? |
Revision |

Summer 1 | Summer 2 |
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