Maths
Intent
Our mathematics curriculum is designed to develop students into confident, fluent problem-solvers who can think critically, reason logically, and apply mathematical understanding in a variety of contexts. We prioritise the development of these core skills from the outset, ensuring that students are not only numerically competent but also equipped with the ability to analyse, interpret, and communicate mathematical ideas effectively. Building on the foundations laid in Key Stage 2, the curriculum supports students in becoming independent learners, ready to tackle increasingly complex concepts and prepared for further study and a life of choice and opportunity.
We aim to build on the knowledge and skills acquired during primary education by introducing new mathematical concepts and deepening understanding through meaningful connections. Our curriculum promotes mathematical reasoning and problem-solving as essential tools for learning and life. The curriculum carefully designed and sequenced to be spiral, ensuring that students repeatedly cover the same content areas with increasing complexity each time.
Further information
Key Stage 3
At Key Stage 3, our curriculum aligns with the aims of the national curriculum for mathematics. Our focus is to ensure that all students:
- Develop fluency in core mathematical skills through regular and varied practice, enabling them to understand concepts deeply and apply knowledge accurately and efficiently.
- Think and reason mathematically by exploring patterns, forming conjectures, and constructing logical arguments using precise mathematical language.
- Apply their learning to solve a wide range of problems, both routine and non-routine, by breaking them into manageable steps and demonstrating perseverance in finding solutions.
The Key Stage 3 programme is carefully structured to build on prior learning from Key Stage 2. It encourages students to make connections across mathematical ideas, fostering a deeper understanding and preparing them for the challenges of Key Stage 4.
Key Stage 4
Our Key Stage 4 curriculum equips students with the knowledge and confidence to use mathematics effectively in a variety of contexts. Students continue to:
- Strengthen fluency in fundamental mathematical concepts.
- Reason logically and construct clear, coherent arguments.
- Solve increasingly complex problems with accuracy and efficiency.
Through purposeful and progressive practice, students refine their skills and develop the resilience, independence, and confidence needed for success in further education, training, or employment. Mathematics at this stage empowers students to make informed decisions and opens doors to a wide range of future opportunities.
Key Stage 5
At Key Stage 5, we offer both Mathematics and Further Mathematics at A Level, providing students with the opportunity to deepen their understanding and appreciation of the subject. These courses are designed to challenge and inspire, building on the knowledge and skills developed at Key Stage 4 and preparing students for higher education and a wide range of careers.
Students studying A Level Mathematics will:
- Consolidate and extend their understanding of core mathematical concepts, including algebra, geometry, trigonometry, and calculus.
- Apply mathematical techniques to real-world contexts, developing problem-solving strategies and analytical thinking.
- Explore mathematical modelling and its applications in fields such as physics, engineering, economics, and computing.
Those who choose Further Mathematics will:
- Engage with more advanced topics, such as complex numbers, matrices, differential equations, and discrete mathematics.
- Develop a deeper theoretical understanding of mathematical structures and proofs.
- Enhance their logical reasoning and abstract thinking, equipping them for mathematically rich university courses and careers.
Our Key Stage 5 curriculum fosters intellectual curiosity, precision, and resilience. Students are encouraged to think independently, communicate their ideas clearly, and approach problems with creativity and confidence. Whether pursuing mathematics at university or applying it in other disciplines, students leave with a strong foundation and a lifelong appreciation for the subject.
Curriculum Plans
Curriculum time allocation
KS3 - 8 hours a fortnight
KS4 - 8 hours a fortnight
KS5 - 10 hours a fortnight
SEND Learner Experience in Maths
Planning
Our planning is designed to help all students, including those with SEND, understand the world around them and apply scientific ideas to real-life contexts. Lessons are structured to foster curiosity, independence, and problem-solving. Schemes of work are carefully adapted to meet the diverse needs of learners, with specific strategies embedded to support SEND students. When planning, we incorporate:
- Silent retrieval starters, with adaptations (e.g., simplified language or visual prompts) to support learners.
- Building on prior knowledge, ensuring that gaps are identified and addressed through pre-teaching or reinforcement.
- Explicit teaching of vocabulary, using the Frayer model. We also ensure that students are aware of the vocabulary in their roadmaps and this is highlighted at the start of each lesson
- Explicit modelling with additional guided practice for those who need it.
- Deliberate practice time, with differentiated tasks and support materials.
- Scaffolding, such as sentence starters, writing frames, or visual aids, tailored to individual needs.
Before each lesson
We use ILPs/EHCPs, and reading age data to inform lesson planning. This ensures that teachers are aware of each student’s needs and can implement appropriate strategies. From this we then create a class plan to identify what the teacher will do to meet the needs of those students.
In department meetings, we share effective strategies for SEND inclusion and use quality assurance processes to monitor progress. We prioritise SEND students in our discussions and make reasonable adjustments as needed, in consultation with the SENDCo.
Entry routine
We use thresholding to create a calm, welcoming start to lessons, helping SEND students feel secure and ready to learn. Clear routines reduce anxiety and support predictability. Prompt, positive support is given to those who need help getting started.
During teaching
Most lessons follow a similar structure to reduce cognitive load for students. Modelling is embedded to ensure that students are aware of how to tackle tasks, with relevant scaffolds provided to students. Teachers communicate with TAs before and during lessons to ensure consistent support.
We ensure that circulation with specific check ins for SEND students takes place. Cold-calling is used to check understanding and provide immediate feedback, but only where appropriate and meets their ILP. If new or emerging needs are identified, we complete an initial concerns form and liaise with the SENDCo promptly.
After each lesson
English teachers will use evidence from live marking and student feedback to identify misconceptions / weaknesses that can be revisited next lesson.
If there is a specific concern - or if they have missed a lesson - SEND students should have a short 1:1 check-in, with either the Teaching Assistant or teacher.
Teachers may share follow-up resources or models of excellence via google classroom.
Teachers will award green boards for students who have worked hard and shown resilience.
After each assessment
Whole-class feedback includes models of excellence to inspire and guide all learners. We reflect on lesson outcomes and adjust future planning, often in collaboration with TAs, to ensure that SEND students continue to make progress.
Reading and literacy in Maths
Subject contact
Alistair Jenner