Mathematics
Curriculum Intent
Our vision within the mathematics department is to enable students to build a secure framework of mathematical skills and reasoning, which they can use and apply with confidence in the real world. The mathematics department aims to develop mathematical fluency and mastery of key concepts and skills to enable students to use mathematics with confidence in their everyday and future adult lives. We will support all students and challenge them to fulfil their full potential.
Mathematics aims to develop students’ mathematical confidence allowing them to become resilient learners who can solve a range of complex problems and can also critically analyse the world around us. Mathematics is a universal language which underpins many other areas of the curriculum; as well as developing skills that will help with everyday life such as budgeting for household goods, running a business and understanding politics. The principles of mathematics are universal no matter what part of the world you are in.
Mathematics is the study of numbers, shapes, and space. Students will start Key Stage 3 by building on their Key Stage 2 learning to retrieve and develop their core mathematical skills. Whilst following a dedicated sequence of lessons, all students will be developing their knowledge, skills and understanding across the key learning strands: number, algebra, ratio, proportion, probability, statistics, geometry and measures. Each mathematics lesson is designed to fully challenge students while still being accessible to all through differentiated teacher support. Every lesson is carefully planned by the individual teacher, allowing them to implement their own teaching style and tailor the content of the lesson to the specific class in front of them. Maths lessons feature clear modelling, class discussion and independent practice.
Our key stage 4 curriculum is designed to build upon skills learnt at key stage 3. At this stage in the curriculum students will now be following a foundation tier or a higher tier scheme of work.
We aim to build fluency, confidence and appreciation of mathematics as well as mastery of its core techniques and key concepts. We do this through an emphasis on “mathematical fundamentals” in Years 7 and 8 across the strands described above. We seek to make students fluent and confident in the language of mathematics so that, as they progress, they can tackle problems that require “mathematical decision making” as needed in daily life.
Our aim is to establish an unthreatening climate for learning in which pupils are prepared to take risks and see their mistakes as part of their learning process. They will check the reliability of this solution against reasonable expectations and ideally, appreciate the satisfaction of solving the problem successfully.
As students take their mathematics further they will be able to appreciate the beauty of mathematical patterns, the power of mathematical models and the overall fascination of the subject through cross curriculum activities and maths clubs. Whilst we want students to achieve the very best examination results possible, we believe our curriculum goes beyond what is examinable. As a department we offer opportunities for individual and team competition through the UKMT, for example.
As a department we work with students to prepare them for the next stages of their learning from Key Stage 3 to GCSE, from GCSE to college and to the world of work.
We have eight subject specialist teachers employed in the well-equipped maths department with eight dedicated maths classrooms. We also have access to an ICT suite where students have the opportunity to use Hegarty Maths and Times Table Rockstars.
Curriculum Overview
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| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
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Year 7
| Place value Positive and Negative Numbers Rounding | Addition and Subtraction Language of algebra Simplifying expressions Introduction to angle rules including angle notation To include: Angles on a straight line, around a point, in a triangle, vertically opposite | Multiplication and Division Multiplying and dividing with algebra | Squares and Roots BIDMAS Pythagoras Calculators | Factors and Multiples, including HCF / LCM Equivalence Ordering | Adding and Subtracting (including perimeter) Multiplying and Dividing (including area) Symmetry |
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Year 8 | FD Equivalence Fractions of Amounts (incl. increase/decrease) Basic Probability | Basic Probability (continued…) Symmetry | Language of Algebra Simplifying Expressions Angle Notation | FDP Equivalence Percentage of Amounts (incl. multipliers and increase/decrease) Percentage Change Pythagoras | Substitution (including area formulae) Coordinate Geometry Graphs of Linear Functions (incl. reflections) Introduction to Statistics Sequences (including nth term) | Expanding Single Brackets Constructions Loci Transformations (Reflection, Rotation, Translation |
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Year 9 | Shape properties including mathematical notation for parallel lines and equal lengths Solving Equations Solving equations between angles
| Expanding Single Brackets Constructions Loci
| Angles in parallel lines Recap rounding Estimation Bounds (basic)
| Expressing parts as a ratio Understanding equivalence to fractions of a whole Writing and simplifying ratio Equivalence - problem solving to include 'difference of parts' Sharing into a given ratio | Parts of a Circle Circumference Area | Completing and using probability trees Sample Space diagrams Probability involving algebra Completing and using Venn diagrams Dependence/independence |
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Year 10 | Powers, Roots and laws of indices Area formulae - recap rectangle and triangle, teach circle and trapezium Recognising 3D shapes and using correct terminology Volume of a 3D shape
Surface area of a 3D shape
| Factorisation Linear Graphs
| Averages from a table Frequency Polygon Histograms (equal class widths) Box plot Scale Factor Congruence Similarity Enlargement Combinations of transformations | Inequalities (notation and representing) Solving inequalities Angles in polygons
| Plotting quadratic graphs Recognising properties of a quadratic graph including terminology Solving using quadratic graphs Compound interest / depreciation Reverse percentages | Rearranging formulae Proportion as equivalent to FDP Direct and indirect proportion (using k as a constant)
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Year 11 | Vectors Quadratics Right angled trigonometry Bearings | Standard Form Surds | Simultaneous Equations | Revision | Revision | EXAMS |
Key Stage 4 Specification
| Subject Leader: | Mrs Bianchi |
| Contact: | abianchi@sunburymanor.surrey.sch.uk |
| Exam Specification: | EDEXCEL GCSE Mathematics 1MA1 |
| QN Code: | 601/4700/3 |
| Summary of course content Full Linear GCSE course content including
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| Assessment The exam is assessed as 3 separate papers; Paper 1 is a non-calculator exam 1 hour 30 minutes long Papers 2 and 3 are each, also 1 hour 30 minutes long but allow the use of a calculator Papers are taken on separate days but must be taken within the same exam series. All exams are taken in May/June of year 11. | |
| What type of activities take place in lessons? The range of activities used at Key Stage 3 are also used at GCSE level:
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| What type of homework tasks will be set? Revision/consolidation exercises of topics taught in lessons, research and exam style questions | |
| How will it help me in the future? Maths is present in many aspects of life; using and managing money is just one example where mathematics is used by everyone. A good GCSE Grade in maths is required by most colleges for a place on a course post 16 and is also required by many employers for job applications and apprenticeship places for example. | |
| How will this course build on what I have studied in Year 9? GCSE topics have been taught throughout year 9. These topics will be revised and assessed throughout years 10 and 11 along with other topics from the GCSE curriculum. Most GCSE topics (with the exception of a few of the highest grade topics) build on previous skills and knowledge of mathematical processes and skills taking them up to GCSE level. | |
| What skills will I develop? Skills already learnt will be developed and extended taking them to GCSE level. You will learn to; Collect, analyse and present data. Use mental and written methods to perform calculations. Manipulate algebra. Solve problems involving shapes | |