Year 7
Curriculum Intention: Students begin Year 7 with Introduction to Number. The rationale for delivering this is to ensure that all students are given the opportunity to consolidate their understanding of essential numeracy skills from KS2 while also exploring ways in which these skills can be applied to multiple different contexts and problems. Students will be exposed to alternative methods for solving similar problems, giving students the opportunity to practice preferred approaches. In the Spring term students will apply numeracy skills to algebra; allowing students to draw parallels between concepts and topics. Students should identify that skills applied in Number are the same in Algebra but with unknown variables. Skills will be taught simultaneously with why these skills are necessary; eg alongside geometry to solve problems with area and perimeter. In Spring term 2 students will continue with their development of Number; applying skills to reallife contexts. In the final term students will study Geometry. Students will build upon skills learned at KS2, as well as when studying number and algebra. They will investigate proofs; eg where does the formula for area of a circle come from? Again, students will consolidate core skills essential for GCSE Geometry. Throughout the year, teachers should encourage students to work with concrete materials during lessons before moving onto pictorial representations (bar modelling), and then onto abstract formal methods. Teachers should foster a love for learning mathematics, ensuring that all abilities are catered for through our mastery approach. Concrete materials offers support to our lower attaining students while there should be ample opportunity for higher attaining students to prove calculations and explore the origins of formulae. 
Curriculum Implementation:
Autumn 
Spring 
Summer 
Sept 2^{nd}  Oct 14^{th} Unit 1: Number  integers, place value, rounding, estimation, intro to decimals and fractions, BIDMAS, factors, multiples, primes 
Jan 6^{th} – 10^{th} Feb Unit 2 Algebra; Intro to algebra, expanding, factorising, expressions and substitution 
20^{th} April – 18^{th} May Unit 4 Geometry; properties of shapes, parallel lines, polygons, perimeter, area and circles 
Half term 
Half term 
Half term 
Oct 28^{th} – Dec 16^{th} Continued from above 
24^{th} Feb – 30^{th} March 
1^{st} June – 13^{th} July Continued from above 
Christmas Holidays 
Easter Holidays 
Summer Holidays 
Outcomes: Students’ fluency and ability to articulate themselves verbally and written during lessons and assessments (written only) should improve across the year. Students will be assessed 3 times per year and will be assessed on content learned throughout the year 7. Students’ progress on individual topics will also be assessed weekly through homework and starters. Live marking during lesson. Student feedback and responses during lesson. 
Employability skills: Numeracy is an essential skill required in all fields of employment. Improving students’ confidence in numeracy will enable to work more competently in the workplace. Improve students’ resilience in maths lessons and independence in problemsolving tasks. 
Year 8
Curriculum Intention: Having consolidated much of the essential mathematical skills fundamental to GCSE maths in Year 7, Year 8 looks to introduce students to new and more complex mathematics. Throughout Year 8 the curriculum is focused on contextualising skills; creating meaning behind concepts. The curriculum develops essential skills for problem solving and explores different approaches to tackle a problem; preparing a strong foundation for building on more complex concepts and integrating their knowledge from other subjects; retrieval practice. This year students are encouraged to be resilient and independent. They are faced with much more challenging mathematics and are required to work much more independently. At the end of Year 8 students will complete a Statistics project. This will give students the opportunity to implement the skills they will have learned in the summer term to a reallife scenario. Students will be expected to write their own hypotheses and investigate an area of their own choosing. Students will need to evaluate the effectiveness of the charts they choose and the accuracy and reliability of their data. 
Curriculum Implementation:
Autumn 
Spring 
Summer 
Sept 2^{nd}  Oct 14^{th} Unit 5: Ratio & Proportion 
Jan 6^{th} – 10^{th} Feb Unit 7 Algebra; Sequences, Formulae; expressions & equations 
20^{th} April – 18^{th} May Unit 9 Statistics: Sampling, charts and averages & scatter diagrams 
Half term 
Half term 
Half term 
Oct 28^{th} – Dec 16^{th} Unit 6 Geometry: Plans & Elevations, Constructions, Loci, Bearings, Angles on parallel lines 
24^{th} Feb – 30^{th} March Unit 8 Geometry; 3D solids, Surface area & Volume of cubes, cuboids, cylinders, cones, pyramids, and spheres 
1^{st} June – 13^{th} July Continued from above Statistics Coursework (last 4 weeks of term) 
Christmas Holidays 
Easter Holidays 
Summer Holidays 
Outcomes: Exhibit high level of competence in numeracy skills and application Independent problem solvers Investigate alternative approaches to a solution of problem Awareness of space To articulate fluently what has been learnt in the past and build on new content learnt 
Employability skills Problem solving and numeracy Key skills 
Year 9
Curriculum Intention: The scheme of work for the Autumn Term extends on the skills and topics learnt in the previous 2 years; for example, sequences. In year 8 students learn about linear sequences. This topic is then developed in Year 9 by introducing geometric and quadratic sequences. This is taught in conjunction with topics elsewhere on the specification which require similar skills; distancespeedtime graphs and linear and quadratic functions. By exposing students to other areas on the curriculum they innately begin to draw parallels between concepts. This helps to develop their ability to problemsolve in exams. Students are familiar with being presented with multiple different topics simultaneously and drawing on previously learned material to help solve problems. From Spring Term 1 students are learning predominantly new concepts, which have previously not been seen by students. Topics are taught sequentially, ensuring that there is progression from topic to topic. It also creates additional opportunities to consolidate and apply the mathematics learned between terms. 
Curriculum Implementation:
Autumn 
Spring 
Summer 
Sept 2^{nd}  Oct 14^{th} Unit 10 Algebra: Sequences, Graphs, Parallel & Perpendicular Lines, Reallife graphs, DistanceSpeedTime, Inequalities 
Jan 6^{th} – 10^{th} Feb Unit 11 Probability: Theoretical vs Experimental Events, Sample Space, Tree and Venn Diagrams 
20^{th} April – 18^{th} May Unit 13 Pythagoras' Theorem, Trigonometry, Exact Values, Similarity & Congruence 
Half term 
Half term 
Half term 
Oct 28^{th} – Dec 16^{th} Unit 10 Algebra: Sequences, Graphs, Parallel & Perpendicular Lines, Reallife graphs, DistanceSpeedTime, Inequalities 
24^{th} Feb – 30^{th} March Unit 12: Standard form, Terminating and Recurring decimals, Indices & Surds 
1^{st} June – 13^{th} July Unit 13 Pythagoras' Theorem, Trigonometry, Exact Values, Similarity & Congruence 
Christmas Holidays 
Easter Holidays 
Summer Holidays 
Outcomes: The students will be assessed 3 times a year, on topics relevant to year 7, 8 and 9. This will allow them to articulate and retrieve information previously learnt. Exhibit high level of competence in numeracy skills and application Independent problem solvers Investigate alternative approaches to a solution of problem 
Employability skills: By teaching these topics, the students will be learning problem solving skills, resilience, and numeracy skills needed on a daily basis. Some of the skills learnt can be applied to different areas of life. 
Year 10
Curriculum Intention: In Year 10 students are tiered for the first time into higher and foundation. Students are tiered based on their end of Year 9 assessment in conjunction with their KS2 data and GCSE predicted grades. These can and will be reviewed periodically. As much as possible higher and foundation tiers follow the same topics with slight variations in the degree to which the content is taught. This will allow more flexibility for students wishing/needing to change tier. Students will have the opportunity to study each of the 5 primary topics in Year 10; covering some of what was taught in previous years but always developing on and extending students’ learning and exposure to exam content. 
Curriculum Implementation:
Autumn 
Spring 
Summer 
Sept 2^{nd}  Oct 14^{th} Foundation: 3D solids, Surface Area & Volume, Congruency and Similarity. Transformations. Sectors. Higher: 3D solids, Surface Area & Volume, Congruency and Similarity, Accuracy & Bounds. Transformations. Sectors 
Jan 6^{th} – 10^{th} Feb Foundation: Continued from Autumn Term 2 Higher: Continues from Autumn Term 2 
20^{th} April – 18^{th} May Foundation: Statistics: Probability from tables and charts Higher: Statistics & Probability 
Half term 
Half term 
Half term 
Oct 28^{th} – Dec 16^{th} Foundation: As above Expressions, indices, equations, rearranging formulae, expanding and factorising, inequalities, sequences, quadratics Higher: As above Sequences, quadratics, inequalities, changing the subject, algebraic fractions, surd, proofs 
24^{th} Feb – 30^{th} March Foundation: Compound Interest & Depreciation. FDPR (reverse percentages). Compound Measures Higher: Compound Interest & Depreciation. Growth & Decay. Exponential graphs. Compound Measures 
1^{st} June – 13^{th} July Foundation: Trigonometry: Pythagoras' Theorem and Trigonometry. Exact Values Linear graphs (gradient, yintercept), quadratic graphs (roots, min/max, roots) Higher: Further Trigonometry and Circle Geometry. Tangents to a circle 
Christmas Holidays 
Easter Holidays 
Summer Holidays 
Outcomes: Students will be more able to articulate themselves mathematically Students should be fluent in problemsolving and know how to start a problem Students should be familiar with routines/exam practices and what approaches to apply to particular questions Students should be able to differentiate between assessment objectives 1, 2 and 3 Students will be assessed 3 times in Year 10 Live marking during lessons Weekly homework 
Employability skills: Students will be more competent working independently Students will be more resilient and are capable of selfmotivating Students will develop their numeracy skills and be more able to deal with reallife problems 
Year 11
Curriculum Intention: The majority of Year 11 will be spent revising and preparing the GCSE exams. Students will have the opportunity to develop their exam strategies and become familiar with how to work under certain time constraints. The curriculum will be almost/completely finished with all groups. This will allow teachers sufficient time to prepare students for the Christmas mock exams as they would if it were the summer exams. Teachers will be demonstrating exam techniques during all lessons and students will have regular (daily) exposure to exam style questions. Students should be familiar with the different Assessment Objectives and what is required to achieve full marks on each questions. Students will mark all informal assessments in class and will receive indepth feedback regarding mark schemes and how marks are gained/lost. 
Curriculum Implementation:
Autumn 
Spring 
Summer 
Sept 2^{nd}  Oct 14^{th} Foundation: Circles, cylinders, cones and spheres Fractions and reciprocals Indices and standard form Higher: Circle theorems Circle geometr 
Jan 6^{th} – 10^{th} Feb
Revision 
20^{th} April – 18^{th} May
Revision

Half term 
Half term 
Half term 
Oct 28^{th} – Dec 16^{th} Foundation: Similarity and congruence in 2D Vectors Rearranging equations, graphs of cubic and reciprocal functions and simultaneous equations Higher: Vectors and geometric proof Reciprocal and exponential graphs; Gradient and area under graphs Direct and inverse proportio 
24^{th} Feb – 30^{th} March
Revision

1^{st} June – 13^{th} July
n/a

Christmas Holidays 
Easter Holidays 
Summer Holidays 
Outcomes:

Employability skills:

Year 12
Curriculum Intention: The A Level curriculum is split between Pure, Statistics and Mechanics. Pure is worth 2/3 of the overall grade, while statistics and mechanics are each worth 1/6. Students will sit 3 papers at the end of Year 13; all papers are two hours and 100 marks. Autumn Term 1 of Year 12 concentrates primarily on content learned at GCSE. It is important to maximise time spent on new content later in the curriculum so GCSE material will be delivered at a faster pace. In Autumn Term 2 students will begin stats and mechanics. The rationale for this is to expose students to these elements of the curriculum as soon as possible. Covering them in the Autumn term 2 allows more time to spend on these areas also. Although stats and mechanics make up just 1/3 of the content they can prove quite challenging for students as it is completely new mathematics for them. It is imperative to enhance students’ development that they have plenty of time to delve into the subjects, hence why one half term in the Autumn and Summer terms has been given to these areas. Year 12 students will have 2 teachers throughout the year. Pure maths will be taught linearly with teachers following on from one another. This approach has been adopted with the aim of maintaining consistency for students. However, stats & mechanics will be taught in parallel with each teacher taking responsibility for only one element; stats or mechanics. In the Summer Term 2 students should begin the ‘Year 2’ content. Once again, this is designed with the aim of maximising time for students to revise and review challenging topics at the end of Year 13. It also creates more time in Year 13 to spend on the more challenging areas of the year 2 pure content. 
Curriculum Implementation:
Autumn 
Spring 
Summer 
Sept 2^{nd}  Oct 14^{th} Pure Algebra & Functions 
Jan 6^{th} – 10^{th} Feb Pure Further Algebra 
20^{th} April – 18^{th} May Stats Probability Mechanics Forces & Newton’s Laws 
Half term 
Half term 
Half term 
Oct 28^{th} – Dec 16^{th} Stats Statistical Sampling Mechanics Quantities and units in mechanics Kinematics 1 
24^{th} Feb – 30^{th} March Pure Differentiation Integration Exponentials & Logarithms 
1^{st} June – 13^{th} July Year 2 Content Pure Proof Algebraic and Partial fractions Functions & modelling Series & Sequences 
Christmas Holidays 
Easter Holidays 
Summer Holidays 
Outcomes:

Employability skills:

Year 13
Curriculum Intention: A Level Further Mathematics is designed so that it can be taught in parallel to A Level Mathematics. Although it is advantageous for students to study A Level Maths prior to studying A Level Further Maths, it is not necessary. We have followed the Pearson recommendations in terms of how to order the delivery of content. While Pure accounts for 50% of the overall assessment, Mechanics 1 and Mechanics 2 will account for the other 50%. For this reason Mechanics is taught for 5 out of the 6 half terms. The aims and objectives of this qualification are to enable students to:

Curriculum Implementation:
Autumn 
Spring 
Summer 
Sept 2^{nd}  Oct 14^{th} Pure 1 Complex numbers Series Algebra & Functions 
Jan 6^{th} – 10^{th} Feb Pure 1 Proof by induction Mechanics Elastic collisions in one dimension 
20^{th} April – 18^{th} May Pure 1 Vectors Pure 2 Complex numbers (CORE 2) Series (Core 2) 
Half term 
Half term 
Half term 
Oct 28^{th} – Dec 16^{th} Pure 1 Matrices Linear Transformations Mechanics Momentum & impulse Work, energy & power 
24^{th} Feb – 30^{th} March Mechanics Circular motion Centres of mass of plane figures Kinematics 
1^{st} June – 13^{th} July Mechanics Momentum as a vector Elastic strings and springs Circular motion (vertical circle) 
Christmas Holidays 
Easter Holidays 
Summer Holidays 
Outcomes:

Employability skills:
