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maths curriculum intent.pdf


Staff Members

Ms J Autumn, Mr D Clarke, Mrs L Bozwood-Davies, Mr M Johnston, Miss A Pryke and Mrs N Wilby.

Intervention Teachers: Mrs A Clark

Mathematics Head of Faculty: Mr M O’Halloran

Prior Learning

At KS1 and 2 the aim was for students to:

  • Understand the relationship between powers of 10 from 1 hundredth to 10 million, and use this to make a given number 10, 100, 1,000, 1 tenth, 1 hundredth or 1 thousandth times the size (multiply and divide by 10, 100 and 1,000)
  • Recognise the place value of each digit in numbers up to 10 million, including decimal fractions, and compose and decompose numbers up to 10 million using standard and nonstandard partitioning
  • Reason about the location of any number up to 10 million, including decimal fractions, in the linear number system, and round numbers, as appropriate, including in contexts
  • Divide powers of 10, from 1 hundredth to 10 million, into 2, 4, 5 and 10 equal parts, and read scales/number lines with labelled intervals divided into 2, 4, 5 and 10 equal parts
  • Understand that 2 numbers can be related additively or multiplicatively, and quantify additive and multiplicative relationships (multiplicative relationships restricted to multiplication by a whole number)
  • Use a given additive or multiplicative calculation to derive or complete a related calculation, using arithmetic properties, inverse relationships, and place-value understanding
  • Solve problems involving ratio relationships
  • Solve problems with 2 unknowns
  • Recognise when fractions can be simplified, and use common factors to simplify fractions
  • Express fractions in a common denomination and use this to compare fractions that are similar in value
  • Compare fractions with different denominators, including fractions greater than 1, using reasoning, and choose between reasoning and common denomination as a comparison strategy
  • Draw, compose, and decompose shapes according to given properties, including dimensions, angles and area, and solve related problems
Key Stage 3

The aim of our key stage 3 curriculum is for students to enjoy developing fluency, secure core knowledge and build on it to develop mathematical reasoning and think logically to problem solve


From Year 7 through to Year 9 students study an in-depth and coordinated selection of topics such as:


  • Number: Place value, BIDMAS, standard form and index notation.
  • Algebra: Simplifying, substituting, factorising, expanding and sequences.
  • Geometry: Pythagoras, interior and exterior angles of polygons, parallel lines and properties of both 2D & 3D shapes.
  • Probability: Probability trees, Venn diagrams, mutually exclusive events and sample space diagrams.
  • Ratio and proportion: Simplifying ratios, scale factors and dividing into ratios.
  • Fractions, decimals and percentages: Calculations with fractions, simplifying fractions, recurring decimals and percentage increase/decrease.
  • Statistics: Pie charts, averages, pictograms and interpreting, analysing and representing data.


Assessment at Key Stage 3

Students are assessed both formally and informally. Formal assessments in the Maths department are carried out using a low-stakes, high frequency framework. This ensures students receive regular checking of their knowledge with quality and purposeful feedback. Students are also assessed for learning informally with an array of techniques. These include open & closed questioning and modelling which requires using the maths mastery approach in their explanations.


Prior to sitting summative assessments, students will sit formative assessments. This allows teachers to check for any gaps in learning and to then tailor lessons and intervention to address these gaps.


Our formative assessment strategy has 3 main focal points. Firstly, the students are tested. Once marked the students are given time to reflect on the feedback, this is known as the diagnosis stage. The student will then undertake self-help tasks on the school’s online maths training platform (Mathswatch) to fill the gaps in learning. Mathswatch is tailored by each individual teacher for their students but additionally students can use Mathswatch to learn at their own pace.  

Key Stage 4

Students follow the Edexcel Mathematics GCSE course. Throughout key stage 4 we promote an application based pedagogy culminating in students being fully prepared and confident to undertake their GCSE’s. Attaining this mastery approach will give students a head start who wish to carry on with mathematics at A level. 


Students are entered for their final examination papers at different levels, according to prior individual progress and attainment:


  • Higher level will award grades 3-9 (with 9 being the highest)
  • Foundation level will award grades 1-5


Paper 1 (Non calculator exam)

This exam is mainly applicable to those areas of maths which don’t require a calculator as much depending on the tier classification (higher or foundation). Students undertaking Foundation will be using their maths mastery skills in topics such as algebra, shape, number and data representation. Higher classification students will be required to know additional topics such as surds, vectors and circle theorems.


Paper 2 and 3 (calculator exams)

These exams will require the student to be skilful in areas of maths which could require the use of a calculator. Such topics could be percentage growth and decay, volume of compound shapes, area of a circles and trigonometry. Higher students will be expected to know additional topics such as the sine & cosine rule and the tangent function.


Higher papers

Students which are undertaking the higher GCSE course need to have the same skills as the foundation course students but also have mastery of more. Students will be expected to have a more in depth understanding of topics such as shape, algebra, graphs and trigonometry. 

Useful websites

and resources

Edexcel maths:



Hadleigh Maths




Dr. Frost Maths:



Maths Genie


Possible areas of future Studies

A Level Maths and Further Maths

A Level Physics, Engineering and Economics

Possible future careers

Maths offers many opportunities for a future career including:

  • Actuarial analyst
  • Chartered accountant
  • Data analyst
  • Data scientist
  • Investment analyst
  • Teacher
  • Software engineer
  • Stock Broker
  • Economist