Sir Geoffrey Leigh Academy’s Mathematics Curriculum aims to provide a high quality mathematics education and ensure a foundation for understanding the world, the ability to reason mathematically, and appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

Intent

We believe that mathematics equips students with a powerful set of tools to understand and change the world. It breaks down cultural barriers and is a global language, essential in everyday life and all aspects of employment. We want the Mathematics Learning Area to nurture a love of mathematics as a creative challenge while developing the skills of logical reasoning, sophisticated problem solving and the ability to think in abstract ways.

KS3: Maths

Our spiral curriculum aims to expose students to both a breadth and depth of mathematical ideas and concepts, which will help embed the powerful knowledge they need for potential careers related to mathematics. Students are introduced to all key concepts in year 7, 8 and 9 through the International Baccalaureate Middle Years Programme, following the National Curriculum, as well as applying Mathematics Mastery teaching methodology. In year 7, 8 & 9 students study different mathematical concepts each half term, to allow them time to embed the ideas in that particular topic before they move on.

Module 1- Place value, arithmetic, axioms and arrays, and decimals

Module 2- Positive and negative numbers, factors & multiples and primes

Module 3- Algebraic expressions and angles

Module 4- Classifying triangles, constructing triangles and quadrilaterals and coordinates

Module 5- Coordinates, area and perimeter, Transformation and prime factors

Module 6- Fractions

Students are taught over 3 lessons a week

Module 1- Thinking with models (sequences, forming and solving equations, inequalities)

Module 2- Linear graphs and approximation

Module 3- Proportional reasoning and real life graphs (ratio, real life graphs, direct and inverse proportion)

Module 4- Reasoning with data (direct and inverse proportion, univariate data)

Module 5- Circles and compound shapes (bivariate data, circles and compound shapes)

Module 6- Volume and surface area (including bearings)

Students are taught over 4 lessons a week

Module 1- Statistics and probability

Module 2- Simultaneous equations

Module 3- Angles and constructions

Module 4- Pythagoras’s Theorem

Module 5- Trigonometry and surds

Module 6- Quadratic function

Year 9 Additional Resources

Students will have individual Google Classroom Classrooms for their specific mathematics teachers, where homework may be set. It will be important that students are regularly checking these for updates.

Knowledge Organisers

These are created for each unit of the MYP course for each module, and are a summary of the topics covered, including homework tasks after each unit. Students are encouraged to use these for revision purposes throughout the year in preparation for their Criterion A assessments, and this is the minimum homework they will be given to complete in each module.

Homework

Homework will be set on a teacher-by-teacher basis, and may be a combination of bookwork and online learning. Homework is set weekly on SPARX and each student will be shown how to do this by their teacher.

In a case that homework is not set, students are expected to take responsibility to conduct revision using the knowledge organisers and to ensure they fully understand the content being taught, as well as complete the homework tasks after each unit in knowledge organisers.

Implementation

At Key Stage 3, unit plans are based on ensuring full coverage of the National Curriculum through the use of our scheme of work and the MYP framework, as well as Maths Mastery resources. The scheme of work aims to capture the interest of students and motivate and prepare them to have a solid grounding to begin their GCSE journey.

Impact

In years 7 – 9 the key concepts are taught within the MYP framework. The MYP mathematics framework promotes both inquiry and application, helping students to develop problem solving techniques that transcend the discipline and that are useful in the world and beyond school. The MYP mathematics framework encompasses number, algebra, geometry and trigonometry, statistics and probability. Students in the MYP learn how to represent information, to explore and model situations, and to find solutions to familiar and unfamiliar problems. MYP mathematics aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in mathematics, as well as to prepare those students who will use mathematics in their studies, workplaces and everyday life.

Students will be assessed under four different criteria:

Criterion A: Knowledge and Understanding

Criterion B: Investigating patterns

Criterion C: Communicating

Criterion D: Applying mathematics in real life context

Our spiral curriculum aims to expose students to both a breadth and depth of mathematical ideas and concepts, which will help embed the powerful knowledge they need for potential careers related to mathematics. In year 10 and 11 onwards, students continue to study and build on their knowledge from the previous years following the National Curriculum and our Scheme of Work. They continue to study them in increasing complexity for the next two years. Mathematics provides an important foundation for the study of sciences, engineering and technology, as well as a variety of other fields.

The content has been organised into broad topic areas

Number

Algebra

Ratio, proportion and rates of change

Geometry and measures

Probability

Statistics

All content can be assessed on any of the three question papers. As such, some questions will draw together elements of maths from different topic areas.

Module 1- Graphs and Transformations (straight line & real life graphs, rotation, reflection, translation and enlargement)

Module 2- Number, Ratio and Proportion (Fractions, Ratio, Proportion, Basic Percentages, Indices and standard form. Lower and upper bounds, Estimation)

Module 3- Probability and Algebra (Basic algebra, Solving linear equations, Linear inequalities, Calculating Probability, Two Events, Experimental Probability, Tree Diagrams, Venn Diagrams)

Module 4- 2D shapes, Constructions and Accurate drawings

Module 5- 3D shapes, plans and elevations

Module 6- Number, Measure and Trigonometry

Higher Tier

Module 1- Algebra and Number (Powers and Standard form, Surds and limits of accuracy, Functions, Completing the square, Solving linear simultaneous equation)

Module 2- Number, Proportion and Measure (growth and decay, compound measures, ratio and proportion, similarity in 3D shapes)

Module 3- Geometry and Algebra (Angles, Using set notation with linear sequences, Representing inequalities graphically, Parallel and perpendicular lines, Length, area and volume)

Module 4- Geometry and Algebra (Rearranging formulae, Algebraic fractions, Solving quadratic equations, Quadratic sequences, Rearranging and drawing graphs, Iterations)

Module 5- Probability and Statistics (tree diagrams, notations, Venn’s diagrams)

Module 6- Proportion and Graphs (proportion using algebra, non-linear graphs, translating graphs of functions)

Students are taught over 4 lessonsper week. They will be taught based on their gaps in knowledge from previous years covering: Number, Algebra, Ratio, Proportion and Rates of Change, Geometry and Measures, Probability and Statistics.

Foundation Tier

Module 1- Number and Geometry (fractions, indices and standard form, congruence, similarity and vectors)

Module 2- Algebra and Statistics (drawing different graphs, solving simultaneous equations graphically, quadratic equations and graphs)

Module 3- Trigonometry and Statistics (using a calculator and without calculator)

Module 4- Based on the PPE analysis and gaps, covering topics and skills they have gaps in

Module 2- Geometry (circle theorems) and Further Algebra (graphs, proofs, vectors)

Module 3- Filling in any gaps, revising and preparing for the PPE

Module 4- Based on the PPE analysis and gaps, covering topics and skills they have gaps in

Module 5- Revision for the exam and exam

Implementation

GCSE mathematics aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in mathematics, as well as to prepare those students who will use mathematics in their studies, workplaces and everyday life. Our delivery of the subject reflects our ambitious intent for students. Lessons should show clear progression, making links to global contexts whenever possible and connecting new knowledge to existing knowledge. Lessons consist of retrieval of previous content taught, teacher explanations of concepts, opportunities to practice applying knowledge and challenging extended tasks. Practical work is used whenever appropriate to extend students’ knowledge and enhance their practical skills.

Impact

Students will be supported with a number of different types of assessment materials to ensure they reach their full potential in their Mathematics GCSE examination.

The information below is the same for both Higher and Foundation tiers.

Content from any part of the specification may be assessed

How it’s assessed

Written Exam: 1hr 30mins

80 marks

Non-calculator

33.33% of the GCSE Mathematics Assessment

Questions

A mis of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a student progresses through the paper.

Content from any part of the specification may be assessed

How it’s assessed

Written Exam: 1hr 30mins

80 marks

Calculator allowed

33.33% of the GCSE Mathematics Assessment

Questions

A mis of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a student progresses through the paper.

Content from any part of the specification may be assessed

How it’s assessed

Written Exam: 1hr 30mins

80 marks

Calculator allowed

33.33% of the GCSE Mathematics Assessment

Questions

A mis of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a student progresses through the paper.

Year 11 students will be assessed regularly using short tests, previous exam papers and homework. At the end of module 1 and 3 they will do the proper Pre-public exam in the exam conditions being assessed with all three exam papers (paper 1 – non-calculator, paper 2 and 3 calculator) with each paper worth ⅓ of their grade. The papers are split in two tiers, Higher (3 – 9 grades) and Foundation (1 – 5 grades).

Involves the completion of exam-style assessments that are cumulative in nature. In addition to this, teachers will assess students’ knowledge through various mini tests/homework tasks/quizzes. Students need to accurately recall facts, terminology and definitions

It requires students to make deductions, inferences, and draw conclusions from mathematical information, interpret and communicate information accurately, present arguments and proofs, assess and evaluate given arguments.

It requires students to translate problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes; to make and use connections between different parts of mathematics; to interpret results in the context of the given problem; to evaluate methods used and results obtained; to evaluate solutions to identify how they may have been affected by assumptions made.

The aims of all DP mathematics courses are to enable students to:

Develop a curiosity and enjoyment of mathematics, and appreciate its elegance and power

Develop an understanding of the concepts, principles and nature of mathematics

Communicate mathematics clearly, concisely and confidently in a variety of contexts

Develop logical and creative thinking, and patience and persistence in problem solving to instil confidence in using mathematics

Employ and refine their powers of abstraction and generalisation

Take action to apply and transfer skills to alternative situations, to other areas of knowledge and to future developments in their local and global communities

Appreciate how developments in technology and mathematics influence each other

Appreciate the moral, social and ethical questions arising from the work of mathematicians and the applications of mathematics

Appreciate the universality of mathematics and its multicultural, international and historical perspectives

Appreciate the contribution of mathematics to other disciplines, and as a particular “area of knowledge” in the TOK course

Develop the ability to reflect critically upon their own work and the work of others

Independently and collaboratively extend their understanding of mathematics.

Course structure

The Leigh Academy is proud to have a strong Mathematics learning area dedicated to developing our young students into knowledgeable, respectful young people. We believe that mathematics curriculum equips students with a powerful set of tools to understand and change the world. Mathematics breaks down cultural and international barriers and is a global language, essential in everyday life and all aspects of employment. We want the Mathematics Learning Area to nurture a love of mathematics as a creative challenge while developing the skills of logical reasoning, sophisticated problem solving and the ability to think in abstract ways.

At the Leigh Academy we have two pathways for our P-16 students: A-level Mathematics with Edexcel exam board and International Baccalaureate Mathematics Application and Interpretation Standard Level Diploma

Implementation

The course will teach students how to:

Understand mathematics and mathematical processes in a way that promotes confidence, fosters enjoyment and provides a strong foundation for progress to further study

Extend their range of mathematical skills and techniques

Understand coherence and progression in mathematics and how different areas of mathematics are connected

Apply mathematics in other fields of study and be aware of the relevance of mathematics to the world of work and to situations in society in general

Use their mathematical knowledge to make logical and reasoned decisions in solving problems both within pure mathematics and in a variety of contexts, and communicate the mathematical rationale for these decisions clearly

Reason logically and recognise incorrect reasoning

Generalise mathematically

Construct mathematical proofs

Use their mathematical skills and techniques to solve challenging problems that require them to decide on the solution strategy

Recognise when mathematics can be used to analyse and solve a problem in context

Represent situations mathematically and understand the relationship between problems in context and mathematical models that may be applied to solve them

Draw diagrams and sketch graphs to help explore mathematical situations and interpret solutions

Make deductions and inferences and draw conclusions by using mathematical reasoning

Interpret solutions and communicate their interpretation effectively in the context of the problem

Read and comprehend mathematical arguments, including justifications of methods and formulae, and communicate their understanding

Read and comprehend articles concerning applications of mathematics and communicate their understanding

Use technology such as calculators and computers effectively and recognise when their use may be inappropriate

Take increasing responsibility for their own learning and the evaluation of their own mathematical development.

Problem-solving is central to learning mathematics and involves the acquisition of mathematical skills and concepts in a wide range of situations, including non-routine, open-ended and real-world problems. The assessment objectives are common to Mathematics: applications and interpretation and to Mathematics: analysis and approaches.

Knowledge and understanding: Recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts.

Problem solving: Recall, select and use their knowledge of mathematical skills, results and models in both abstract and real-world contexts to solve problems.

Communication and interpretation: Transform common realistic contexts into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions both on paper and using technology; record methods, solutions and conclusions using standardised notation; use appropriate notation and terminology.

Technology: Use technology accurately, appropriately and efficiently both to explore new ideas and to solve problems.

Reasoning: Construct mathematical arguments through use of precise statements, logical deduction and inference and by the manipulation of mathematical expressions.

Inquiry approaches: Investigate unfamiliar situations, both abstract and from the real world, involving organising and analysing information, making conjectures, drawing conclusions, and testing their validity.

The exploration is an integral part of the course and its assessment, and is compulsory for SL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations.

Paper 1 (External)

Technology allowed. Compulsory short-response questions based on the syllabus.

1.5 hours

40% Weighting of final grade

Paper 2 (External)

Technology allowed. Compulsory short-response questions based on the syllabus.

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