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: MYP 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.

Students are taught over 3 lessons a week

  • 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 3 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
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.

Topic

Town

Beginner

Year 7/8

Intermediate

Year 9

Higher

Year 10

Topic

Global Issues

Beginner

Year 8

Intermediate

Higher

Year 11

Topic

Identity

Beginner

Year 7

Intermediate

Year 9

Higher

Year 10

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

Additional Information/ Resources

  • MYP Brief
  • Google Classroom
    Students will have individual Google Classroom Classrooms for their specific mathematics teachers, where lesson content will be posted and homework may be set. It is 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 where 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.

KS4: GCSE Maths

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 practise applying knowledge and challenging extended tasks. Practical work is used whenever appropriate to extend students’ knowledge and enhance their practical skills. 

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).

Classwork will also prepare KS4 pupils for the three assessment strands that are covered in the formal exams:

  • AO1: Use and apply standard techniques
    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
  • AO2: Reason, interpret and communicate mathematically
    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.
  • AO3: Solve problems and within mathematics and other contexts
    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.

Topic

Town

Beginner

Year 7/8

Intermediate

Year 9

Higher

Year 10

Topic

Global Issues

Beginner

Year 8

Intermediate

Higher

Year 11

Topic

Identity

Beginner

Year 7

Intermediate

Year 9

Higher

Year 10

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.

  • Foundation Tier: Grades 1-5 Available
  • Higher Tier: Grades 3-9 Available

What’s assessed:

Content from any part of the specification may be assessed

Paper 1: Non-Calculator

  • 1hr 30mins
  • 80 marks
  • No calculator allowed
  • 33.33% of the GCSE Mathematics Assessment per paper.

Questions:

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

Paper 2: Calculator

  • 1hr 30mins
  • 80 marks
  • Calculator allowed
  • 33.33% of the GCSE Mathematics Assessment per paper.

Questions:

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

Paper 3: Calculator

  • 1hr 30mins
  • 80 marks
  • Calculator allowed
  • 33.33% of the GCSE Mathematics Assessment per paper.

Questions:

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

Students are taught over 4 lessons per week.

Foundation Tier

  • Module 1 – Graphs and Transformations
    Straight line & real life graphs, rotation, reflection, translation and enlargement and combining transformations
  • Module 2 – Ratio,  Proportion and Similarity and Congruence 
    Fractions, Ratio, Proportion, Solve problems including Congruence and Similarity
  • Module 3 – Probability, Plans and Elevations, Constructions, Loci and Bearings
    Calculating Probability, Two Events, Experimental Probability, Tree Diagrams, Venn Diagrams, Accurate Drawings of Triangles, Drawing Loci for the Path of Points, Find and Use Three-Figure Bearings. Use Angles at Parallel Lines to work out Bearings.
  • Module 4 – Algebra
    Rearranging Formulae, Inequalities, Expanding Brackets, Factorising
  • Module 5 – Trigonometry and Area and Circumference of a Circle
    Soh cah toa
  • Module 6 – Growth and Decay and Distance and Speed and Time

Higher Tier

  • Module 1 – Algebra
    Rearranging Formulae, Algebraic Fractions, Surds, Graphs
  • Module 2 – Geometry & Measures
    Similarity, Congruence, Bearings & Loci
  • Module 3 – Geometry
    Trigonometry, Graph Transformations, Sine & Cosine Rules, Inequalities
  • Module 4 – Algebra
    Functions & Translations, Drawing Graphs, Iteration
  • Module 5 – Probability
    Tree Diagrams, Venn Diagrams, Set Notation
  • Module 6 – Numbers
    Growth & Decay, Compound Measures, Ratio, Proportion

Students are taught over 4 lessons per week.

Foundation Tier

  • Module 1 – Number and Geometry
    Fractions, indices and standard form, congruence, similarity and vectors
  • Module 2 – Algebra and Graphs
    Drawing different graphs, solving simultaneous equations graphically, quadratic equations and graphs
  • Modules 3 & 4 – Based on the MOCK  analysis
    Covering topics and skills they have gaps in
  • Module 5 – Exams

Higher Tier

  • Module 1 – Algebra, Graphs and Statistics
    Solving Algebraic Fractions, Functions, Cumulative Frequency Diagrams, Box Plots, Histograms, Interquartile Range, Sampling
  • Module 2 – Geometry and Further Algebra
    Circle Theorem, Graphs, Proofs, Vectors
  • Modules 3 & 4 – Based on the MOCK analysis
    Covering topics and skills they have gaps in
  • Module 5 – Exam

Exam Board Information

KS5: A Level Maths

Course Outline

The aims of our 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
  • Develop the ability to reflect critically upon their own work and the work of others 
  • Independently and collaboratively extend their understanding of mathematics.

SCWA 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 SCWA we offer two qualifications in Mathematics:

  • Edexcel A level Mathematics
  • Edexcel A level Further Mathematics

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.

Year 12 Schedule of learning

Students are taught over 5 lessons per week covering Pure Mathematics and Applied Mathematics.

Pure Mathematics

  • Module 1 – Number, Algebra & Functions
  • Module 2 – Coordinate Geometry, Algebra and Series
  • Module 3 – Calculus (Differentiation and Integration)
  • Module 4 – Trigonometry, Vectors, Logarithms and Exponentials
  • Module 5 – Revision and Consolidation.  Assessments with AS Pure Maths paper
  • Module 6 – Year 2 content: Partial Fractions, Functions and Graphs, Series and Sequences, Binomial Expansion)

Applied Mathematics: Mechanics & Statistics

  • Module 1 – Mechanics (Kinematics)
  • Module 2 – Statistics (Representation of Data)
  • Module 3 – Mechanics (Kinematics 2)
  • Module 5 – Mechanics (Newton’s Laws and Forces), Statistics (LDS, Probability)

Year 13 Schedule of learning

Students are taught over 5 lessons per week covering Pure Mathematics and Applied Mathematics.

Pure Mathematics

  • Module 1 – Trigonometry (Radians, Trigonometric Functions)
  • Module 2 – Trigonometry and Modelling (Addition and Double Angle formulae, Solving trigonometric equations, Parametric Equations, 
  • Module 3 – Calculus: Differentiation and Application (Different types of differentiation, Numerical methods)
  • Module 4 – Calculus, Vectors and Application (Different types of Integration, 3D Vectors, 
  • Module 5 – Revision and External Exams 
  • Module 6 – Revision and External Exams 

Applied Mathematics: Mechanics & Statistics

  • Module 1 – Mechanics 2 (Moments), Statistics 2 (Regression and Correlation)
  • Module 2 – Mechanics 2 (Forces at any angle), Statistics 2 (Probability)
  • Module 3 – Mechanics 2 (Application of Kinematics), Statistics 2 (The Normal Distribution) 
  • Module 4 – Mechanics 2 (Application of Forces and Further Kinematics) 
  • Module 5 – Revision and External Exams
  • Module 6 – Revision and External Exams

Paper 1: Pure Mathematics 1 (*Paper code: 9MA0/01) and Paper 2: Pure Mathematics 2 (*Paper code: 9MA0/02)

Each paper is: 

  • 2-hour written examination
  • 33.33% of the qualification
  • 100 marks

Assessment overview:

  • Paper 1 and Paper 2 may contain questions on any topics from the Pure Mathematics content
  • Students must answer all questions
  • Calculators can be used in the assessment

Content overview

  • Topic 1 – Proof 
  • Topic 2 – Algebra and functions 
  • Topic 3 – Coordinate geometry in the (x, y) plane 
  • Topic 4 – Sequences and series 
  • Topic 5 – Trigonometry
  • Topic 6 – Exponentials and logarithms 
  • Topic 7 – Differentiation 
  • Topic 8 – Integration 
  • Topic 9 – Numerical methods 
  • Topic 10 – Vectors

Paper 3: Statistics and mechanics (*Paper code: 9MA0/03)

The paper is: 

  • 2-hour written examination
  • 33.33% of the qualification
  • 100 marks

Assessment overview:

  • Paper 3 contain questions on topics from the Statistics content in Section A and mechanics content in Section B
  • Students must answer all questions
  • Calculators can be used in the assessment

Content overview:

Section A

  • Topic 1- Statistical Sampling
  • Topic 2- Data presentation and interpretation
  • Topic 3- Probability
  • Topic 4- Statistical distributions
  • Topic 5- Statistical hypothesis testing

Section B

  • Topic 6- Quantities and units in mechanics
  • Topic 7- Kinematics
  • Topic 8- Forces and Newton’s laws 
  • Topic 9- Moments

AO1: Use and Apply Standard Techniques

  • It requires students to:
  • Select and correctly carry out routine procedures
  • Accurately recall facts, terminology and definitions

AO2: Reason, Interpret and Communicate Mathematically

  • Construct rigorous mathematical arguments (including proofs) 
  • Make deductions and inferences 
  • Assess the validity of mathematical arguments 
  • Explain their reasoning
  • Use mathematical language and notation correctly.

AO3: Solve problems within mathematics and other contexts

  • Translate problems in mathematical and non-mathematical contexts into mathematical processes 
  • Interpret solutions to problems in their original context, and, where appropriate, evaluate their accuracy and limitations 
  • Translate situations in context into mathematical models 
  • Use mathematical models
  • Evaluate the outcomes of modelling in context, recognise the limitations of models and, where appropriate, explain how to refine them.

Exam Board Information

Additional Information/ Resources

KS5: A Level Further Maths

Course Outline

The aims of our 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
  • Develop the ability to reflect critically upon their own work and the work of others 
  • Independently and collaboratively extend their understanding of mathematics.

This course in Further Mathematics builds on the skills, knowledge and understanding set out in the whole GCSE subject content for mathematics and the subject content for the Pearson Edexcel Level 3 Advanced Subsidiary and Advanced GCE Mathematics qualifications. Assessments will be designed to reward students for demonstrating the ability to provide responses that draw together different areas of their knowledge, skills and understanding from across the full course of study for the AS further mathematics qualification and also from across the AS Mathematics qualification. Problem solving, proof and mathematical modelling will be assessed in further mathematics in the context of the wider knowledge which students taking A level further mathematics will have studied.

The aims of this mathematics course is to enable students to: 

  • Understand mathematics and mathematical processes in ways that promote confidence, foster enjoyment and provide 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 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 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 solve challenging problems which require them to decide on the solution strategy
  • Recognise when mathematics can be used analyse and solve 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 justification of methods and formulae, and communicate their understanding
  • Read and comprehend articles concerning application of mathematics and communicate their understanding
  • Use technology such as calculators and computers effectively,and recognise why such use may be inappropriate
  • Take increasing responsibility for their own learning and the evaluation of their own mathematical development

 

Year 12 Schedule of learning

Students are taught over 5 lessons per week covering Pure Mathematics and Applied Mathematics.

Core Pure Mathematics 1

  • Module 1 – Complex Numbers, Argand Diagrams
  • Module 2 – Roots of Polynomials
  • Module 3 – Matrices
  • Module 4 – Series, Algebra and Functions
  • Module 5 – Vectors and Calculus
  • Module 6 – Proofs by induction

Further Mathematics Options:

  • Module 1 – Algorithms and graph Theory 1
  • Module 2 – Linear Programming 1
  • Module 3 – Critical Path Analysis 1
  • Module 4 – Algorithm and graph theory 1
  • Module 5 – Linear programming and Critical Path analysis 2
  • Module 6 – Exam style preparation

Year 13 Schedule of learning

Students are taught over 5 lessons per week covering Pure Mathematics and Applied Mathematics.

Core Pure Mathematics 2

  • Module 1 – Hyperbolic functions, Polar coordinates
  • Module 2 – Polar coordinates
  • Module 3 – Further Algebra and Functions
  • Module 4 – Further Calculus
  • Module 5 – Differential Equations
  • Module 6 – Revision and Exams style practice

Further Mathematics Options

  • Module 1 – Coordinate systems, Further trigonometry
  • Module 2 – Further Vectors
  • Module 3 – Further Differential equations
  • Module 4 – Numerical methods
  • Module 5 – Further Calculus 
  • Module 6 – Inequalities

The Pearson Edexcel Level 3 Advanced GCE in Further Mathematics consists of four externally-examined papers.  Students must take Paper 1 and Paper 2, the two mandatory Core Pure papers, and two optional papers.  Students are permitted to take more than the two optional papers if they want to extend their course of study.  Students must complete all assessments in May/June in any single year.

Paper 1: Core Pure Mathematics 1 (*Paper code: 9FM0/01) and Paper 2: Core Pure Mathematics 2 (*Paper code: 9FM0/02)

Each paper is: 

  • 1 hour and 30 minutes written examination
  • 25% of the qualification
  • 75 marks

Assessment overview:

  • Paper 1 and Paper 2 may contain questions on any topics from the Pure Mathematics content
  • Students must answer all questions
  • Calculators can be used in the assessment

Content overview

  • Topic 1 – Proof 
  • Topic 2 – Algebra and functions 
  • Topic 3 – Coordinate geometry in the (x, y) plane 
  • Topic 4 – Sequences and series 
  • Topic 5 – Trigonometry
  • Topic 6 – Exponentials and logarithms 
  • Topic 7 – Differentiation 
  • Topic 8 – Integration 
  • Topic 9 – Numerical methods 
  • Topic 10 – Vectors

Further Mathematics Optional Papers (*Paper codes: 9FM0/3A-3D, 9FM0/4A-4D)

The paper is: 

  • 1 hour and 30 minutes written examination
  • 25% of the qualification
  • 75 marks

Assessment overview:

  • Students must answer all questions
  • Calculators can be used in the assessment

Content overview:

Students take two options from the following eight. There are restrictions on which papers can be taken together. Students choose a pair of options, either any two Option 1 papers, or a matching pair of Option 1 and Option 2 papers.  This makes a total of ten different option pairs.

Option 1 Papers

  • 3A: Further Pure Mathematics 1
  • 3B: Further Statistics 1
  • 3C: Further Mechanics 1
  • 3D: Decision Mathematics 1

Option 2 Papers

  • 4A: Further Pure Mathematics 2
  • 4B: Further Statistics 2
  • 4C: Further Mechanics 2
  • 4D: Decision Mathematics 2

AO1: Use and Apply Standard Techniques

  • Select and correctly carry out routine procedures
  • Accurately recall facts, terminology and definitions

AO2: Reason, Interpret and Communicate Mathematically

  • Construct rigorous mathematical arguments (including proofs) 
  • Make deductions and inferences 
  • Assess the validity of mathematical arguments 
  • Explain their reasoning
  • Use mathematical language and notation correctly.

 

AO3: Solve problems within mathematics and other contexts

  • Translate problems in mathematical and non-mathematical contexts into mathematical processes 
  • Interpret solutions to problems in their original context, and, where appropriate, evaluate their accuracy and limitations 
  • Translate situations in context into mathematical models 
  • Use mathematical models
  • Evaluate the outcomes of modelling in context, recognise the limitations of models and, where appropriate, explain how to refine them.

Exam Board Information

Additional Information/ Resources