Email Us 01253 893102 Home About Curriculum Performance Parents & Guardians Health & Wellbeing News Contact Us Home / Curriculum Intent / Maths MATHS Curriculum Intent The rationale behind the Mathematics curriculum is based on what we want students to have studied, to know and to be able to do by the end of the two key stages. Our curriculum covers all aspects of Mathematics, as prescribed by the national curriculum, whilst including an appropriate balance of content and allowing for time to ‘plug the gaps’ in knowledge that students may have. It is also our intent to re-engage students in learning, to raise self-esteem and to promote independent and collaborative working, as well as inspiring students to study maths further. Implementation Our curriculum develops through the key stages by building on previous knowledge. All students are given a differentiated baseline test, based on any data we have access to from their previous school. The results of this test are then analysed to provide ‘plugging the gap’ topics which will be worked on fortnightly throughout the year. Starters are used each lesson to revisit previously learned knowledge, concepts and procedures to ensure that once learned, mathematical knowledge becomes deeply embedded in pupils’ memories. Progress is monitored through ‘plugging the gap’ topics and through end of unit assessments and half termly assessments. Curriculum Map Term Key Stage 3 Year 10 Year 11 Blakiston HT 1 Analysing and displaying data Number skills Number Algebra Graphs, tables and charts Multiplicative reasoning Construction, loci and bearings Quadratic equations and graphs Number Algebra Graphs, tables and charts Fractions and percentages HT 2 Expressions, functions, formulae, equations and proportionality Decimals, measures and ratio Fractions and percentages Equations, inequalities and sequences Perimeter, area and volume2 Fractions, indices and standard form Equations, inequalities and sequences Angles Averages and Range Perimeter, area and volume 1 HT 3 Fractions and percentages Probability Angles Averages and Range Congruence, similarity and vectors More algebra Graphs Transformations Ratio and proportion Right angled triangles Probability HT 4 Lines, angles and shapes Sequences and graphs Perimeter, area and volume 1 Graphs Higher continue units 21-25 Foundation identified topics Practice papers Multiplicative reasoning Construction, loci and bearings Quadratic equations and graphs Perimeter, area and volume2 Fractions, indices and standard form HT 5 Transformations Area and volume Transformations Ratio and proportion Congruence, similarity and vectors More algebra HT 6 Plugging gaps Catch up topics Right angled triangles Probability Blakiston Curriculum Map Unit JM Clip Topic Unit JM Clip Topic 1 01 Two way tables 32 36 Speed,Distance, Time 2 02 Frequency Trees 37 Compound Measures 3 53 Venn Diagrams 33 38 Real Life Graphs 4 04 Product Prime Factors 34 39/40 Pythagoras 5 06 Multiples in Context 41 Trig – non calculator 6 07 Best Value 42 Trig – Finding sides 7 08 Exchange Rates 43 Trig – Finding angles 8 09 Rounding and Error Intervals 45 Pythagoras with trig 9 70 Estimation 35 44 Bearings 10 10 Percentage of an amount 36 46 Alternate/corresponding angles 11 11 Interest and Growth 37 47 Interior and exterior angles 12 Depreciation and Decay 38 48 Sampling 12 03 Use of Calculator 39 49 Pie charts 13 13 Reverse Percentages 40 50 Probability 14 14/15 Fractions 41 51/52 Probability Trees 15 16/17 Ratio 42 54 Plans and elevations 16 18 Proportion 43 55 Constructions 17 19/20 Standard Index Form 44 56/57 Circles 18 21 Index Laws 58 Arcs and sectors 19 22 Expand and Simplify 45 59/60 Surface area and volume 20 23/24 Factorising 46 61 Congruence 21 Solving Equations 62 Similar shapes 22 25 Subject of 47 63 Enlargements 23 26 Averages 47 64 Reflections 24 27 Averages from a table 65 Rotations 28 Averages from grouped data 66 Reflections with rotations 25 05 Inequalities 67 Translations 26 29 Frequency Diagrams 48 68 Vectors 27 30 Scatter Graphs 49 69 Sequences 28 31 Time Series 50 71/72 Forming and solving equations 29 32 Straight Line Graphs 51 73/74 Simultaneous Equations 30 33 Quadratic and Cubic Graphs 52 Direct Proportion 31 34/35 Coordinate Geometry Inverse Proportion Curriculum Justification In Maths, at Key stage 3, we follow a scheme of work which is topic based and differentiated across the year groups to allow classes to be taught in mixed age groups and mixed ability. At Key stage 4, we give all students the opportunity of gaining a GCSE qualification in the subject, every effort is made to try to make this possible as we believe this will lead to the greatest possible life choices beyond their time with us. We study the Pearson specification as the lead Maths teacher has been an examiner for this board for the past 16 years and so fully knows what is expected of the students. For students who are not able to access GCSE, there is the option of Entry level Maths. Gaining this qualification has given many of our students the opportunity of following their chosen pathway on to college courses or apprenticeships. We have also had a number of students who have gone on to study A-level Maths and also Maths based degrees at University. Curriculum Development The curriculum is currently being developed in a number of ways. The first way is adding guidance on teaching to key areas of the curriculum. These key areas are decided upon by using QLA from the GCSE exams. Then as a department, and in conjunction with a mainstream school, we are writing into the scheme of work, guidance on methods to use in teaching as well as misconceptions. This will mean that the same methods of teaching can be used for these topics across all sites. The second way the curriculum is being developed is through adding wider curriculum into the scheme of work. This involves knowing when other subjects in the school are relying on the skills needed in Mathematics and adding those to our curriculum so that we can support in the delivery, for example, by using starters as a reminder. The third way is by adding cultural capital ideas to the maths curriculum. So far these include having professionals who use Maths in their jobs, come into school and work with students. Showing students how to understand household bills, including reading gas and electricity meters. We are also tracking different currencies against the pound to promote conversations about the strength of the pound and what that might mean to us and politics. For GCSE Revision Links, please click here. OFSTED More Info NEWS More Info E-SAFETY More Info POLICIES More Info ABOUT US Mckee College House, in partnership with parents, carers and other agencies aims to provide for pupils, a safe and stimulating learning environment, creating opportunities for academic and personal success. Terms and Conditions of Use Privacy Policy CONTACT DETAILS. Mr. Andrew Murray 73 Breck Road, Poulton Le Fylde, Lancashire, FY6 7AQ mckee@mckee.lancs.sch.uk 01253 893102 ©2016. McKee College House. Site by RTD Creative Home About ▼ Curriculum ▼ Performance ▼ Parents & Guardians ▼ Health & Wellbeing ▼ News Contact Us ▼