Students progress through the content at a pace that is appropriate to their own learning journey.
For each concept students first develop their fluency and reasoning before developing their ability to apply these skills to problem solving contexts.
Year 7
In year 7 we increase competence and confidence in multiplicative structures to highlight students’ misconceptions, build on what students already know from KS2 and support the use of appropriate feedback. We encourage students to collaborate and talk enabling them to gain insights from each other and at the same time enable teachers to find out what the students understand.
In year 7 students use different representations, such as the double number line to help better understand mathematical concepts such as ratio and make connections between number relationships. Students explore different ways to represent and structure their answers by developing their knowledge on basic concepts.
Students start to explore the idea of using symbols to represent numbers through sequences and substitution.
Year 8
We start to explore algebraic reasoning in year 8 to make connections between mathematical ideas. We teach algebra in ways that bring together the often-fragmented activities of tabulating values, solving equations, drawing graphs, and forming and transforming algebraic expressions and relations.
We develop their basic knowledge of substitution from year 7 to apply to formula for more complex areas such as circles and sectors. Students are also introduced to Pythagoras theorem.
Students learn to analyse data using statistical measures and represent data by selecting appropriate tables or charts.
Students are introduced to probability linking to their work on fractions, decimals and percentages.
Year 9
We often revisit material used in year 7 & 8 to allow students to become fluent with maths and be able to tackle non-routine problems successfully, using their in-depth knowledge of topics to adapt to any situation.
Students develop their numerical fluency further by starting to look at different structures of how we represent numbers such as standard form and surds.
They develop algebraic and graphical eloquence, including understanding linear and simple quadratic functions.
Students learn to compare bivariate data using the language of correlation.
Students get the opportunity to explore relationships between sides and angles in right-angled triangles, which allows them to independently discover trigonometric ratios.
Probability is developed further by introducing the concept of tree diagrams to show all outcomes of events.
Year 10
Students consolidate their knowledge from key stage 3 further developing their mathematical vocabulary and competency. They are encouraged to solve problems by identifying which mathematical concepts are required and applying them consistently.
They further explore and analyse statistical data using cumulative frequency and histograms for continuous data.
Trigonometry is extended to non right-angled triangles and 3 dimensions through the use of complex formulae.
Students learn to solve simultaneous equations using a variety of methods.
Their number fluency is developed further by exploring recurring decimals and rationalising numbers.
Year 11
Students investigate the effects of rounding by considering upper and lower bounds.
Students learn about kinematics by considering graphs and calculations. This includes finding gradients of curves by considering tangents.
In algebra the knowledge of equations and graphs is extended to circles. Students learn about different functions and how to evaluate them.
In probability students learn about the language of set notation and apply this to Venn diagrams, which often includes algebra for more complex problems.
Students learn revision techniques and recall methods in order to prepare for their assessments.
