# Year 7

In Year 7 students follow a Maths Mastery Curriculum.

Our curriculum is shaped by four underlying principles:

*One curriculum for all.*

*Deep understanding.*

*Number sense underpinning all.*

*Problem solving central.*

We believe mathematical intelligence is expandable. We believe that every child can learn mathematics, given the appropriate learning experiences within and beyond the classroom. Our curriculum map reflects our high expectations for every child. Every student is entitled to master the key mathematical content for their age, by receiving the support and challenge they specifically need.

We also believe in the importance of deep understanding. Equating progress with knowing new procedures and rules means many students miss out on a depth of understanding. Our curriculum map is sequenced with fewer topics each week, term or year, putting depth before breadth. We sequence concepts and methods so that previously learnt ideas can be connected to new learning, supporting students in understanding the coherent and connected nature of the subject, and ensuring they consolidate learning by continually using and applying it in a variety of contexts

We believe that all of mathematics can be appreciated more fully once a student has a deep appreciation of the number system, therefore we put number sense and place value first.

Problem solving is at the heart of mathematics. By structuring our curriculum so that all students in a year group are learning the same content at the same time, have longer to focus on each topic. Our aim is to create the optimal conditions for students to learn through problem solving and to learn to solve problems.

Mastery objectives are cumulative. Students should continually use prior knowledge alongside new learning in as many future lessons as possible as well as in other areas of the curriculum and beyond. This continual recapping supports a deep conceptual understanding of how those concepts interact with others in mathematics.

# Year 8

In Year 8 students follow a Maths Mastery Curriculum.

Our curriculum is shaped by four underlying principles:

*One curriculum for all.*

*Deep understanding.*

*Number sense underpinning all.*

*Problem solving central.*

We believe mathematical intelligence is expandable. We believe that every child can learn mathematics, given the appropriate learning experiences within and beyond the classroom. Our curriculum map reflects our high expectations for every child. Every student is entitled to master the key mathematical content for their age, by receiving the support and challenge they specifically need.

We also believe in the importance of deep understanding. Equating progress with knowing new procedures and rules means many students miss out on a depth of understanding. Our curriculum map is sequenced with fewer topics each week, term or year, putting depth before breadth. We sequence concepts and methods so that previously learnt ideas can be connected to new learning, supporting students in understanding the coherent and connected nature of the subject, and ensuring they consolidate learning by continually using and applying it in a variety of contexts

We believe that all of mathematics can be appreciated more fully once a student has a deep appreciation of the number system, therefore we put number sense and place value first.

Problem solving is at the heart of mathematics. By structuring our curriculum so that all students in a year group are learning the same content at the same time, have longer to focus on each topic. Our aim is to create the optimal conditions for students to learn through problem solving and to learn to solve problems.

Mastery objectives are cumulative. Students should continually use prior knowledge alongside new learning in as many future lessons as possible as well as in other areas of the curriculum and beyond. This continual recapping supports a deep conceptual understanding of how those concepts interact with others in mathematics.

# Year 9

In year 9 students begin to follow Edexcel GCSE (9–1) in Mathematics for examination at the end of year 11, this enables students to:

Our curriculum is shaped by four underlying principles:

*Develop fluent knowledge, skills and understanding of mathematical methods and concepts.*

*Acquire, select and apply mathematical techniques to solve problems.*

*Reason mathematically, make deductions and inferences, and draw conclusions.*

*Comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.*

The final assessments will cover the following content headings:

- Number
- Algebra
- Ratio, proportion and rates of change
- Geometry and measures
- Probability
- Statistics

Two tiers are available: Foundation and Higher.

Each student is permitted to take assessments in either the Foundation tier or Higher tier.

The qualification consists of three equally-weighted written examination papers at either Foundation tier or Higher tier.

All three papers must be at the same tier of entry and must be completed in the same assessment series.

Paper 1 is a non-calculator assessment and a calculator is allowed for Paper 2 and Paper 3.

Each paper is 1 hour and 30 minutes long.

Each paper has 80 marks.

# Year 10

In year 10 students begin to follow Edexcel GCSE (9–1) in Mathematics for examination at the end of year 11, this enables students to:

Our curriculum is shaped by four underlying principles:

*Develop fluent knowledge, skills and understanding of mathematical methods and concepts.*

*Acquire, select and apply mathematical techniques to solve problems.*

*Reason mathematically, make deductions and inferences, and draw conclusions.*

*Comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.*

The final assessments will cover the following content headings:

- Number
- Algebra
- Ratio, proportion and rates of change
- Geometry and measures
- Probability
- Statistics

Two tiers are available: Foundation and Higher.

Each student is permitted to take assessments in either the Foundation tier or Higher tier.

The qualification consists of three equally-weighted written examination papers at either Foundation tier or Higher tier.

All three papers must be at the same tier of entry and must be completed in the same assessment series.

Paper 1 is a non-calculator assessment and a calculator is allowed for Paper 2 and Paper 3.

Each paper is 1 hour and 30 minutes long.

Each paper has 80 marks.

# Year 11

In year 11 students begin to follow Edexcel GCSE (9–1) in Mathematics for examination at the end of year 11, this enables students to:

Our curriculum is shaped by four underlying principles:

*Develop fluent knowledge, skills and understanding of mathematical methods and concepts.*

*Acquire, select and apply mathematical techniques to solve problems.*

*Reason mathematically, make deductions and inferences, and draw conclusions.*

*Comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.*

The final assessments will cover the following content headings:

- Number
- Algebra
- Ratio, proportion and rates of change
- Geometry and measures
- Probability
- Statistics

Two tiers are available: Foundation and Higher.

Each student is permitted to take assessments in either the Foundation tier or Higher tier.

The qualification consists of three equally-weighted written examination papers at either Foundation tier or Higher tier.

All three papers must be at the same tier of entry and must be completed in the same assessment series.

Paper 1 is a non-calculator assessment and a calculator is allowed for Paper 2 and Paper 3.

Each paper is 1 hour and 30 minutes long.

Each paper has 80 marks.