The Leigh 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, factors, multiples and negative numbers
Module 2: Percentages and algebraic expressions
Module 3: Classifying angles and triangles
Module 4: Fractions
Module 5: Coordinates and constructing triangles and quadrilaterals
Module 6: Area, perimeter and transformations
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- Triangles (Pythagoras and trigonometry)
Module 5- Quadratic function
Module 6- Indices
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- Powers and roots, Standard Form, Rounding, Line segment, Perpendicular bisector, Locus, Loci and construction, Plan and Elevation
Module 2- Equations and identities, Manipulate algebraic expressions, Construct algebraic statements, Different types of proportion, Investigate ways of representing proportion, Solve problems involving congruence and similarity, Compound units and measures- speed,density and pressure, Linear sequence
Module 3- Linear sequence, Quadratic sequence, Fibonacci sequence, Solve linear inequalities in one variable, An inequality on a number line, Solve problems involving arcs and sectors, Solve problems involving prisms, Investigate right-angled triangles, Pythagoras’ theorem
Module 4- Congruence of triangles s (SSS, SAS, ASA, RHS), Similarity , Investigate geometrical situations, Form conjectures, Gradients of line and y intercept, Identify and interpret intercepts of linear, Parallel lines, Find the equation of a line through one point with a given gradient, Find the equation of a line through two given points, Rate of change graph, Quadratic graph , Plot graphs of cubic , Plot graphs of reciprocal graph
Module 6- Construct and interpret graphs of time series, Interpret a range of charts and graphs, Interpret scatter , Interpret compound bar charts, Construct and interpret frequency polygons, Construct and interpret stem and leaf diagrams, Interpret a scatter diagram using understanding of correlation, Construct a line of best fit on a scatter diagram and use the line of best fit to estimate values
Higher Tier
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- Algebraic proficiency: visualising I, Exploring fractions, decimals and percentages, Solving equations and inequalities III
Module 6- Algebraic proficiency: visualising II, Mathematical movement II
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- Pythagoras theorem, Trigonometry -Sin, Cos, Tan, Trigonometry exact values, Indices and standard form, Four Transformation, Substitution, Simultaneous equation, factorise quadratics
Module 2- Direct and inverse proportion, Percentages, Compound growth and decay, Four operation fractions, Perimeter and area – circles, 3-D shapes a- surface area, 3-D shapes volume, Sequences
Module 3- Solve quadratic inequalities, Plot graphs, quadratic graphs, distance time graphs, real life graphs, solve equations, column vectors, magnitude, frequency tables, stem and leaf diagram, mean, median, mode and range.
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
Higher Tier
Module 1- Pythagoras theorem in 3 – D shapes, Trigonometry in 3- D shapes, Cosine rule, Sine rule and Area sine rule, Surds, Use of scientific calculator function with roots and powers. Solving equations
Module 2- Solve quadratic inequalities, Iterative formula, Transformations, Functions, Direct and inverse proportion
Module 3- Solve quadratic inequalities, simultaneous equations, recognise, plot and interpret quadratic, exponential and trigonometric graphs, Histograms and distribution of data
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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