Welcome to the Mathematics Faculty curriculum area.
Our curriculum aims to have the highest expectations of every student and to represent our belief that every student can learn every concept. In doing so, we aim to ensure that every student develops an understanding of the multiple links that occur between concepts, leading to a recognition of the beauty and power of Mathematics and an understanding of a set of tools that can be used beyond school.
The curriculum focuses on developing the skills and knowledge required in order to think like an expert within a particular domain, rather than focusing on generic problem- solving skills. Once these skills have been mastered, the development of problem-solving skills comes through the interleaving of previously covered content within each topic, where students are required to choose between techniques in order to solve problems.
At Key Stage 3, there is a focus on the basics of number and algebra. The sequencing is designed to allow for interleaving of content; the placement of each unit within the scheme of work allows for knowledge to easily be transferred into the following topics allowing for links between domains to become visible. As a result, much of the Key Stage 3 scheme of work contains the following progression sequence: Number > Algebra > Geometry or Statistics.
Each section of the scheme of work references the prerequisites and dependants for that unit. This is in order to ensure that teaching builds on the knowledge and skills that students have, whilst ensuring that topics are taught in a way which best prepares them for success in future topics. Priority has been given to the topics which are heavily built upon at Key Stage 4 and 5. Some topics which are traditionally taught at Key Stage 3, such as constructions, bearings and transformations are not included in the curriculum until Key Stage 4, because they are not prerequisites for multiple other topics.
As a result of removing some topics from KS3 and reducing the time spent reteaching, there is the opportunity to spend more time on each topic, allowing it to be studied in greater depth. This provides the opportunity for additional practice, improved links between topics and successful encoding of knowledge and skills into long term memory. As Rohrer & Taylor (2006), found: ‘the retention of Mathematics is markedly improved when a given number of practice problems are distributed across multiple assignments and not massed into one’.
Each unit of the scheme of work has been broken down into carefully selected components so that new content is taught in small chunks, in order to ensure that working memory is not overloaded. When introducing new learning, methods such as Example-Problem Pairs and activities based on Variation Theory should be used to ensure students can manage the flow of new information they receive and make connections to previous learning. By minimising intrinsic load in this way, students are more likely to encode information into long term memory, in line with the principles of cognitive load theory (Kirschner et al, 2006).
Please Click on Attachments to find Topics of Study for each Key Stage.