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We aim to develop talented mathematicians with excellent problem solving skills.
The current curriculum sequencing is set out below:

autumn 1  autumn 2  spring 1  spring2  summer 1  summer 2 

year 7  Additive Relationships  Multiplicative Relationships  Geometrical Reasoning  Fractions  The Grammar of Algebra  Percentages and statistics 
year 8  Number  Algebra  2D geometry  Proportional reasoning  3D geometry  Statistics 
year 9  Number 1: Types of number, estimating and approximating. Fractions and decimals.  Number 1: Types of number, estimating and approximating. Fractions and decimals.  Algebra 1: Making sense of algebra and sequences  Geometry 1: Lines, Angles & Shapes. Measures  Statistics 1: Statistical measures 
Geometry 2: Nets, elevations and Pythagoras’ Theorem
Algebra 3: Using expressions and formulae 
year 10  Geometry 3: Area, perimeter and volume Number 1: Surds (Higher)  Statistics 2: Collecting data. Statistics 3: Drawing graphs and charts  Algebra 4: Coordinates, plotting and sketching graph  Geometry 4: Trigonometry Statistics 4: Probability  Algebra 5: Equations with fractions and simultaneous equations  Geometry 5: Transformations Vectors 
year 11  Geometry 5: Consolidate transformations (F). Vectors (H) Algebra 6: Real life graphs  Geometry 6: Constructions and loci Algebra 7: Quadratic, cubic, circular and exponential function  Algebra 7: Quadratic, cubic, circular and exponential functions (cont.)  Geometry 7: Circle theorems Revision and extension  Revision and extension  Exams 
This is the LAT 5 year plan we are working towards. So far year 7 is being implemented and our year 8 is being developed

autumn 1  autumn 2  spring 1  spring2  summer 1  summer 2 

year 7  Additive Relationships  Multiplicative Relationships  Geometrical Reasoning  Fractions  The Grammar of Algebra  Percentages and statistics 
year 8  Number  Algebra  2D geometry  Proportional reasoning  3D geometry  Statistics 
year 9  Graphs and proportion  Algebra  2D geometry  Equations and inequalities  Geometry 
Statistics 
year 10  Number  Geometry  Reasoning  Geometry and Number  Sampling and probability  Algebra 
year 11  Algebra and geometry  Number and statistics  Revision and Extension 1  Revision and extension 2  Revision and extension 3  Exams 
Sequenced to cover the whole of the NC
KS3 sequenced to lead to a deepening knowledge over time
Coverage at greater depth in KS3, emphasis on finding and filling gaps in knowledge before acceleration on to new content
Core principles (From the national curriculum)
Aims
The national curriculum for mathematics aims to ensure that all pupils:
Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
Can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Assessing Impact
KS3 sequenced to launch students ready for KS4 exam specification (from y10)
Key areas to be retained: Number, Algebra, Ration and Proportion, Geometry, Statistics and Probability (also all of KS2 and KS1 Maths)
From the AQA Spec
AO1: Use and apply standard techniques. Students should be able to:
AO2: Reason, interpret and communicate mathematically. Students should be able to:
AO3: Solve problems within mathematics and in other contexts. Students should be able to:
Opportunities for all to succeed and access mathematics. Differentiated by level of difficulty and also the amount of scaffolding given to pupils. On entry to KS4 sets will follow either H or F course, with a focus on crossover material so that final tier of entry decided during y11
We use maths every day, whether to count money or weigh calories. The curriculum as detailed above gives our pupils the opportunities, skills and knowledge to be successful in life and their future career. The maths teaching in Judgemeadow places a high emphasis on problem solving. Our ambition is for increased uptake of studying maths at Level 3.
Maths helps us think analytically and have better reasoning abilities. Analytical thinking refers to the ability to think critically about the world around us. Reasoning is our ability to think logically about a situation. Analytical and reasoning skills are important because they help us solve problems and look for solutions. While it may seem farfetched to think that solving maths problems in school can help you solve a problem in your life, the skills that you use in framing the problem, identifying the knowns and unknowns, and taking steps to solve the problem can be a very important strategy that can be applied to other problems in life.
Maths is important for balancing your budget because you will have a good understanding of how to make sure that your costs are less than the money you have. Balancing one’s bank account, for example, is an important life skill that requires maths in order to subtract balances. People who know maths are therefore less likely to go into debt because they did not know how much money they had versus how much money they spent. There have been studies by the DFE showing that good grades in GCSE maths lead to average higher future earnings for schoolleavers.
Not only is maths used in daily life, but many careers use maths on a daily basis. You can find jobs that use maths in a variety of industries, such as financial services, health care and science. The complexity of maths varies from one career to the next. Obviously, mathematicians and scientists rely on mathematical principles to do the most basic aspects of their work such as test hypotheses. While scientific careers famously involve maths, they are not the only careers to do so. Even operating a cash register requires that one understands basic arithmetic. People working in a factory must be able to do mental arithmetic to keep track of the parts on the assembly line and must, in some cases, manipulate fabrication software utilising geometric properties (such as the dimensions of a part) in order to build their products. Really, any job requires maths because you must know how to interpret your payslip and bank account statement to balance your budget.
Research indicates that children who know maths are able to recruit certain brain regions more reliably, and have greater grey matter volume in those regions, than those who perform more poorly in maths. The brain regions involved in higher maths skills in highperforming children were associated with various cognitive tasks involving visual attention and decisionmaking. While correlation may not imply causation, this study indicates that the same brain regions that help you do maths are recruited in decisionmaking and attentional processes.
1. Interleaving: The maths department carry out frequent low stakes testing through interleaved sets of retrieval questions. This may be mostly during starters when pupils are given questions from mixed topics, revisiting key areas and concepts. This also incorporates retrieval practice.
2. Dual Coding: Through whole school and departmental CPD, maths staff have developed their teaching resources, i.e. powerpoints and flipcharts to simplify these as much as possible; emphasising diagrams, key text and concepts without cluttered displays, and using different colours only when needed for clarification.
3. Retrieval Practice: Retrieval of key conceptual and procedural knowledge through:
4. Elaboration: Questioning is key in encouraging elaboration. We encourage pupils to do this by:
5. Concrete examples: Detailed modelled examples are copied into books for pupils to reference.
Key vocabulary is taught explicitly using Frayer Models (Yr 7) with consistent definitions
Pupils are encouraged to use correct vocabulary and explain their ideas in detail. There is consistent use of correct mathematical vocabulary by staff and pupils.
The following outlines how the teaching in mathematics incorporates aspects of Rosenshine’s Principles of Instruction:
reviewing material 

DAILY REVIEW  

Current  Planned 
Retrieval of key conceptual and procedural knowledge through interleaved questions sets in lessons & Year 7 daily homework 
Greater consistency across the department Daily homework will extend to other year groups with the new curriculum 
weekly and monthly review  
current  planned 
Weekly Homework (Yr811) based on retrieval of prior learning as well as current topics Regular topic testing Online quizzes for independent practice 
Systematic followup work on identified misconceptions and errors 
Sequencing Concepts & Modelling 

New material in small steps  
current  planned 
New KS3 curriculum breaks content into identified small steps Topics are built up from basic examples through to more complex Key vocabulary taught explicitly using Frayer Models (Yr 7) with consistent definitions 
More consistency and careful teaching of vocabulary (Yr811) Consideration of how to reduce extrinsic cognitive load and embed concepts into longterm memory 
Provide models  
current  planned 
Lots of expert modelling Modelled answers with misconceptions for pupils to correct Examples of increasing difficulty 
Fading of examples to improve scaffolding for pupils Better use of dual coding when presenting examples 
Scaffolds for difficult tasks  
current  planned 
Increased detail in modelled examples where necessary 
Fading of examples to improve scaffolding for pupils Exampleproblem pairs and use of careful procedural and conceptual variation 
Questioning 

Ask questions ‘ask more questions to more students in more depth'  
Current  planned 
Think, pair, share Pause, pounce, bounce Allow sufficient thinking time Balance of closed and open questions Students encouraged to use correct vocabulary and explain ideas in detail 
Follow up questioning – expect more depth More consistent use of correct mathematical vocabulary by staff and pupils 
Check pupil understanding 

current 
planned 
Expect pupils to elaborate (explain why/how) when answering questions Regular medium stakes (topic) testing Frequent low stakes testing through interleaved sets of retrieval questions 
More use of diagnostic multiple choice questions with distractors selected to identify misconceptions Exit tickets 
Stages of Practice 

Guide pupil practice  
current  planned 
Detailed feedback on homework tasks Modelled examples (copied into books for pupils to reference) Walking, talking mocks Additional detail in explanations when needed (identified through circulation and questioning) 
Fading of examples Higher quality expert / live modelling More use of visualisers to aid live modelling Exampleproblem pairs and use of careful procedural and conceptual variation 
Obtain high success rate 

current 
planned 
Very high expectations of behaviour and attitude Keeping attention on the learning Regular repetition of work on key conceptual and procedural knowledge Detailed feedback on homework tasks and assessments Diagnostic assessment (in class and as homework) and planned reteaching to address identified gaps (particularly yr 11) 
More consistency of planning for what pupils are thinking about rather than what they are doing Higher expectations of detail in pupils’ working Followup work on multiple occasions (where necessary) from homework and tests Increase use of diagnostic testing 
Independent practice 

current 
planned 
Independent practice during learning Homework booklets Access to online quizzes and questions GCSE past paper practice 
Explicit teaching around the importance of pupils practicing without support (from teacher, notes or peers) Valuing and building in desirable difficulties and valuing learning over performance 
Bibliography:
year 7  

The Grammar of Algebra  Additive Relationships  Multiplicative Relationships  Geometrical Reasoning 1  Fractions 
Sequences (termtoterm, not positiontoterm)  Place value (including decimals)  Multiplication Facts & Properties of Arithmetic 
Draw, Measure and Classify Angles  Fractional Thinking 
Algebra as a language  Addition and Subtraction of Whole Numbers and Positive Decimals 
Area, Factors and Multiples  Find Unknown Angles  Equivalence of Fractions 
Functions  Addition and Subtraction Involving Negative Numbers  Formal Methods of Multiplication  Properties of triangles and quadrilaterals 
Multiplication and Division of Fractions 
Priority of operations  Median (as a positional value) Range (as a subtractive calculation) 
Division Facts & Priority of Operations  Symmetry and Tessellation  Fractions of Amounts 
Expressions  Perimeter of polygons  Models of Division & Properties of Division  
Formal Methods of Division  
Arithmetic Mean 
year 8  

Percentages  Sets and Building Numbers 
Describing using Algebra  2D geometry One  Proportional reasoning  3D geometry  Organising and Representing Data 
Developing Understanding of Percentages 
Primes and Prime Factorisation 
Review: Negative numbers and inequality statements 
Construct Triangles and Quadrilaterals 
Convert between percentages, vulgar fractions, and decimals 
Rounding, significant figures and estimation  Collect and organise data 
Percentage of a quantity 
Venn Diagrams and Sets  Formulate and evaluate expressions  Find unknown angles (including parallel and transversal lines) 
Percentage increase and decrease  Calculator skills  Interpret and compare statistical representations 
Find the Whole, Given the Part (Fraction, Decimal or Percentage) 
Adding and Subtracting Fractions 
Linear equations (inc one and two step, unknown on both sides using all types of numbers) [NB Binomial expansion comes in yr 9] 
Conversion of Units  Finding the whole given the part and the percentage  Circumference and area of a circle 
Mean, median and mode averages 
Arithmetic (Linear) Sequences 
Areas and perimeters of composite figures  Ratio and Rate  Visualise and identify 3D shapes and their nets 
The range and outliers  
rea of More Complex Shapes 
Speed, Distance, Time  Volume of cuboid, prism, cylinder, composite solids 

Area scale factors  Volume scale factors 
year 9  

Graphs and proportion  Understanding Probability 
Algebraic Manipulation  2D geometry two  Linear Equations and inequalities  Geometry of Triangles One 
Comparing Data 
The Cartesian Plane  What is probability (inc representations)  Sequences including arithmetic and geometric 
Triangles and quadrilaterals 
Construct and solve linear equations and inequalities 
Pythagoras’ theorem 
Mean of grouped data 
Direct and Inverse Proportion 
Basic probability  Algebraic manipulation review  Angles in polygons  Graphical solutions to simultaneous linear equations 
The unit circle  Comparing two data sets 
Calculation with Scales  Theoretical and experimental (relative frequency) 
Change the subject of a formula  Construction and loci  Similar triangles  Scatter graphs  
Calculations with standard form 
Venn diagrams  Congruence and similarity 
Exploring trigonometry with a 306090 triangle 

Use known angle and shape facts to obtain simple proofs 
year 10  

Nonlinear Algebra  Number  Geometry  Reasoning  Geometry and Number  Sampling & probability 
Expand and factorise binomials and trinomials 
Ratio and Proportion  Transformations (translation, rotation, reflection); Combine Transformations 
Vectors  Loci  Populations and samples 
Algebraic fractions  Estimation; Limits of accuracy; Upper and lower bounds 
Similar shapes  Key angle and shape facts 
Properties of 3D shapes; their plans and elevations 
Theoretical and experimental probability 
Quadratic equations and graphs; Complete the square; quadratic formula  Calculations with standard form 
Enlargement; Negative scale factors of enlargement 
Coordinates (including midpoints, problems) 
Surface area and volume of pyramids, cones and spheres (including exact answers) 
Listing 
Simultaneous equations  Calculations with and rules of indices 
Trigonometry in right angled triangles 
Algebraic arguments  Similar areas and volumes 
Set notation 
Graphical solutions of equations 
Fractional indices  3D trigonometry and Pythagoras’ theorem 
Equations of parallel & perpendicular lines 
Trigonometric graphs  Combined events, including tree diagrams 
Quadratic inequlities  Surds  Bearings  Further inequalities  Trigonometry in all triangles 
Conditional probability 
Cubic and reciprocal graphs 
Compound interest  Angle proofs  
Exponential graphs  Growth and decay  Vector proofs  
Recurring decimals 
year 11  

Algebra and geometry  Number and statistics  Kinomatics  Exams 
Using angle and shape facts to derive results  Represent and describe distributions  Gradients of curves and areas under graphs  
Proof in algebra and geometry (inc vectors)  Identify misleading graphs  Standard nonlinear sequences  
Arcs and sectors of circles  Time series  Quadratic sequences  
Equation of a circle and the tangent to a circle  Correlation and lines of best fit  Recurrence relations  
Apply and prove circle theorems  Histograms with equal and unequal class intervals  Solve equations by iteration  
Variation  Cumulative frequency graphs and box plots  Functions and their inverses  
Variation with powers  Solve problems involving compound units 
Composite functions  
Transformations of functions 
Jasbir Dhesi