Key Stage 3
Mathematics
Curriculum Intent
Our Key Stage 3 curriculum intends to develop in students a deep appreciation of the patterns and relationships between numbers and to provide a firm foundation with the tools of algebra, geometry and statistics to enable students to solve problems in both abstract and real-world contexts.
The curriculum builds on prior knowledge by consolidating concepts and standardising techniques learnt at Key Stage 2, developing and enhancing understanding of all six areas of the secondary Mathematics curriculum and introducing new concepts such as Pythagoras and Trigonometry that provide essential foundations for Key Stage 4 Mathematics.
The curriculum also recognises the role that strong Mathematical understanding, problem solving and reasoning skills play in supporting success in all technical subjects at Key Stage 4.
Curriculum Implementation
The Long Term Plan for each year presents and groups concepts in a logical sequence that enables students to develop the knowledge needed to access concepts later in the year and in subsequent years. This process begins with a 4 week induction phase at the start of Year 7 where we ensure knowledge acquired at Key Stage 2 is refreshed and securely in place.
In Years 7 and 8 all areas of the curriculum are covered over 9 units with each topic enriched through mastery lessons which consolidate recall and retention and enable a deeper exploration of problem solving with each concept.
The final term of Year 8 and the first three terms of Year 9 are used to consolidate and enrich understanding of the 4 branches of Key Stage 3 mathematics. The last 3 terms of year 9 focus on preparing for an extended End of Key Stage 3 Assessment. Students study for two terms and then revise for one term before sitting three papers. This process builds students ability to retain and organise their key stage 3 knowledge over a longer time frame.
Progress is monitoring through 2/3 weekly cycle of homework, feedback and follow-up work.
In addition, knowledge development is tracked through each unit with a weekly knowledge check covering key concepts.
Attainment is measured through termly cycle of revision, assessment and holistic feedback on progress through MET reports emailed to students and parents.
The curriculum is fully differentiated into five overlapping syllabi enabling students to spend more time on the concepts they need to secure to make the most progress. Frequent opportunities to transition between classes ensure rapid progress is recognised and sustained so that there is appropriate and continuous challenge for all.
Plus and Plus+ syllabi support HAP students with all topics studied at greater depth. UKMT team and individual challenges help foster an enthusiasm for rich problem solving and further Mathematical study.
Q+ challenge questions are built into all syllabi and homework providing an ever-present opportunity to test understanding beyond the main objective.
Star* syllabus supports students with weaker numerical skills including some SEND with a higher emphasis on core numeracy and life skills.
Key Stage 3 Numeracy intervention programme identifies PP and SEND students with lower than expected progress and helps them with personalised programmes of support designed around weaknesses highlighted in MET reports.