Maths
WHA Curriculum Intent
Research from National Numeracy says “It is culturally acceptable in the UK to be negative about maths, in a way that we don’t talk about other life skills. We hear ‘I can’t do maths’ so often it doesn’t seem a strange thing to say (Kowsun, 2008). Maths is seen as the remit of ‘mad scientists’, ‘nerdy’ boys, and the socially inept (Epstein et al, 2010). We talk about maths as though it is a genetic gift possessed only by a rare few, and inaccessible to the general public. “
At WHA we strive to challenge this thinking. We are a united team of mathematical enthusiasts who collaboratively plan, and teach, creative and purposeful lessons that aspire to inspire students’ curiosity and sense of fun. We want our students to enjoy maths. They are expected to actively engage in lessons where a love of maths is cultivated, and encouraged to understand mistakes occur as an essential part of the effort of learning. Resilience, persistence and a determination to succeed are the expected norm. Whilst attainment is the ultimate measure of success, effort and progress are our fundamental measures of praise and recognition.
We believe all students are capable of succeeding at mathematics and therefore we actively support the many aspects of mastery including fluency, mathematical thinking, variation and interconnectivity. We understand that learning is not linear and seek to support knowledge and skills acquisition by regular retrieval practice and all opportunities to interleave are utilised. We want students to become the best mathematicians they can be: for this to happen lessons need to be both accessible and challenging for all. We plan to teach to the top by scaffolding up, whilst students are encouraged to establish their own mathematical “toolbox” to support application of knowledge and skills. Students should embrace a “you can’t catch me out” attitude to information presented in a different way or familiar concepts applied in unfamiliar settings. We want students to leave our care with a “can do” maths mindset and “mathematical power”.
Mathematical power is best described by a set of habits of mind. People with mathematical power perform thought experiments; tinker with real and imagined machines; invent things; look for invariants (patterns); make reasonable conjectures; describe things both casually and formally (and play other language games); think about methods, strategies, algorithms, and processes; visualize things (even when the “things” are not inherently visual); seek to explain why things are as they seem them; and argue passionately about intellectual phenomena. Cuoco, Goldenberg and Mark (1996)
Maths – Key Stage 3
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |
| Year 9 | Working with number Rounding, estimation Error Intervals Indices Standard form Working algebraically Expanding & factorising Identities | Numerical reasoning Percentages Money Probability Finding probabilities Frequency trees Probability tree diagrams | Working with data Statistical measures Averages from freq tables Boxplots Reasoning geometrically Angles in parallel lines Bearings Constructions & loci | Solving Solving equations Solving inequalities Simultaneous equations Sequences Linear nth term Fibonacci, quad & geom Quadratic nth term | Graphing Straight line graphs Graphical solutions, parallel lines Sketching graphs Rearranging Rearranging formulae Units, compound measures | Scaling Direct/inverse proportion Similarity Scale diagrams & maps Visualising Transformations Plans & elevations Surface area |
| Year 8 | Delving into data Angle Interpreting & comparing Averages Scatter graphs | Formalising algebra Solve equations Sequences (nth term) Graphs of linear functions, y=mx+c | Proportional relationships Percentages Convert between fractions, decimals & percentages Ratio – linking to fractions Scale diagrams | Geometrical reasoning Pythagoras 3D shape Volume Angle, constructing triangles | ||
| Year 7 | Fractional thinking Probability Factors, multiples, primes Fractions (+/-) | Algebraic thinking Directed number Manipulating algebra Exploring sequences | Proportional reasoning Fractions (×/÷) Proportion Ratio Units of measure | Using shape Properties of shape Notation/labelling conventions Perimeter & area Circles – area & circumference Coordinates & horizontal and vertical lines | ||
Maths – GCSE AQA
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |
| Year 11 | H Algebra: Solving Completing the square Transformations of graphs Further sim equations Iteration Geometry: angle Circle theorems 3D trig Non right angled trig | H Algebra: Functions Composite, inverse functions Complex rearranging Geometry: L, A & V Congruence Similarity of 3D shapes Bounds – limits of accuracy Formal mocks | H Algebra: Graphs Rates of change Area under curve Graphs of trig functions Transformations of graphs Proof Geometric proof Proof using vectors Proof using algebra | Formal mocks Class level planning responsive to mock analysis, overseen and supported by maths subject leaders Including revision with AO2/3: Numerical If something changes what will happen Multiplicative Ratio with every other topic Geometric Reasoning with angle Algebraic Evaluation of others work | Final exams Class level planning responsive to mock analysis, overseen and supported by maths subject leaders | Final exams |
| F Algebra: Solving Simplifying, solving & rearranging Solving quadratics Geometry Congruence Trig, exact values Vectors Arcs & sectors | F Algebra: Graphing Plotting graphs Sketching inc cubic, reciprocal Growth & decay Inequalities – solve & shade Formal mocks | F Class level responsive planning Including revision with AO2/3: Multiplicative Best buys, bank accounts, ratio with every other topic Geometric Shape problems – add/split Multi-step problems | ||||
| Year 10 | Properties of number Factors, multiples, primes HCF/LCM Fractional & -ve indices Surds Pythagoras with surds Rationalising the denominator | Similarity Similar shapes Enlargement Trigonometry FDP Frac/percent as operators Percentage change, compound interest Reverse percentages Recurring dec & frac | Combinations & prob Systematic listing Sample spaces Venn diagrams Product rule for counting Probability trees (non-r) Geometry Circles Area, volume Volume & surface area | Algebra & Graphing Straight line graphs – algebra review Function notation Solving quadratics Completing the square Real life graphs Sketching quadratics Perpendicular lines Equation of circle, tangent | Algebraic fractions Fractions review Algebraic fractions Describing position Transformations Invariance Vectors, ops | Formal mocks (July data entry) Displaying data Pie charts, all bar charts Frequency tables Cumulative frequency Histograms Polygons Angles review, polygons |
Maths A Level – Edexcel
| Maths A Level | ||||||
| | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
| Year 12 Pure Statistics Mechanics Non-AS Pure | Differentiation Algebra & Functions | Binomial Expansion Further Algebra Data | Tree Diagrams Probability Distributions Data & Sampling Logs Exponentials | Exponentials Binomial distribution Hypothesis testing | Hypothesis testing Critical regions | Reciprocal trig functions Differentiation |
| Coordinate Geometry Vectors | Forces & Newton’s Law Integration | Integration Trigonometry | Differentiation Kinematics | AS exam period | Series & Sequences Algebraic fractions | |
| Year 13 | Trigonometry Integration | Integration Moments Forces | Integration Differential Equations Rates of Change | Projectiles Applications of Forces | Application of Forces Further Kinematics | REVISION |
| Differentiation Probability | Functions Regression & Correlation | Binomial Theorem Normal Distribution | Trigonometry Parametrics & Differentiation Proof Normal Hypothesis test | Numerical methods Vectors | ||
Further Maths A Level – Edexcel – Options: Pure 1 and Mechanics 1
| Further Maths A level | ||||||
| | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
| Year 12 Core
Pure 1 Mechanics 1 | Series Complex Numbers Argand Diagrams Proof by Induction | Roots of Polynomials Matrices 1 | Matrices 2 Volumes of Revolution | | AS Exam period | Further Complex Numbers Hyperbolic Functions |
| Inequalities Conic Sections 1 | Conic Sections 1 Vectors Work, Energy & Power | Work, Energy & Power Vectors | Elastic Collisions t-Formulae Numerical Methods | Elastic Collisions in 2D | ||
| Year 13 Core
Pure 1 Mechanics 1 | Polar Coords Series | Further Calculus | Methods in Differential quations | Modelling with Differential equations | REVISION | |
| Tayor Series | Elastic Strings, Springs & Energy Conic Sections 2 | Methods in calculus Numerical methods | Reducible differential equations | |||
