Our vision: At SFX we recognise that Maths is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. It is important to our department that all pupils leave SFX with a high-quality mathematics education which provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. Please follow the maths department twitter page: @SFXmaths Curriculum Intent: As Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. The intent of our curriculum in Maths is that our pupils develop skills in problem solving, logic, an ability to recognise maths in the real world. We have constructed a curriculum that is ambitious and designed to give all learners the knowledge and cultural capital they need to succeed in life. Our curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment. Curriculum Implementation: All teachers in our department have a good knowledge of the subject we teach, teachers present lessons in a clear and engaging manner, promoting appropriate discussion linking to real life examples. The Maths department check learners understanding systematically, identify misconceptions accurately and provide direct feedback. Staff also respond and adapt their teaching when necessary. The Maths department use assessment well to help learners learn more and remember more but also to check understanding and inform future teaching. We believe like Dylan Williams that; “distributive practice is the best skill for curriculum sequencing,” we implement this through our sequencing of lessons but also through weekly low stakes quizzes to assess recall and regularly revisit topics. Curriculum Impact: The impact of our curriculum is that our pupils achieve well but feel confident using Maths throughout their lives. Staff: Ms A Fitzsimons – Curriculum Leader for Maths  Ms N Donaghy – Assistant Curriculum Leader  Ms V McKenna – Assistant Curriculum Leader Ms K Arends – Assistant Headteacher Ms J Costello – Curriculum Leader for Citizenship & PSHE Mr K Glover – Head of Year 11 Mr D Scally Mr P Devine Mr R Jackson

KS3 Curriculum:

By the end of KS3 Mathematics pupils need to be able to move fluently between representations of mathematical ideas. The programme of study for key stage 3 is organised into apparently distinct domains, but pupils should build on key stage 2 and connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge in science, geography, computing and other subjects.

Decisions about progression are based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly are challenged through being offered rich and sophisticated problems before any acceleration through new content in preparation for key stage 4. Those who are not sufficiently fluent should consolidate their understanding, including through additional practice, before moving on.

Year 7 to 9 Maths learning Journey

Year 7: During term 1 pupils will be looking at place value, the four operations, perimeter, area, angles and 2D shapes.

Year 7 Term 1 Curriculum Map

Year 8: During term 1 pupils will be looking at indices, multiples, factors and primes, positive and negative numbers, rounding and estimation, length and area, 3D shapes, and compound measures.

Year 8 Term 1 Curriculum Map

Year 9: During term 1 pupils will be looking at arithmetic with decimals, powers and roots, fractions, decimals, percentages, algebraic manipulation, coordinates and graphs.

Year 9 Term 1 Curriculum Map

KS4 Curriculum:

The programme of study for key stage 4 is organised into apparently distinct domains, but pupils should develop and consolidate connections across mathematical ideas. They should build on learning from key stage 3 to further develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge wherever relevant in other subjects and in financial contexts. The expectation is that the majority of pupils will move through the programme of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

Year 10 & 11 Higher Learning Journey

Year 10 & 11 Foundation Learning Journey

Year 10 Higher Tier: During term 1 pupils will be looking at surds and indices, drawing graphs and graphing inequalities, solving quadratics, arcs and sectors and circle theorems.

Year 10 Higher Term 1 Curriculum Map 

Year 10 Foundation Tier: During term 1 pupils will be looking at rounding and error intervals, percentages, ratio and proportion, perimeter and area of compound shapes and circles, volume and surface area.

Year 10 Foundation Term 1 Curriculum Map

KS5 Curriculum:

A level mathematics builds from GCSE level mathematics and introduces calculus and its applications. It emphasises how mathematical ideas are interconnected and how mathematics can be applied to model situations mathematically using algebra and other representations, to help make sense of data, to understand the physical world and to solve problems in a variety of contexts, including social sciences and business. It prepares students for further study and employment in a wide range of disciplines involving the use of mathematics.

Homework:

Homework in Maths will either be written or via hegarty maths