Mathematics KS3 Curriculum
Curriculum Intent
Teaching and Learning in Mathematics
Teaching in the maths department first and foremost reflects the Catholic ethos of the school. We are constantly seeking to improve our practice so that we can make a difference for the young people who will shape the society of the future. We as a maths department have the highest expectations of attainment, progress and behaviour for all our classes.
Our Philosophy
When the new maths curriculum was introduced in 2015, with its triple emphasis on fluency, reasoning and problem solving, there was a need to revisit and introduce a curriculum aiming for ‘mastery’ and ‘depth’. Our curriculum and teaching approach places ‘problem solving’ at the heart of teaching Mathematics and is based on these principles:
 Conceptual understanding is key. Our lessons focus on small step learning which also encourages deeper understanding. Concepts are not rushed but understood clearly and built upon.
 Students must be able t use proper mathematical language and terminology as well as speak and write in full sentences.
 Developing independent thinking skills. We aspire for all our students to be able to work on their concepts actively and independently and not just expect to follow stepbystep procedures and learn passively.
 Retrieval practice is present in all lessons. As demonstrated in numerous studies, content needs to be continually revisited. Each lesson provides this opportunity and assessments always reflect this too.
Our lessons follow the principles of HighPerformance Learning as well as Mastery through the NCETM. We aim to promote deep learning in the department through the use of these techniques. The schemes of work in all year groups are based around these principles. We break questions in lessons down into four areas that relate to the 3 'Assessment Objectives' (AOs) laid out by the department for education.
AO1 – Fluency AO1 – Application AO2 – Reasoning AO3 – Problem Solving
Regardless of the current level of performance of the student we believe they have the capability and are given the opportunity to access all levels and types of questions which is our philosophy on differentiation.
How do we set in Maths?
We have entirely nonprior attainment groupings in Maths and this follows the vision of the whole school. This promotes the principles of HighPerformance Learning as all students move through the curriculum together and no matter what their prior attainment the students can see what high level learning looks like in the classroom. This also feeds into the Diversity and Inclusion work the school has prioritised where no students are denied from learning any concept in the courses based on their class.
How is the Maths department contributing to ExtraCurricular activities in the wider school?
 We are active in the promotion of STEAM events and trips throughout the year. These encourage our students to look towards career paths in Science, Technology, Engineering, Art and Maths.
 High attaining students in Years 711 sit the UK Maths Challenge every year and those who excel have the opportunity to progress to more complex and interesting challenges.
 In Year 11 a weekly revision session is run for students by the teachers of their classes for one hour after school. Each teacher, each week does a different topic and the students select which one they attend based on their own needs.
 In KS4 a Further Maths club aimed at high attaining students runs weekly where they learn content from the ALevel maths curriculum. This is to encourage a deeper understanding of the simpler topics from GCSE but also give a flavour of what the students are to expect post16.
 In KS3 a weekly homework club is run where any student can go along for help and support.
Themes (knowledge & understanding) 
Skills 

Provides a single curriculum map that all learners are expected to follow. This means that all learners have the same access to the curriculum content and there is no ceiling imposed on what learners can achieve. While there is only one curriculum, we recognise that not all learners come to each lesson at the same starting point. For this reason, we provide additional resources designed to help learners access the main curriculum and teachers adapt lessons to provide scaffolding and depth according to the needs of their learners. The curriculum is organised to be cumulative. This means that mathematical concepts that are taught earlier in the curriculum are revisited in the context of a new area of mathematics. This helps learners to make connections between different mathematical concepts. Retrieving, using and applying concepts regularly, transferring to new contexts helps develop fluency as well as conceptual understanding. Subject content is organised following a sequencing to allow a clear progression through the all maths strands:

Our lessons follow the principles of Mastery as described by the NCETM. We aim to promote deep learning in the department through of the use of these techniques. The schemes of work in all year groups are based around these principles. We break questions in lessons down into four areas that relate to the 3 Assessment Objectives (AOs) laid out by the department for education. AO1 – Fluency AO1 – Application AO2 – Reasoning AO3 – Problem Solving Regardless of the current level of performance of the student we believe they have the capability and are given the opportunity to access all levels and types of questions which is our philosophy on differentiation. At the end of her mathematical education in Sacred Heart, each pupil will be able to:
to approach problems systematically, choosing appropriate techniques for their solution,
In addition, we aim for pupils to acquire the logical abilities characteristic of a mathematician. 
Modules Taught
Year 7 


Unit 1  Number 1 Unit 2  Algebra 1 
Unit 3  Number 2 Unit 4  Geometry 1 Unit 5a  Number 3 
Unit 5b  Ratio and Proportion 1 Unit 7  Algebra 2 Unit 8  Probability 1 
Year 8 

Unit 9a  Ratio and Proportion 2 Unit 9b  Geometry 2 Unit 10 – Statistics 
Unit 11  Geometry 3 Unit 1  Number 1

Unit 2  Algebra 1 Unit 3  Number 2 
Year 9 

Unit 4  Geometry 1 Unit 5a  Number 3 Unit 5b  Ratio and Proportion 1 
Unit 7  Algebra 2 Unit 8  Probability 1 
Unit 9a  Number 4 Unit 9b  Geometry 2 Unit 10  Statistics 1 Unit 11  Geometry 3 
Assessment
As a department our marking is directly associated with our assessments. We assess once every 23 weeks. In Years 710, students are given the same assessments so we can compare progress across the year group. When an assessment is returned it is done so with a personalised learning checklist (PLC). This consists of:
 An individual breakdown of marks by topic. This is linked to a relevant clip on the online learning platforms the students use for homework and revision.
 Collective feedback. Having marked all the assessments the teacher creates comments that apply to a wide range of students on positives but also misconceptions they had from the assessment.
 Individual comments are given by the teacher where appropriate and to serve a particular purpose.
 EBI Questions. The teacher creates and selects for each student a series of questions based on the topics they need work on for that student to complete after having analysed the assessment itself.
Our marking policy also has at its core, staff wellbeing. We aim to produce the highest quality feedback but in an efficient and manageable amount of time.
Stretch & Challenge
High attaining students in Years 711 sit the UK Maths Challenge every year and those who excel have the opportunity to progress to more complex and interesting challenges. In addition, full participation is encouraged for local Masterclasses and other study days of interest. Schemes of work include investigational work and ICT tasks.
Enrichment Opportunities
We are active in the promotion of STEAM events and trips throughout the year. These encourage our students to look towards career paths in Science, Technology, Engineering, Art and Maths. In KS3 a weekly homework club is run where any student can go along for help and support.