KS3 Overview

In the Mathematics department at Lytchett, we have a belief that every child can achieve in every maths lesson. This is a key characteristic of mastery teaching. Every attempt is made to keep the whole class learning together. Differentiation is achieved not by offering different content but by paying attention to the level of support and challenge required. For those that grasp ideas quickly acceleration into new content is avoided, but these students are challenged by deeper analysis of the lesson content and by applying the content in new and unfamiliar problem solving situations as well as generalising using algebra and the correct mathematical language.

Key Features of Mastery

Achieving mastery means that the student has acquired a solid enough foundation of the maths taught to enable them to move on to more advanced material within the same lesson objective. The following are the key features of mastery:

• A focus on deep understanding as well as procedural fluency.
• Use of manipulatives and representations to support the understanding of abstract ideas.
• Intelligent practice rather than mechanical repetition of similar questions.
• Well-crafted examples and exercises which, through careful use of variation, focuses students' attention on the key learning point.
• Carefully chosen examples of concepts which emphasis "what it is" and "what it is not."
• An emphasis on the correct technical language.
• The structures and connections within the mathematics are emphasised to ensure that students learning is sustainable over time.

How we Assess in Mathematics

There are many different assessment approaches used by our skilled maths teachers.  Students are constantly given verbal feedback in their classrooms on how to improve their performance in the lesson and they are given opportunities to self and peer assess throughout a unit of work.

We assess the students once a term with a cumulative assessment of any work completed in that year.  To support them in revision of the subject we use starters and homework’s to constantly review topics from the past.  This supports their retention of different aspects of Maths.

Within each half term we have checkpoint class assessments which are based on the work from the units that have been completed that term.  This is to ensure that the students are aware of their individual strengths and weaknesses. This is fed back to the students and they are given time after the assessment to either close the gap on their understanding or to extend their understanding of topics.

Everything that we do at KS3 ensures the building blocks for GCSE and at the end of KS3 we assess all students with a GCSE paper to gauge exactly where we should place them at GCSE, where we have a two tier entry of Foundation or Higher.

How can you help your child in Mathematics?

We will do everything we can to ensure the best progress for your child in Mathematics in school but to ensure that the retention of the subject is maintained we rely on homework being completed to a good standard, showing workings and not just answers or making notes from a particular video that they may have been asked to watch.  We are currently working on our YouTube site Minster Mathematics where you will see series of lessons delivered by our Maths specialists and these are there to support your children revise and help them to review tasks they have covered in class.  Encourage them to talk and explain what they are learning.  If you have any concerns contact us, we want to help.

Year 7

Topics Covered

Download the Maths Year 7 Curriculum Overview

Download the Maths Year 7 Knowledge Organiser

In Year 7, we concentrate on building firm foundations in number, algebra and proportional reasoning so that students can develop confidence and fluency across key mathematical ideas. Throughout the year, pupils deepen their understanding of number systems—exploring place value, rounding, negative numbers and estimation—before moving on to algebraic thinking through coordinates, variables and collecting like terms. They strengthen their fraction knowledge by working with unitisation, equivalence, simplifying, and later multiplying and dividing fractions using a variety of visual models. Students also refine essential multiplicative skills, including multiples, factors, primes, area models and algebraic multiplication. As the year progresses, they apply these foundations to proportion, percentages and multiplicative relationships, and finish by developing their statistics skills through data collection, frequency tables and averages. This carefully sequenced curriculum ensures concepts build logically, enabling students to make meaningful connections and prepare securely for future mathematical learning.

Year 8

Topics Covered

Download the Maths Year 8 Curriculum Overview

Download the Maths Year 8 Knowledge Organiser

In Year 8, we concentrate on strengthening students’ algebraic reasoning, developing fluency with fractions, and deepening their understanding of number, area, and early quadratic thinking. Pupils begin the year by forming algebraic expressions using concrete representations, before moving on to solving linear equations through bar models and then through more formal algebraic methods. Their fraction knowledge progresses significantly as they add, subtract, multiply and divide mixed numbers with increasing accuracy. Students build on prior understanding of multiples, factors and prime decomposition by finding HCF and LCM using Venn diagrams, and extend their number sense through work on division, square and cube numbers, and the use of area models to support algebraic factorisation. As the year continues, they explore powers, indices and standard form, and broaden their geometric understanding by calculating the area of a variety of shapes including triangles, parallelograms and trapezia. In the summer term, pupils move into polynomial manipulation, substitution, and the expansion and factorisation of quadratic expressions, before applying these skills to the surface area and volume of 3D shapes. The year’s sequence ensures that students develop secure methods, strong conceptual understanding and confidence, preparing them to access more advanced algebra and problem‑solving in Year 9

Year 9 

Topics Covered

Download the Maths Year 9 Curriculum Overview

Download the Maths Year 9 Knowledge Organiser

In Year 9, we concentrate on extending students’ proportional reasoning, algebraic fluency and geometric understanding as they prepare for the demands of GCSE mathematics. The year begins by strengthening key number and proportion skills through work on percentages, angle reasoning, ratio and sequences, before progressing to more advanced geometry in parallel lines and circles, along with scaling and similarity in real‑life contexts. Students then deepen their number knowledge by exploring the unitary method in ratio, rational and irrational numbers, the simplification and manipulation of surds, and the use of negative and fractional indices. As algebraic understanding develops further, pupils apply function machines and coordinate rules to generate and interpret linear graphs, before moving on to Pythagoras’ theorem and trigonometry, initially through discovery and then through accurate application to real problems. Later in the year, learners apply exact values and trigonometric ratios to find missing sides and angles, and broaden their geometric reasoning with angle facts for polygons. Finally, they develop strong problem‑solving strategies through a substantial unit on solving simultaneous equations, both graphically and algebraically, and complete the year with a thorough introduction to probability, including mutually exclusive events, expectation, and relative frequency. This structured progression ensures that students enter Key Stage 4 with deep conceptual understanding, secure methods and growing confidence across all areas of mathematics.

Mrs Harradine (Head of Maths)

Email: harradinej@lytchett.org.uk

Exam Board: Edexcel

Specification:

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/mathematics-2015.html

Key stage 4 students have been taught a mastery curriculum throughout KS3 and we are developing the use of the mastery structures through the new year 10 and 11 schemes of work. 

There are five key areas in the teaching of mathematics, Number, Ratio and Proportion, Statistics and Probability, Algebra and Geometry.  The final exams have a strong focus on using the skills learnt in solving different problems.  Many of these problems will involve a variety of different skills from different areas of the curriculum; such as the use of algebra in a geometric setting.   We do have two different schemes of work for foundation and higher which is detailed in our curriculum plans.  Essentially the topic areas are the same but the timescales vary due to the amount of content that needs to be covered by the higher students.

Students at Key Stage 4 are set by attainment to maximise their chances of success in their GCSEs (this links to tiers of entry). In Year 10 the higher groups are a mixture of potential grade 5-9 students. Classes are carefully selected using performance data at the end of year 9 as well as teacher knowledge of the students. This ensures that every child has an appropriate level of challenge so they can reach their potential.

At Key Stage 4 we assess two or three times a year with summative assessments. The assessments are based on GCSE questions from the Edexcel exam board. At the end of year 10 we assess students with one calculator and one non-calculator paper, and we review the tier of entry at this stage making set changes if necessary. In year 11 students are given two mock exams throughout the year. After each exam, the teacher creates a bespoke plan of revision to support the students on making improvements before the next mock and ultimately the final exam.

Curriculum Overview

Year-10-Foundation-Curriculum-Plan-2024.pdf

Year-10-Higher-Curriculum-Plan-2024.pdf

Year-11-Foundation-Curriculum-Plan-2024.pdf

Year-11-Higher-Curriculum-Plan-2024.pdf