CURRICULUM
Maths
Intent
We believe that in the Mathematics lessons we teach at Maghull High School students come first and everything we do must reflect this single goal. We want to strive to ensure that all students develop essential knowledge and skills to be successful both during and beyond their school years. Only the best is good enough for our students and we ensure that this is achieved through the consistent and collaborative teaching and planning across the department. We strive for the Best CPD and Research For teachers. Learning is defined as an alteration in long-term memory. If nothing has been altered in long-term memory, nothing has been learned.” (Kirschner, Sweller and Clarke, 2006) If a child has learnt the curriculum, they have made progress and we believe that progress means ‘knowing more and remembering more. The more children know, the more they can learn.
We want our students to be able to recall facts and methods to some level of automaticity before using them for wider problem-solving (often this is referred to as ‘sticky knowledge’). We recognise the importance of securing key knowledge and skills to the point of automaticity—especially for pupils with SEND. This automaticity reduces cognitive load, freeing up working memory so learners can focus on understanding and applying new information (Cognitive Load Theory). Our curriculum is carefully designed to be accessible to all, with adaptive teaching strategies that support pupils with SEND in reaching their full potential. We foster inclusive classroom environments where scaffolded instruction, and resources enable all learners to engage meaningfully. The curriculum also allows flexibility in both delivery and assessment, providing varied opportunities for pupils with SEND to demonstrate their understanding effectively.
We want to develop a curriculum that provides students with access to important mathematical ideas to develop the mathematical knowledge and skills that they will draw on in their future lives.
We want the curriculum to form the basis on which further study and research in mathematics and many other fields are built. The mathematics curriculum at MHS builds on students’ prior learning and focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, reasoning, computational thinking and problem solving. These capabilities enable students to respond to familiar and unfamiliar situations by employing mathematics to make informed decisions and solve problems efficiently.
In our planning, we have identified the key concepts and have put these concepts at the forefront of planning. The teaching of concepts is important because they help pupils to develop understanding in the long-term memory, which helps them to make connections with new knowledge. When pupils understand concepts, it makes learning ‘stickier’. Concepts allow us to think deeply and to make links and connections to prior knowledge and when we understand something in Maths, that is because we are able to bring forward ideas we already know from memory and make connections between them.
Content covered supports student learning across the wider whole school curriculum by ensuring that the links between the various components of mathematics, as well as the relationship between mathematics and other subjects, are emphasised. Mathematics is composed of multiple but interrelated and interdependent concepts and structures which students can apply beyond the mathematics classroom. The Mastery based curriculum
delivered at KS3 ensures that students are given sufficient time covering basic concepts which are then developed further if appropriate for individual students. All students’ needs are met, extended, scaffolded and supported. Content is such that both breadth and depth are taught at the right level so that all students can access the curriculum and can maximise progress. At KS4, the time allocation in all SOWs show consideration of hours needed to teach each new concept for different classes, depending on ability.
At Key Stage 3, we prioritize a mastery-based approach, allowing students ample time to master foundational concepts, while Key Stage 4 offers flexibility to adapt to individual learning needs. We ensure that our lessons are accessible to all, with particular attention to groups such as SEND and Disadvantaged pupils. Smaller class sizes and targeted support, including TA assistance where appropriate, allow for more personalized learning, ensuring that no student is left behind.
Through collaborative planning and high-quality resources, we strive to deliver a consistent and inclusive learning experience that minimizes barriers and misconceptions, fostering a classroom environment where every student can thrive. Progress is closely monitored through regular assessments and targeted interventions to reduce achievement gaps and promote success for all learners.
In everything we do, we remain focused on our core belief: the best outcomes are achieved when students come first.
Domains and Concepts
| Domains: |
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1. Number 2. Algebra 3. Data 4. Proportional Reasoning 5. Shape Space and Measure 6. Problem Solving |
Domains and Key Concepts
| Domains | Key Concepts |
| Number |
1. Place value and number operations (addition, subtraction, multiplication, division) 2. Factors, multiples, primes, LCM, HCF 3. Fractions, decimals, and percentages (equivalence, operations, and problem-solving) 4. Powers, roots, and indices (including laws of indices) 5. Standard form and scientific notation 6. Rounding, estimation, and bounds 7. Negative numbers and directed number calculations 8. Surds and rational/irrational numbers |
| Algebra |
1. Algebraic expressions, simplification, and factorisation 2. Expanding brackets and algebraic manipulation 3. Solving linear and quadratic equations 4. Inequalities and number line representation 5. Sequences (arithmetic, geometric, and nth term rules) 6. Graphing linear and quadratic functions 7. Simultaneous equations (graphical and algebraic methods) 8. Rearranging formulae and algebraic fractions 9. Functions and composite functions 10. Solving equations using iterative methods |
| Data |
1. Collecting, representing, and interpreting data (bar charts, histograms, pie charts, scatter graphs) 2. Measures of central tendency (mean, median, mode) and spread (range, quartiles, interquartile range) 3. Probability rules, sample spaces, and tree diagrams 4. Independent and dependent events 5. Frequency tables and probability distributions 6. Averages from grouped and ungrouped data 7. Correlation and line of best fit |
| Proportional reasoning |
1. Ratios and direct/inverse proportion 2. Percentages (percentage change, compound and simple interest) 3. Growth and decay (exponential growth, depreciation) 4. Proportional graphs and equations 5. Scaling problems (maps, models, and real-life applications) 6. Speed, density, and pressure calculations |
| Shape Space and Measure |
1. of 2D and 3D shapes 2. Angles (parallel lines, polygons, circles) 3. Transformations (reflections, rotations, translations, enlargements) 4. Pythagoras’ theorem and trigonometry (sine, cosine, tangent) 5. Circles (area, circumference, sectors, arc length) 6. Surface area and volume of prisms, pyramids, cones, and spheres 7. Vectors and their applications 8. Constructions, loci, and scale drawings 9. Bearings and navigation |
| Problem Solving |
1. Identifying and applying appropriate mathematical techniques 2. Breaking down multi-step problems logically 3. Using algebra and number skills in real-world contexts 4. Working with constraints and estimating solutions 5. Recognising patterns and making generalisations 6. Interpreting worded problems and representing them mathematically 7. Proof and reasoning (e.g., algebraic proof, counterexamples) |
End Point
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Description |
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End Point 1 Number
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Perform calculations efficiently with integers, fractions, decimals, and percentages. Apply the laws of indices, including negative and fractional indices. |
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End Point 2 Algebra
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Manipulate algebraic expressions, including expanding, factorising, and simplifying. |
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End Point 3 Data
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Collect, process, and interpret data from various sources. |
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End Point 4 Proportional reasoning |
Solve problems involving direct and inverse proportion. |
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End Point 5 Shape and Geometry |
Use and apply Pythagoras’ theorem and trigonometry in 2D and 3D contexts. |
|
End Point 6 Problem solving |
Identify and apply appropriate mathematical techniques to unfamiliar problems. |
Key Stage 3
At Key Stage 3, students develop fluency, reasoning skills and their ability to solve problems through mathematical constructs. The Key Constructs underpin the White Rose Maths cumulative curriculum, and will therefore be continually developed and built upon across academic years. The curriculum overview below shows when they are explicitly focused upon for the first time.
Scheme of Work Overview
Year 7
Year 8
Year 9
Key Stage 4
The mathematics department predominantly follow the AQA 8300 Specification.
Specification.
Pupils will follow either Higher-level GCSE…… (Grade 4-9) or Foundation level GCSE (Grade 1-5). Suitability for each course is determined by Key Stage 4 target grades and also assessments during years 7, 8 and 9. The GCSE course is assessed by three written exams. Paper 1 is non-calculator; Paper 2 and Paper 3 are calculator based.
Scheme of Work Overview
Year 10
Year 11
Key Stage 5
The mathematics department follows the AQA A Level 7357 Specification. The course is assessed by three written exams sat at the end of Year 13. Paper 1 Pure (2hrs), Paper 2 Pure and Mechanics (2hrs), and Paper 3 Pure and Statistics (2hrs).
A level Mathematics is a mixture of pure (core) mathematics (4 units); and applications of mathematics, Mechanics and Statistics (2 units).
Scheme of Work Overview
Year 12
Year 13