Why do we learn further maths?
Our vision is to cultivate resilient and creative problem solvers, where pupils see mathematics not as a set of rules to follow but a mindset when confronted with complex and challenging situations. We want our pupils to leave our school prepared to utilise the skills they develop in maths to solve seen and unseen problems and apply logical reasoning to make informed decisions.
We also believe that mathematical fluency is a core skill across our curriculum, and we share this belief with our pupils. We strive to create and celebrate opportunities for mathematics to be embedded in other areas of school life.
The powerful knowledge that our students gain through their maths lessons is essential for all our pupils. Every one of them must leave us with a confidence and fluency that sets them up to manage their own finances and everyday lives successfully. The problem solving, critical thinking and reasoning skills are also essential in a great number of careers, including many that are not immediately obvious.
Our approach
The maths curriculum is divided into six strands.
Number: We want our pupils to be able to calculate and estimate accurately and fluently because we know that being able to do so supports their success in every other area of mathematics and in everyday life.
Ratio and proportion: Pupils need to understand the directly and inversely proportional relationships that they see in everyday life. A strong understanding of this strand will also support pupils studying economics, science, and a wide range of other subjects.
Algebra: Our goal is for pupils to understand algebra not as a collection of skills, but as a tool for solving problems and generalising. They should know that algebra allows us not just to show that something is sometimes true but that it is always true.
Geometry: An understanding of geometry is essential for every pupil. We all need to be able to estimate distance or capacity, convert between units of measure and carry out calculations to plan out practical projects. This also sets pupils up to be successful in a wide range of other subjects from art to physics.
Probability: We want pupils to understand the role probability plays in many careers, allowing us to make predictions and plan appropriately for all possible outcomes. We also want them to have a sense of the limitations of probability and our knowledge of what will happen next.
Statistics: It is important that our pupils can interpret and create a range of representations of data. They should be aware that some representations of data can be misleading and be able to choose representations that are appropriate for their data and their audience. We want pupils to be able to apply these skills across all of their subjects and use data effectively to support their arguments.
Year 12
| Autumn 1 | Autumn 2 |
|---|---|
|
Complex numbers Matrices Linear transformations Series Algorithms |
Graphs and networks Roots of polynomials Allocation problems Proof by induction Algorithms on graphs Route inspection |
| Spring 1 | Spring 2 |
|---|---|
|
Flows in networks Vectors Critical path analysis Game theory Linear programming |
Argand diagrams Volumes of revolution Complex numbers pt. 2 Recurrence relations |
| Summer 1 | Summer 2 |
|---|---|
|
Graphs and networks |
Travelling salesman problems |
Year 13
| Autumn 1 | Autumn 2 |
|---|---|
|
Flows in networks 2 Route inspection Hyperbolic functions Allocation Dynamic programming |
Polar coordinates Game theory 2 Critical path analysis 2 Recurrence relations 2 |
| Spring 1 | Spring 2 |
|---|---|
|
Polar coordinates Series Methods in calculus |
Hyperbolic functions Volumes of revolution 2 Methods in differential equations Modelling with differential equations |
| Summer |
|---|
|
Revision |