Maths

Click here to view an illustration of our student's Mathematics Learning Journey

Key Stage 3 Maths Overview

Students follow an engaging and dynamic curriculum to deepen their understanding of mathematical knowledge, which includes students participating in regular problem solving and reasoning activities during Mathematics lessons. Through fluent retrieval of core mathematical principles, students become confident in the fundamentals of mathematics, developing a more profound understanding and an ability to recall and apply knowledge rapidly and accurately.  Once students have a greater understanding of the basics of Mathematics, they will then move into the next year building upon their prior knowledge so to allow the students to become better equipped mathematicians.

Curriculum Aim: The national curriculum for mathematics aims to ensure that all pupils:   

• become fluent in the fundamentals of mathematics, including through consistent practice with increasingly complex problems over time, so that pupils develop a deeper understanding and the ability to recall and apply knowledge rapidly and accurately.   
• reason mathematically by following a line of enquiry, proposing relationships and generalisations, and developing an argument or proof using mathematical language.  
• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing levels of difficulty, including breaking down problems into a series of simpler steps and not giving up until a problem is solved.

In Key Stage 3 Maths, we use a blend of formative and summative assessment strategies to monitor pupils’ progress and support their learning. Every two units, pupils complete an assessment that includes 10 marks focused on retrieval of prior knowledge and 20 marks from each of the units being tested. Feedback is provided in the next lesson, where teachers model high-quality responses and guide pupils through each question. Pupils then complete targeted shadow questions to address any misconceptions and strengthen their understanding.

Students follow a staged learning pathway, and as they progress, they can access content from the next stage when appropriate. This overview provides a guide to the curriculum content taught, ensuring that all pupils build their understanding securely and make continual progress.

Year 7

Autumn Term		Spring Term		Summer Term
Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
Unit 1 - Place value involving integers and decimals Unit 2 - Properties of numbers Unit 3 - Arithmetic procedures involving integers and decimals		Unit 4 - Algebraic notation, expressions and equations Unit 5 - Plotting coordinates Unit 6 - Perimeter and area of 2D shapes.		Unit 7 - Comparing and ordering fractions and decimals Unit 8 - Arithmetic with fractions Unit 9 - Fractions and ratio Unit 10 – Transformations

 

Year 8

Autumn Term		Spring Term		Summer Term
Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
Unit 1- Rounding and estimation Unit 2 - Sequences Unit 3 - Linear graphs Unit 4 - Solving linear equations		Unit 5 - Percentages and proportion Unit 6 - Graphical representations of data Unit 7 - Statistical Analysis – Averages		Unit 8 - Perimeter, area and volume Unit 9 - Geometrical properties - polygons Unit 10 - Constructions

 

Year 9

Autumn Term		Spring Term		Summer Term
Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
Unit 1- Number skills and calculations Unit 2 – Fractions, decimals and percentages		Unit 4 – Algebra Unit 5 – Linear graphs Unit 6 – Ratio and proportion		Unit 7 - Perimeter, area and volume Unit 8 – Angle and shape properties Unit 9 – Probability

 Click here to view detailed information on the full Key Stage 3 Maths Curriculum

Key Stage 4 - Mathematics Curriculum Intent

Exams and Specifications

All students will sit the AQA GCSE Mathematics (8300) specification and Edexcel GCSE Statistics (Year 10). You can access a detailed copy of the AQA GCSE Mathematics specification on the AQA website and Edexcel GCSE Statistics specification the Pearson’s website..

There are two tiers of entry available to students. GCSE Mathematics has a foundation tier (grades 1 – 5) and a higher tier (grades 4 – 9). Students must sit three exam papers, one of which is non-calculator (Paper 1) and two of which are calculator based (Papers 2 and 3). All question papers must be taken in the same series. 

Each paper has a mix of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as students’ progress through the paper. Content from any part of the specification may be assessed on each paper. All papers are 1hour and 30 minutes long and are worth 80 marks each.

GCSE Statistics also has a foundation tier (grades 1 – 5) and a higher tier (grades 4 – 9). Students must sit two exam papers, both of which are calculator based. Question papers must be taken in the same series. All papers are 1 hour and 30 minutes long and are worth 80 marks each.

 

Year 10

All students in Year 10 will follow their 2-year GCSE KS4 course. During the course pupils will learn branches of Number, Algebra, Ratio, Proportion, Geometry and measure, Probability and Statistics. 

All students will learn methods which will help with their other GCSE subjects by using, applying, consolidating and re-enforcing learning. Students will study mathematics which will be intertwined with links to the local labour market consisting of areas such as; Architecture and design, Life Skills, Engineering, Medical Mathematics, Further Digital Information, Geographical and Physical Properties. 

In Year 10 we use a blend of formative and summative assessment strategies to monitor students’ progress and support their learning. Every two units, students complete an assessment that includes 10 marks focused on retrieval of prior knowledge and 20 marks from each of the units being tested. Feedback is provided in the next lesson, where teachers model high-quality responses and guide pupils through each question. Students then complete targeted shadow questions to address any misconceptions and strengthen their understanding. 

All students will sit their Edexcel GCSE Statistics exam at the end of Year 10.

Autumn Term		Spring Term		Summer Term
Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
Unit 1 - Number skills and calculations Unit 2 - Fractions, decimals and percentages Unit 3 – Algebra Unit 4 – Graphs and functions		Unit 5 – Ratio and proportion Unit 6 – Area, perimeter and volume Unit 7 – Angles Unit 8 – Probability  Unit 9 – Statistics		Unit 9 – Statistics Unit 10 – Angles and shape properties

 

Year 11

All students in Year 11 will continue to follow their 2-year GCSE KS4 course. In Year 11 we use a blend of formative and summative assessment strategies to monitor students’ progress and support their learning. Every two units, students complete an assessment that includes 10 marks focused on retrieval of prior knowledge and 20 marks from each of the units being tested. Feedback is provided in the next lesson, where teachers model high-quality responses and guide pupils through each question. Students then complete targeted shadow questions to address any misconceptions and strengthen their understanding. Alongside this in preparation for their GCSE exams they will formal mock examinations across the year.

Autumn Term		Spring Term		Summer Term
Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
Unit 1 - Number skills and calculations Unit 2 - Fractions, decimals and percentages Unit 3 – Algebra Unit 4 – Graphs and functions		Unit 5 – Ratio and proportion Unit 6 – Perimeter, area and volume Unit 7 - Angles and shape properties		Exam Preparation Revision

 Click here to view detailed information on the full Key Stage 4 Maths Curriculum

Additional Curriculum Information

Intent

Mathematics is an essential subject that supports everyday life, from science and technology to managing money and future careers. In our lessons, we break learning down into clear, manageable steps. Students are supported to master each step before moving on, helping them to build confidence and understanding. Regular retrieval practice helps students remember what they have learned, make connections between topics and apply their knowledge to more challenging problems. This approach supports all students to make strong progress.

Our maths curriculum follows the National Curriculum and is designed to prepare students for further study and the world of work. Students study a wide range of mathematical topics, including number, algebra, ratio and proportion, geometry and measures, and statistics and probability. These areas are carefully sequenced into smaller topics and learning objectives, allowing teachers to deliver lessons at a pace that best meets the needs of their classes. During Key Stage 3, students revisit these topics each year in increasing depth, helping them to develop fluency and confidence in the fundamentals of mathematics.

By securing key knowledge in Key Stage 3, students are well prepared for the demands of Key Stage 4. Core concepts are revisited regularly to strengthen understanding, with additional support and repetition where needed. For students who are ready, lessons move more quickly through familiar content and focus on applying knowledge to more complex and challenging problems. Teachers use the scheme of work flexibly, choosing appropriate starting points to ensure all students are supported and challenged as they progress. Smaller class sizes allow staff to provide targeted support to help students achieve their potential.

At Jarrow School, we recognise that every student learns differently. Our mathematics curriculum is designed to support all abilities through a tiered and inclusive approach. Lessons are carefully adapted so that all students can access the content and make progress, while still being challenged by an ambitious curriculum. By making thoughtful curriculum choices and addressing individual needs, we aim to remove barriers to learning and foster positive attitudes towards mathematics.

SEND

At Jarrow School, we have high expectations for students with Special Educational Needs and/or Disabilities (SEND). We are committed to ensuring that all students, regardless of need or disability, access a high-quality, ambitious mathematics curriculum alongside their peers. Our aim is for students to develop the knowledge, confidence and independence needed to succeed as mathematicians both in and beyond the classroom.

Teaching in mathematics is adapted to meet the needs of all learners through careful planning, effective classroom strategies and targeted support. We place a strong emphasis on early identification of need and timely intervention, ensuring barriers to learning are addressed quickly so that pupils with SEND can make strong progress through the curriculum.

All students have access to a broad and well-sequenced maths curriculum that helps them understand the purpose and relevance of mathematics in everyday life. We work closely with the school’s SEND Coordinator to ensure learning environments are inclusive and appropriately adapted, and that staff receive high-quality training to support pupils with SEND effectively within mathematics lessons.

Assessment

Within the mathematics department, assessment is used carefully and purposefully to check pupils’ understanding and support their progress through the curriculum. We use a balanced approach that includes both formative and summative assessment, ensuring that assessment helps teachers identify what pupils know, remember and can do.

At regular points in the curriculum, students complete cumulative assessments that check both current learning and previously taught knowledge. These assessments support long-term retention and help pupils make links between topics. Feedback is given promptly, with teachers modelling high-quality responses and addressing common misconceptions. Students then complete targeted follow-up questions to strengthen understanding and close gaps in learning.

Formative assessment is embedded into everyday classroom practice. Lessons begin with retrieval activities to support recall, and teachers regularly check understanding using strategies such as questioning, cold calling, hinge questions, mini whiteboards and quick progress checks. This ongoing assessment allows teaching to be adapted in response to students’ needs, ensuring all learners are supported and challenged appropriately.