Maths

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

Key Stage 3 Maths Overview

Years 7 and 8 follow an engaging and dynamic curriculum in order to deepen the understanding of the students’ 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 conceptual understanding and an ability to recall and apply knowledge rapidly and accurately.  Once students have a greater understanding in 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.

Year 7

Autumn Term
Spring Term
Summer Term
Sep - Oct Nov - Dec Jan - Feb Feb - Easter Easter - May May - July

Place Value

Addition and Subtraction

Factors and Primes, Multiplication and Division

Expressions and Equations

Fractions

Percentages

Ratio and Proportion


Year 7 More Able

Autumn Term
Spring Term
Summer Term
Sep - Oct Nov - Dec Jan - Feb Feb - Easter Easter - May May - July
  • Unit 1 – Negative Numbers
  • Unit 2 – Expressions
  • Unit 3 – BIDMAS
  • Unit 4 – Substitution
  • Unit 5 – Perimeter and Area
  • Unit 6 – Averages
  • Unit 7 – Solving Equations
  • Unit 8 – FDP Equivalence
  • Unit 9 – Ratio
  • Unit 10 – Fractions 4 Operations
  • Unit 11 – Proportion
  • Unit 12 – Percentage Change
  • Unit 13 – Volume Cubes and Cuboids
  • Unit 14 – Linear Graphs
  • Unit 15 – Transformations
  • Unit 16 – Statistical Charts
  • Unit 17 – Circles
  • Unit 18 – Error Intervals
  • Unit 19 – Probability


Year 8

Autumn Term
Spring Term
Summer Term
Sep - Oct Nov - Dec Jan - Feb Feb - Easter Easter - May May - July

Angles - 2D Shapes

Sequences and Graphs

2D Geometry

3D Geometry

Data Handling and Averages

Probability


Year 8 More Able

Autumn Term
Spring Term
Summer Term
Sep - Oct Nov - Dec Jan - Feb Feb - Easter Easter - May May - July
  • Unit 1 – HCF and LCM
  • Unit 2 – Forming / Solving Equations
  • Unit 3 – Compound Shapes
  • Unit 4 – Exchange Rates / Best Buys
  • Unit 5 – Surface Area / Volume of Prisms
  • Unit 6 - Sequences
  • Unit 7 – Indices
  • Unit 8 – Pythagoras’ Theorem
  • Unit 9 – Two Way Tables
  • Unit 10 – Simple / Compound Interest
  • Unit 11 – Inequalities
  • Unit 12 – Angles
  • Unit 13 – Expanding Brackets and Factorising
  • Unit 14 – Angles in Polygons
  • Unit 15 – Averages from Frequency Tables
  • Unit 16 – Loci and Constructions
  • Unit 17 – Scatter Graphs
  • Unit 18 – Bearings
  • Unit 19 – Probability / Relative Frequency

 
Key Stage 3 into 4 - Mathematics Curriculum Intent Access to Foundation, Foundation and Higher

Year 9

In year 9, Jarrow School Mathematicians begin to focus their attentions on GCSE learning outcomes, the pathway they will follow is unique only to Jarrow School.

Students will follow an interspaced curriculum model which is directly related to the Gatsby benchmarks. This will allow all learners the endless possibilities of exploring mathematics encountered in the real world.  This is done by subdividing the Key Stage 4 GCSE curriculum model into thirteen subsections all with a specific focus on the world of work.

The units that all students will following during year 9 are as follows:

  • Sports Performance and Analysis
  • Finance
  • Project Management
  • Numeracy for everyday life
  • Commerce
  • Digital Information

Within the units, carefully selected learning outcomes which include subject areas such as Numbers, Ratio and Proportion, Geometry, Algebra and Data Handling are taught using interspacing and retrieval practice to ensure a deep and embedded understanding of what is taught throughout the academic year.


Key Stage 4 - Mathematics Curriculum Intent

Year 10

All students in year 10 will continue to follow their 2 year GCSE KS4 course. During the course pupils will learn branches of Number, Algebra, Ratio, Proportion, Rates of change, 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 complete six units in year 10 and these are shown below. 

  • Architecture and design
  • Life Skills
  • Engineering
  • Medical Mathematics
  • Further Digital Information
  • Geographical and Physical Properties 

Year 11

All students in year 11 will continue to follow and in turn complete their 2 year GCSE Key Stage 4 course. During the course pupils will learn branches of Number, Algebra, Ratio, Proportion, Rates of change, 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 complete the final three units and these are described below.

  • Further Mathematical Study- Apprenticeships
  • Further Mathematical Study- A-Levels
  • Further Mathematical Study- Vocational courses

Additional Curriculum Information

Intent

Mathematics is essential to everyday life; from science and technology through to the financial literacy required in most forms of employment. Throughout all lessons, skills are broken down into key steps and we ensure that students master each step before moving on to the next. We then build these skills together using retrieval practice via Rosenshine’s principles of instruction to ensure students are able to make links between the skills they have studied and are able to apply them to more complex problem. This approach ensures that all students succeed and make rapid progress.

By linking the national curriculum programme of study and the local labour market, we ensure that our students study a breadth of mathematical concepts based around the key strands of number, algebra, ratio and proportion, geometry and measure and probability and statistics. Each strand is broken down into key topics which are then separated into a sequence of learning objectives which each class moves through at the correct pace for our students. During KS3 our students’ study all of these topics each year, in ever-increasing depth and complexity in order to develop fluency in the fundamentals of mathematics. Repeated practice helps promote recall and application of knowledge which will be required in order to access more sophisticated problems in KS4.

By ensuring the fundamentals are conceptually embedded during KS3 we create a solid platform on which to build in KS4, with a continual focus on core principles linked to the application of content to more complex problems. For those that have not yet mastered the fundamentals there is a continued emphasis on repetition of key concepts. However, for the most able students, the Scheme of Work is designed so that key concepts are recapped quickly before spending more time exposing students to applied questions to develop depth of understanding and problem-solving techniques. From the Scheme of Work, teachers are able to choose the starting point for each unit depending on the needs and the ability of the class. This means that each year students revisit a topic, they start further along the progression through that topic. Class sizes are never at full capacity to provide the support that is needed for students to reach their target grades. 

We at Jarrow School know how important it is to tailor the learning process to each individual child’s needs. Within Mathematics, all ability ranges are catered for with a tiered approach to study. Every student is given the opportunity to make rapid progress by embracing an ambitious curriculum. All elements of the curriculum are heavily differentiated to allow learners to access the content needed to be successful within our subject. We have made intuitive and informed choices, which we believe is essential to overcoming specific barriers and building positive attitudes towards Mathematics.

Assessment

Formative assessment is an integral part of our approach to Teaching and Learning, with retrieval practice fully embedded into every lesson. Over the course of their study, we will use weekly/fortnightly cumulative formative diagnostic assessments in class to ensure that students are consistently retrieving their knowledge of different components. The purpose of this is to ensure all knowledge is retained (and any gaps are identified and addressed promptly) and also to inform teachers’ planning. Using this style of assessment, we will make use of the advantages of spaced practice as well as allowing pupils to be able to apply their knowledge to a wide variety of contexts.

Students also sit a summative assessment every term. This assessment will be cumulative and will assess not only what the students have learned over the previous term, but also their understanding of all relevant material previously taught. Staff are supported to mark these accurately and post assessment moderation also takes place to ensure the validity of the data.

Unit 2: 20th Century Depth Studies

Section A The Roaring 20s: USA 1919-1929

Section B Depression and the New Deal: The USA, 1929-1941

Section C War in Vietnam, 1964-1975

Follow Us

Follow us on Facebook

Follow us on Twitter

Contact Us

Jarrow School
Field Terrace
Jarrow
Tyne & Wear
NE32 5PR

Email: info@jarrowschool.com
Tel: 0191 4283200
Fax: 0191 4283202

Download (MCAS) App

Click the app store that matches your device below to download our MyChildAtSchool (MCAS) app.