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KS3 Maths

Our vision, is to nurture students who:

  • are numerate, logical thinkers,
  • demonstrate resilience and creativity when solving mathematical problems,
  • communicate mathematically, both individually and in teams, through discussion and writing,
  • achieve mathematically as confident, aspirational and independent learners.

All students follow the Mastery Curriculum.  Four key principles underpin our ‘mastery’ approach:

  • High expectations for every student.  Every child can learn mathematics given relevant experiences, appropriate challenges and  timely guidance, within and outside of the classroom.  Each unit of work is personalised so that resources are directed to skill areas needing the most attention.  The mastery approach facilitates individualised learning with students, nevertheless, studying the same concepts and skills.
  • Depth before breadth.  The previous National Curriculum, with its dependence on level descriptors, encouraged us to think of progress as the acquisition of new procedures and rules.  Many students gained a superficial knowledge of a large number of techniques but lacked the depth of understanding to use these when challenged at GCSE and beyond.  Focusing on a smaller number of key concepts each half term – putting depth before breadth – liberates students, helping them make improved connections, applying skills more effectively within and beyond the curriculum.  Mastery concepts are carefully planned to be learned in sequence so that previous ideas can be linked with new learning.  This supports students in understanding the coherent and interconnected nature of the subject, ensuring consolidation by application in a variety of contexts.
  • Number sense and place value first.  Mathematics can be appreciated more fully once a student has acquired a deep appreciation of the number system.  Fluency with these skills unlocks the wider, rich variety of mathematics, including algebra, geometry and statistics.
  • Problem solving at the heart.  One of the most valuable benefits in spending longer studying fewer concepts is that students can meet mathematics in a variety of situations.  We believe that learning through problem solving and learning how to solve problems are at the very core of the mastery approach.

Please use the attached curriculum review sheets to access further details of the maths curriculum in KS3.  Each topic is linked to a Mathswatch page, providing a video demonstration of key concepts, and interactive and downloadable questions.  If you need any help accessing any of these resources, please contact:
Mr Merson, Assistant Headteacher: Director of Mathematics

Year 7 Curriculum Review sheets

Year 8 Curriculum Review sheets

Year 9 Curriculum Review sheets


Year 7 and 8 Exam revision

This  is to help Year 7 & 8 students as they prepare for their forthcoming maths exams in June 2018.

For each year groups, the exams will consist of:

  • Paper 1: one hour (without use of a calculator).  Taken in the exam hall
  • Paper 2: one hour (with the use of a calculator). Taken in the exam hall
  • Numeracy Paper: 30 minutes (without use of a calculator); taken in normal lessons

If purchasing a calculator, we recommend the Casio FX-83 series (or its slightly more expensive solar energy equivalent, FX-85).  There is no reason why a good calculator, purchased now, should not last through to the end of GCSE.   Students should also have a geometry set containing pencil, ruler, eraser, pair of compasses and a protractor.

Students have been preparing for these exams in lessons by reviewing their learning throughout the year, making use of the curriculum review sheets linked to this page.  These show the topics students should revise, each one with links to relevant Mathswatch resources.  Year 8 students should expect questions on all content studied to date, so we recommend looking through the year 7 sheets in addition to the year 8 ones.

Maths revision works most effectively as a relatively short, regular, daily commitment.  So, we would recommend picking on a couple of topics each day for 30 minutes.  This has been shown to be much more effective, and less time consuming than seven hours on a Sunday, with nothing else in between.

If students have any difficulty accessing resources, or have any queries about any aspect of this process, please email Mr Merson (Director of Maths):