Our vision is to make mathematics count in the lives of our students. We aim to develop a passion for Mathematics in all pupils, and a clear understanding of the subject beyond the classroom.
Through exploration and investigation of real-life concepts, a true appreciation of Mathematics will be achieved.
Students will develop problem-solving skills and the ability to think as independent learners. They will learn to tackle unfamiliar problems and calculate using appropriate mental methods. We teach students to appreciate the importance of Mathematics and access Numeracy across the curriculum.
You can download Knowledge Organisers for each year group from our Knowledge Organisers page.
For queries about the Maths curriculum please contact Raheem Sadiq firstname.lastname@example.org
Further details of the curriculum can be found below.
"We will always have STEM with us. Some things will drop out of the public eye and go away, but there will always be science, engineering, and technology. And there will always, always be mathematics.” Katherine Johnson
Our Maths curriculum aims to ensure that all children:
- Become fluent in the fundamentals of maths
- Are able to reason mathematically
- Can solve problems by applying their mathematics.
We want our children to enjoy mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject.
At Harris Garrard, these skills are embedded within maths lessons and developed consistently over time. Maths and having a deep understanding of the key concepts of this will ensure our pupils leave Harris Garrard with the necessary skills and knowledge to continue in their learning, understanding that we are all lifelong learners. We are committed to ensuring our pupils recognise the importance of mathematics within the wider world and that they are also able to use their mathematical skills in their lives in a range of different contexts.
It is vital that maths is taught within real life contexts in order to ensure that our children are ready for experiences in the wider world. Our intent is for pupils to be able to understand the links between mathematics and other subjects. This is why our science lessons incorporate a significant amount of our statistics curriculum so that pupils can make the necessary connections between mathematics and the wider world. For example, in Geography pupils will learn about the mathematical knowledge needed in order to understand scale factor. In history chronology is vital - pupils understand how different events took place at different times using timelines. In DT measuring and scale is a vital skill. All of these require an understanding of the fundamentals of mathematics as well as allowing our pupils to experience mathematics in a variety of contexts. Part of the mastery approach is for pupils to build on learning so that they have a secure understanding of key concepts that can be used in a variety of situations – our curriculum ensures this happens.
Mr Hone, T&L & Primary Maths Lead
Key Stage 3
In Key Stage 3, the curriculum is designed so that all students are learning the same topic at the same time, whether in mixed ability groups or in sets. Teachers understand ways to progress through a topic by going deeper, making links with other areas of math’s and by providing challenge through opportunities to reason and problem solve. The schemes of work are designed so that there is ‘core’ content followed by opportunities designed to stretch and extend identified as ‘core +’ or ‘advanced’.
The content in each year builds on topics and key concepts learnt in previous years. Students have opportunities to revisit prior learning through interleaving content taught in previous years and students are challenged through exposure to more challenging reasoning and problem-solving opportunities.
Key Stage 4
The mathematics schemes of work for Key Stage 4 broadly follows the AQA new GCSE mathematics 8300 specification and builds on students prior learning from KS3.
Students will follow either the foundation or higher scheme of work depending on prior assessments and teacher judgement based on classwork and independent work. Problem-solving is at the heart of the new curriculum and opportunities to develop problem solving and reasoning skills in maths are embedded within each unit of work. Once students reach year 11, their teachers will decide upon how much they need to deviate away from the scheme of work based on thorough assessment. This takes place in lessons and through whole school mock exams.
The new Key Stage 4 curriculum is focused on students developing mastery of mathematics in order to:
- develop fluent knowledge, skills and understanding of mathematical methods and concepts
- acquire, select, and apply mathematical techniques to solve problems
- reason mathematically, make deductions and inferences and draw conclusions. comprehend, interpret, and communicate mathematical information in a variety of forms appropriate to the information and context
Key Stage 5
We follow the OCR MEI curriculum. The new Key Stage 5 curriculum is focused on students developing skills needed to problem solve and this involves:
- Continuing to develop fluent knowledge, skills and understanding of mathematical methods and concepts
- Continuing to acquire, select and apply mathematical techniques to solve problems
- Continuing to reason mathematically, make deductions and inferences and draw conclusions
- Comprehending, interpreting, and communicating mathematical information including statistical data in a variety of forms appropriate to the information and context
The new Key Stage 5 curriculum is focused on students developing key skills needed to problem solve, reason analytically and logically. This involves:
Continuing to develop fluent knowledge, skills and understanding of mathematical methods and concepts
Continuing to acquire, select and apply mathematical techniques to solve problems
Continuing to reason mathematically, make deductions and inferences and draw conclusions
- Comprehending, interpreting and communicating mathematical information including parametric equation in context.
Maths is a crucial subject and significantly increases a student’s employability later in life by showing the problem solving and analytical skills that employers value so highly.
Students who do well in Maths are given fantastic opportunities to pursue a number of careers. Some examples are listed below:
Professions (engineering, banking, accountancy, insurance)
Public sector (administration, civil service, health service, local government, police, armed forces)
Teaching (schools, colleges, universities, teaching English aboard)
Maths is also a subject which can be taken to a high academic level with students studying MAs and PhDs.
Find out more about the careers programme at Harris Garrard Academy.