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Curriculum – Mathematics
Curriculum Aims
Provide Inclusive and Ambitious Challenge for all
- Design an inclusive Mathematics curriculum that removes barriers to learning through careful sequencing and clear mathematical modelling to ensure equality of access and high expectations for all pupils.
- Adapt teaching responsively through strong formative assessment (with an emphasis on check points, mini-whiteboards and timely hinge questioning) and adaptive independent practice, enabling misconceptions to be addressed promptly and ensuring pupil learning is scaffolded to reach the highest outcomes.
- Use evidence from assessment, pupil work and engagement to regularly review and refine the Mathematics curriculum, ensuring it remains ambitious, coherent and effective for all learners.
Build Knowledge, Skills and Understanding
- To develop students that think critically and equip students with problem solving skills which they can apply to a variety of mathematical, real-life and cross-curricular areas
- To create students that don’t just ‘do Maths’, but that really understand why mathematical concepts work and how topics interconnect with other topics
- To equip students with a variety of models which can be applied to mathematical concepts
Develop Literacy and Numeracy
- To create students who are numerate and to foster a love of learning about mathematical concepts, and who recognise Mathematics in the World around them.
- Prioritise the development of mathematical language and vocabulary, so pupils can explain their thinking clearly, justify methods and interpret mathematical information accurately.
- Support numeracy development through enrichment opportunities such as Maths Ambassadors mentoring KS3 pupils to strengthen times tables knowledge and build confidence.
Establish the value of Mathematics to the Individual, the World of Work and Society
To develop life skills that students will use beyond their time in school. Students will be critical consumers, be aware of larger economical issues, be able to manage risk, plan for expenditure and understand debt.
Explore Ethical, Cultural and Moral Dimensions of Learning
- Explore ethical and social dimensions of Mathematics, including fair use of data, financial responsibility and informed decision-making.
- Develop pupils’ awareness of how Mathematics underpins contemporary issues such as economics, technology and global challenges, helping them to become thoughtful and responsible citizens.
Knowledge & Skills
Progression Summary
In very general terms, the progression of skills and knowledge from year 7 – 11 is shown below. All students follow the same route throughout their time at Droylsden Academy and the decisions about whether students will follow the Foundation or the Higher pathway is not decided until the third term of year 10. More specific skills and knowledge breakdown is on the following pages.
| Year | Main Focus |
| Year 7 | Numerical fluency and foundational algebra |
| Year 8 | Generalisation, percentages, graphs and 3D geometry |
| Year 9 | GCSE bridge topics (quadratics, Pythagoras, similarity) |
| Year 10 | Core GCSE content and mathematical modelling |
| Year 11 Foundation | Consolidation of GCSE Foundation content |
| Year 11 Higher | Advanced GCSE Higher content and proof |
Sequence of Learning
| Year 7 curriculum | ||||||
| ½ term 1 | ½ term 2 | ½ term 3 | ½ term 4 | ½ term 5 | ½ term 6 | |
| Topic | Number sense and calculations | Expressions and equations, measures | 2d shapes, perimeter and area, coordinates | Factors, multiples and primes, fractions, brackets | Angles, handling data, proportion | Fractions, decimals and percentages, probability |
| Year 8 curriculum | ||||||
| ½ term 1 | ½ term 2 | ½ term 3 | ½ term 4 | ½ term 5 | ½ term 6 | |
| Topic | Percentages, Money, Indices | Equations, sequences, ratio | Rounding, coordinates, area, circles | Standard form, Venn diagrams, 3d shapes, surface area and volume | Linear graphs, transformations, angles, statistical diagrams | Inequalities, brackets, algebraic fractions, recurring decimals |
| Year 9 curriculum | ||||||
| ½ term 1 | ½ term 2 | ½ term 3 | ½ term 4 | ½ term 5 | ½ term 6 | |
| Topic | Probability diagrams Prime numbers Direct proportion Rounding Percentage change | Percentage change (cont) Fractions Ratio Proportion Transformations | Standard form Brackets Solving equations Averages Scatter graphs | Coordinate geometry | Pythagoras and trigonometry Angles Similarity and congruence Pie Charts | Probability Plans and elevations Constructions and Loci Circles |
| Year 10 curriculum – all students | ||||
| ½ term 1 | ½ term 2 | ½ term 3 | ½ term 4 | |
| Topic | Percentages, Surface area and volume, simultaneous equations | Formulae, Trigonometry, Constructions | Linear graphs, Real-life graphs, set notations, tree diagrams | Compound measures, ratio, Graphs |
| Year 10 curriculum – Foundation | ||||
| ½ term 5 | ½ term 6 | |||
| Topic | Sequences, Handling data, proportion, transformations | Rounding, Indices, Brackets, handling data and statistics | ||
| Year 10 curriculum – Higher | ||||
| ½ term 5 | ½ term 6 | |||
| Topic | Sequences, Handling data, proportion, transformations | Rounding, Indices, Recurring decimals, Brackets, handling data and proportion | ||
| Year 11 – Foundation | ||||||
| ½ term 1 | ½ term 2 | ½ term 3 | ½ term 4 | ½ term 5 | ½ term 6 | |
| Topic | Factors, multiples and primes, fractions, expressions, equations | Angles, Right-angled triangles, surface area and volume, statistical diagrams | Probability, Inequalities, Vectors, Percentages, Compound measure | Ratio and proportion, Standard form, sequences, linear graphs | Revision | N/A |
| Year 11 – Higher | ||||||
| ½ term 1 | ½ term 2 | ½ term 3 | ½ term 4 | ½ term 5 | ½ term 6 | |
| Topic | Surds, Algebraic fractions, equations | Pythagoras and trigonometry, circle geometry, statistical diagrams | Probability, inequalities, functions, transformation, iteration | Algebraic proof, similarity, geometric proof, graphs | Revision | N/A |
Example Scheme of Work
This is an example of one unit of work in Mathematics (Year 8, Unit 1)
The key features are:
- Where the unit fits into the overarching scheme
- The key objectives for this unit
- Details of each learning episode
- Details of any objectives beyond the National Curriculum
- Key vocabulary
- Common misconceptions and how they are tackled (e.g. KAP Points and hinge questioning)
Lessons are created in SMART Notebook and shared centrally and are adapted for the needs of the students.
RHSE in Mathematics
The Mathematics curriculum makes a significant contribution to the delivery of RHSE by embedding real-life contexts, decision-making, resilience, and financial literacy throughout both KS3 and KS4. Although Mathematics does not directly teach statutory Relationships and Sex Education content, it supports many aspects of the wider RHSE framework by developing students’ confidence, independence, critical thinking, and understanding of the wider world. The curriculum encourages students to apply mathematical skills to realistic scenarios, helping them to make informed choices and prepare for adult life.
Within the Health and Wellbeing strand, Mathematics promotes resilience, self-reflection, and positive learning behaviours. Students regularly evaluate their progress through assessments, Question Level Analysis (QLAs), and independent learning platforms such as Sparx Maths. This encourages students to identify strengths and areas for development, set realistic goals, and build confidence in overcoming challenge. Revision activities and exam preparation at KS4 also help students to develop organisation, time management, and coping strategies linked to managing stress and responsibility. In addition, statistical investigations and data-handling activities encourage students to analyse information critically, supporting informed thinking around health, wellbeing, and social issues.
The curriculum also contributes to the Relationships strand through collaborative learning, discussion, and the interpretation of social data. Students frequently work together to solve problems, explain reasoning, and communicate mathematical ideas respectfully, which helps develop teamwork and communication skills. Through statistical analysis, students explore how data can represent populations and influence public opinion, encouraging critical thinking about fairness, equality, and representation. Activities linked to university aspirations, careers, and social trends help challenge stereotypes and broaden students’ understanding of opportunities available to different groups within society.
The strongest contribution of Mathematics to RHSE is within the Living in the Wider World strand, particularly through financial education. Financial literacy is embedded across KS3 and KS4 and gives students practical knowledge that will support them beyond school. Students study topics such as budgeting, savings, bank accounts, wages, taxation, interest, mortgages, renting, loans, and credit cards. These contexts allow students to understand how mathematics applies to everyday financial decisions and develop the skills needed to manage money responsibly. Students also explore percentage profit and loss, depreciation, and compound interest, helping them understand the long-term consequences of borrowing and saving.
At KS3, students are introduced to key concepts linked to employment, spending, and personal finance, including the difference between luxury and essential spending, minimum wage calculations, and budgeting decisions. They also consider real-life financial risks such as payday loans and debt, which supports safeguarding and informed decision-making. At KS4, students deepen this understanding through more advanced financial mathematics, including student loans, interest calculations, and the risks associated with gambling and borrowing. These topics are particularly valuable in preparing students for post-16 education, employment, and independent living.
Mathematics also supports careers education and aspiration by demonstrating the relevance of mathematical skills within a wide range of professions and future pathways. Students encounter real-world applications of data and finance, helping them recognise the importance of mathematics in employment and everyday life. Through these experiences, students develop critical thinking, problem-solving, and analytical skills that contribute positively to their personal development and future economic wellbeing.
Overall, the Mathematics curriculum provides meaningful and relevant opportunities to support RHSE across all key stages. By linking mathematical learning to real-life contexts, students develop resilience, financial capability, informed decision-making, and an understanding of the wider world, helping to prepare them for successful and responsible adult lives.
Citizenship in Mathematics
In maths lessons, citizenship is developed by encouraging pupils to work together respectfully, listen to different viewpoints, and support one another when solving problems. Students learn to take responsibility for their learning, contribute positively to group activities, and understand how maths is used in everyday life and society.
British Values in Mathematics
British values are promoted through maths by fostering mutual respect, tolerance, and individual liberty. Pupils are encouraged to share their methods and ideas confidently while respecting the opinions of others. The rule of law is reflected in following mathematical rules and procedures, and democracy is supported through discussion and collaborative decision-making during tasks.
SMSC in Mathematics
SMSC (Spiritual, Moral, Social and Cultural development) is embedded throughout maths lessons. Spiritual development is encouraged through curiosity and appreciation of patterns and problem-solving. Moral development is supported by promoting honesty and perseverance, while social development grows through teamwork and communication. Cultural development is enhanced by exploring the contributions of mathematicians from different cultures and understanding the global importance of mathematics.