Why do we learn maths?
The aim of our curriculum is twofold; to incite curiosity and excitement about maths in the world around us, and to appropriately prepare students to be independent and successful young adults in society.
Some adults leave secondary school lacking the mathematical confidence to be able to understand the breakdown of their own pay slip, compare quotes like for like or recognise the possible bias behind statistics that are being presented to them. Whilst our curriculum strives to stretch and challenge all students, we also recognise the mathematical needs for those who will not study maths beyond GCSE but will need it to function independently and confidently as adults. To help with this aim, we place a big focus in KS3 on driving up numeracy through a series of Do Now’s throughout the autumn and spring term of each year. We also aim to develop learners’ functional maths through regular exposure of problems that directly relate to everyday living.
Our approach
Throughout our curriculum we aim to break any negative preconceptions through the delivery of engaging fertile questions which, where appropriate, give a broad understanding of the applications of maths in real life situations to help make maths more relatable. We aim to develop students curiosity and foster debate and discussion around how and why we can solve problems the way we do as we encourage students to enahnce thier reasoning skills.
Year on year our curriculum is planned and delivered in a spiral manner such that students revisit topics that have been covered in prior years to strengthen thier foundational knowledge before developing the new content. This is in an aim for students to master the content taught.
Finally, our half termly house competitions allow our students to show off what they know and have been taught in a little bit of spirited fun as we look to develop a love of maths in every student we teach.
Primary
Ark Academy mathematics aims to equip all pupils with essential skills. Our mastery approach enables pupils to become fluent in mathematical fundamentals as well as reason and problem solve. Students will develop conceptual understanding, recall knowledge rapidly, and apply it accurately. They’ll also learn to break down complex problems into simpler steps and persistently seek solutions using mathematical language
Reception
| Autumn 1 | Autumn 2 |
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Early Mathematical Experiences Pattern and Number |
Numbers within 6 Addition and Subtraction within 6 Measures Shape and Sorting |
| Spring 1 | Spring 2 |
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Numbers within 10 Calendar and time Addition and Subtraction within 10 Grouping and Sharing |
Number Patters within 15 Doubling and Halving Shape and Pattern |
| Summer 1 | Summer 2 |
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Securing Addition and Subtraction Facts Number patterns within 20 Number patterns beyond 20 |
Money Measures Explorations of Patterns within Number |
Year 1
| Autumn 1 | Autumn 2 |
|---|---|
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Numbers to 10 Addition and Subtraction within 10 Shapes and Patterns |
Numbers to 20 Addition and Subtraction within 20 |
| Spring 1 | Spring 2 |
|---|---|
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Time Exploring Calculation Strategies within 20 Numbers to 50 |
Addition and Subtraction within 20 Fractions Measures: Length and Mass |
| Summer 1 | Summer 2 |
|---|---|
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Numbers 50 to 100 and beyond Addition and Subtraction Money |
Multiplication and Division Measures: Capacity and Volume |
Year 2
| Autumn 1 | Autumn 2 |
|---|---|
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Number within 100 Addition and subtraction of 2-digit numbers Addition and subtraction Word Problems |
Measures: Length Graphs Multiplication and Division: 2, 5 and 10 |
| Spring 1 | Spring 2 |
|---|---|
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Time Fractions Addition and Subtraction of 2-digit numbers |
Money Faces, Shapes and Patterns: Lines and turns |
| Summer 1 | Summer 2 |
|---|---|
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Number within 1000 Measures: Capacity and Volume Measures: Mass |
Exploring Calculation Strategies Exploring Multiplicative Thinking, including 3 and 4 times tables. |
Year 3
| Autumn 1 | Autumn 2 |
|---|---|
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Number Sense and Exploring Calculation Strategies Place Value |
Graphs Addition and Subtraction Measures: Length and Perimeter |
| Spring 1 | Spring 2 |
|---|---|
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Multiplication and Division Calculating with Multiplication and Division |
Time Fractions |
| Summer 1 | Summer 2 |
|---|---|
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Angles and Shape Measures |
Applying Multiplicative Thinking Exploring calculation Strategies and Place Value |
Year 4
| Autumn 1 | Autumn 2 |
|---|---|
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Reasoning with large numbers Addition and Subtraction |
Multiplication and Division Discrete and continuous data |
| Spring 1 | Spring 2 |
|---|---|
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Calculating with Multiplication and Division Fractions |
Time Decimals Measures: Area and Perimeter |
| Summer 1 | Summer 2 |
|---|---|
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Measure and Money Problems Shape and Symmetry |
Position and Direction Reasoning with Patterns and Sequences 3D Shapes |
Year 5
| Autumn 1 | Autumn 2 |
|---|---|
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Reasoning with Large Whole Integers Integer Addition and Subtraction Line Graphs and Timetables |
Multiplication and Division Perimeter and Area |
| Spring 1 | Spring 2 |
|---|---|
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Fractions and Decimals Angles |
Fractions and Percentages Transformations |
| Summer 1 | Summer 2 |
|---|---|
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Converting Units of Measure Calculating with Whole Numbers and Decimals |
2D and 3D shapes Volume Problem Solving |
Year 6
| Autumn 1 | Autumn 2 |
|---|---|
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Integers and Decimals Multiplication and Division Calculation Problems |
Calculation Problems Fractions Missing angles and lengths |
| Spring 1 | Spring 2 |
|---|---|
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Decimals and Measure Missing Angles and Lengths Co-ordinates and lengths |
Statistics Proportion Problems |
| Summer 1 | Summer 2 |
|---|---|
| Revision units | Transition to secondary units |
Secondary
Some adults leave secondary school lacking the mathematical confidence to be able to understand the breakdown of their own pay slip, compare quotes like for like or recognise the possible bias behind statistics that are being presented to them. Whilst our curriculum strives to stretch and challenge all students, we also recognise the mathematical needs for those who will not study maths beyond GCSE but will need it to function independently and confidently as adults. To help with this aim, we place a big focus in KS3 on driving up numeracy through a series of Do Now’s throughout the autumn and spring term of each year. We also aim to develop learners’ functional maths through regular exposure of problems that directly relate to everyday living.
Year 7
| Autumn 1 | Autumn 2 |
|---|---|
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FQ1: Are there numbers big enough and small enough to measure everything? FQ2: What are the axioms of arithmetic? FQ3: Could a world without algebra survive? FQ4: Is life fairer because of maths? |
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Unit 1: The Decimal Number System Unit 2: Properties of Arithmetic Unit 3: Factors and Multiples |
Unit 4: Order of Operations Unit 5: Negative Numbers |
| Spring 1 | Spring 2 |
|---|---|
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FQ5: Is beauty mathematical? FQ6: What happens below zero? FQ7: Are there different ways to represent integers? FQ8: How can 2D shapes help us to understand 3D shapes? |
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Unit 6: Expressions Unit 7: Equations Unit 8: Coordinates |
Unit 9: Angles Unit 10: Properties of 2-D Shapes |
| Summer 1 | Summer 2 |
|---|---|
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FQ9: Are there numbers big and small enough to measure everything? FQ10: How can you create a geometry problem? FQ11: What can shapes tell us about algebra? FQ12: How do you know if you have been given the right share? |
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Unit 11: Conceptualising and Comparing Fractions Unit 12: Manipulating and Calculating Fractions |
Unit 13: Ratio and Proportion Unit 14: Representing Data |
Year 8
| Autumn 1 | Autumn 2 |
|---|---|
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FQ1 : Is your guess as good as mine? FQ2 : Does enlargment affect length areaand volume in the same way? FQ3 : Can you always predict the next term in a sequence? FQ4 : Can you solve an equation that isn't equal? |
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Unit 1: Accuracy and Estimation Unit 2: Percentages Unit 3: Expressions |
Unit 4: Sequences Unit 5: Linear Graphs |
| Spring 1 | Spring 2 |
|---|---|
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FQ5 : What is so special about congruent shapes? FQ6 : How many ways are there to solve an equation? FQ7 : Is it possible to draw a journey? FQ8 : How do we describe the relationship between different variables? |
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Unit 6: Equations and Inequalities Unit 7: Angles in Polygons |
Unit 8: Real life graphs Unit 9: Direct and Inverse Proportion |
| Summer 1 | Summer 2 |
|---|---|
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Does double the length mean double the pizza? How can 2D shapes help us to understand 3D shapes? What is the 'average' Year 8 student like? What variables impact student progress? |
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Unit 10: Circles Unit 11: Volume and Surface Area of Prisms |
Unit 12: Univariate Data Unit 13: Bivariate Data |
Year 9
| Autumn 1 | Autumn 2 |
|---|---|
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What do we remember about fractions? What are the chances of winning 21? How many ways are there to represent different outcomes? When does one equation not give us one answer? Can do different equations create the same line? |
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Unit 1: Fractions, Decimals and Percentages Review Unit 2: Probability Unit 3: Sets and Venns |
Unit 4: Simultaneous Equations (Algebraically) Unit 5: Simultaneous Equations (Graphically) |
| Spring 1 | Spring 2 |
|---|---|
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What do we remember about angle rules? How do we find the perfect meeting point? How does a theorem become so famous? What do we remember about ratios? How do we prove without measuring that two shapes are identical? How did the world around us lead to trigonometry? |
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Unit 6: Angle Review Unit 7: Constructions and Loci Unit 8: Pythagoras's Theorem |
Unit 9: Ratio Review Unit 10: Similarity and Enlargement Unit 11: Trigonometry |
| Summer 1 | Summer 2 |
|---|---|
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What does it mean to be fluent in algebra? How powerful are powers? Is the quadratic the queen of all equations? Can irrational numbers behave rationally? Why is standard form the language of the universe? How do we get money for nothing? |
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Unit 12: Algebra Review Unit 13: Quadratics |
Unit 14: Surds Unit 15: Indices Unit 16: Standard Form Unit 17: Growth and Decay |
Year 10
| Autumn 1 | Autumn 2 |
|---|---|
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FQ1: How can we model global population growth? FQ2: How much of Architecture is mathematics? FQ3: Is a quadratic the queen of all equations? |
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FQ1: Indicie Laws FQ1: Arithmetic and Geometric Sequences FQ1: Solving linear equations FQ1: Standard form FQ1: Exponential growth and decay FQ2: Plans and Elevations FQ2: Isometric drawings FQ2: Loci and constructions |
FQ3: Factorising and solving equations FQ3: Simultaneous equations FQ3: Quadratics sequences FQ3: Plotting graphs |
| Spring 1 | Spring 2 |
|---|---|
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FQ4: How did the world around us lead to trigonometry? FQ5: What shortcuts can we use to solve cyclic geometry problems? FQ6: How is a vector similar to a journey? FQ7: What is the best algorithm for finding true love? |
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FQ4: Pythagoras Theorem FQ4: Trigonometry FQ4: Bearings FQ5: Angle rules FQ5: Circle Theorems |
FQ6: Vectors FQ7: Solving equations FQ7: Sequences FQ7: Prime factor decompostion, Highest common factors, and Lowest common Multiples FQ7: Basic operations with fractions |
| Summer 1 | Summer 2 |
|---|---|
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FQ8: Is there a right way to investigate a hypothesis? FQ9: Do we think in 2 or 3 dimensions? |
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FQ8: Sampling FQ8: Averages FQ8: Data representation FQ8: Probability |
FQ9: 3D Pythagoras FQ6: Area and perimeter of sectors FQ6: Surface area and volume problems FQ6: Plans and elevations |
Year 11
| Autumn 1 | Autumn 2 |
|---|---|
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Foundation: FQ1 - How does number feature in our GCSE exam? Foundation: FQ2 - How can we visualise algebraic problems? Foundation: FQ3 - What does it mean to 'solve' something? Higher: FQ1 - What makes a number irrational? Higher: FQ2 - When is it difficult to get a compund measure right? Higher: FQ3 - How can we visualise algebraic problems? Higher: FQ4 - How does a function function? |
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F: Place Value F: Fractions, decimal and percentages F: Laws of Indicies F: HCF and LCM F: Rounding and Estimation F: Compound interest H: Laws of indicies H: Surds H: Recurring Decimals H: Compound Measures H: Bounds H: Arc length and sector area |
F: Plotting graphs F: Equation of a straight line F: Changing the subject F: Forming and solving equations F: Inequalities F: Simultaneous equations F: Sequences H: Types of graphs H: Exponential functions H: Area under a curve H: Iteration H: Composite and Inverse functions H: Solving equations |
| Spring 1 | Spring 2 |
|---|---|
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Foundation: FQ4 - How has the world been shaped over time? Foundation: FQ5 - How can maths help us to solve everyday problems? Foundation: FQ6 - What is a mathematician's favourite shape? Higher: FQ5 - How can maths help us to solve everyday problems? Higher: FQ6 - How do I answer questions where I'm asked to explain something? |
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F: Conversions of length, time and mass F: Compound Measures F: Angles F: Loci and construction F: Bearings F: Ratio F: Functional problem solving H: Fractions, Decimals and percentages H: Simple and compound interest H: Functional graphs |
F: Area and perimeter F: Volume and Surface area F: Transformations F: Trigonometry H: Proof H: Circle Theorems H: Congruency |
| Summer 1 | Summer 2 |
|---|---|
| Revision | Exams |
Year 12
| Autumn 1 | Autumn 2 |
|---|---|
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How do you get to the roots of an equation? What can we draw from an equation? How do computers accurately estimate large powers of numbers? Can samples of weather tell us about long term trends? |
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Algebraic Expressions Binomial Expansion Quadratics Straight Line Graphs Circles Probability Statistical Distributions (Binomial) |
Graph Transformations Differentiation Hypothesis Testing Modelling in Mechanics Constant Acceleration |
| Spring 1 | Spring 2 |
|---|---|
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How accurately can mathematics predict black swan events? What can calculus tell us about a function? How are models of growth and decay related? Why are there multiple solutions to trig equations? How many different ways are there to represent a vector? What is the maths behind motion? How might an understanding of forces help a sportsperson succeed? |
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Vectors Integration Algebraic Methods Forces and Motion |
Trigonometric Ratios Trigonometric Identities and Equations Exponentials and Logarithms Variable Acceleration The Large Data Set |
| Summer 1 | Summer 2 |
|---|---|
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How many ways are there to write a fraction? What makes a stand out function? What can we model with trigonometry? |
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Binomial Expansion with Negative and Fractional Indices Radians Measures of Location and Spread Representations of Data |
More Advanced Trigonometric Functions and Modelling Revision End of year exams |
Year 13
| Autumn 1 | Autumn 2 |
|---|---|
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What can we model with trigonometry? Is it possible to differentiate everything? How does maths get you to the moon? How does integration relate to differentiation? How do you prove something by contradiction? How do statisticians test for correlation? When does the future depend on the past? How can we model the height of a population? How can an infinite sum have a finite answer? |
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Differentiation including Parametrics Functions in Graphs Moments Projectiles |
Vectors Advanced Algebraic Methods Integration Conditional Probability Normal Distribution Correlation |
| Spring 1 | Spring 2 |
|---|---|
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How can integration help us model the world? How many ways can you balance a pencil? How does an engineer design a stable structure? What is the kinematics behind cricket? What can vectors tell us about scalars? |
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Integration Sequences and Series Numerical Methods Variable Acceleration |
Revision |
| Summer 1 | Summer 2 |
|---|---|
| Revision | Exams |