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Intent

Mathematics at The Leigh UTC consists of an ambitious curriculum, underpinned by the motivation to provide the basis for outstanding STEM learning. We aim to:

  • Develop fluency and functionality of students’ mathematical understanding such that students are confident in approaching real-world problems. 
  • Develop students to be inquisitive about Mathematics and facilitate them in applying Mathematics in their day to day lives. 
  • Build skills of inquiry amongst students whereby they will need to be confident in asking questions and making mistakes.

Implementation

At KS3, the curriculum is mapped through Maths Mastery (MM). This supports our overarching principle to provide students with a deep conceptual understanding. MM encourages three key principles: Conceptual understanding, Language and communication, and Mathematical thinking. 

MM provides a single curriculum map for all students equally, therefore there is no ceiling imposed on what students can achieve. Multiple representations of one concept are thoroughly explored to ensure a long-lasting impact is made on the student. Students are encouraged to communicate using precise mathematical language, with the use of “talk tasks” present in every topic. This is central to the fluency and functionality of Mathematics the UTC prioritises.

Alongside MM, KS3 students follow the IB Middle Years Programme (MYP). This builds on the numerous views and philosophies of MM, enhancing our curriculum further. There are three distinct ways in which the MYP adds to the learning experience: Real life contexts, Interdisciplinary Learning and Global Context. 

Links to relevant real-life contexts are emphasised where possible, asking students to consider how Mathematics helps us understand our world better. Teaching and learning builds a connected curriculum, preparing students for life in an increasingly interconnected world. Learning sets out global contexts across the curriculum, asking students to appreciate the international dimension of Mathematics through enhanced historical and multicultural understanding. In the local context of The Leigh UTC, this exposure is vital, as students are sometimes confined to limited perspectives. 

The curriculum at KS4 spirals on and enhances learning from KS3, building on the content and skills established in students’ first three years of secondary Mathematics. We maintain focus on deep conceptual understanding as we see this as the best tool to prepare students. Students are asked to engage in problem solving with increasing levels of sophistication. Learning involves routine and non-routine problems, encouraging students to build their own line of enquiry. 

The curriculum at post-16 level is broad, giving all students the opportunity to continue their study of mathematics regardless of what level they have previously attained. We offer Level 3 Mathematical Studies (Core Maths), IB Mathematical Applications and Interpretations, and A-Level Maths. Core Maths demonstrates how Maths can be applied in the real-world and can help students gain Apprenticeships. IB A&I Maths provides a more theoretical approach and gives students more options with Higher Education institutes. The most academic route, A-Level Maths, complements the specialisms of Engineering and Computer Science, opening routes for students to continue their studies to university. As a department we also support students to retake their GCSE Maths if they need to improve their grade and deliver the mathematical content for the Engineering T-Level course, ensuring all students know they will be supported from 11 years old until they leave our school.

Curriculum End Points

The Maths Curriculum at the Leigh UTC is designed to encompass all facets of mastery, allowing students total exposure to every topic which will be examined at the end of their schooling careers. The spiralled nature of the curriculum offers opportunity for rich, problem-solving learning with an emphasis on the accurate usage of mathematical vocabulary. With checkpoint assessment throughout it is our intention to provide a complete learning programme spanning number, algebra, geometry, and data, all while ‘developing young STEM professionals for future global markets.’

By the end of Year 11 a completed curriculum will offer students the best opportunity for success at either foundation or higher level. Exam technique is taught with vigour while QLAs are used to identify any knowledge gaps over the course of student studies. This personalised approach allows students the chance of further study within the field of mathematics or should leave them confident knowing they have been exposed to all the relevant content and associated exam questions.

Curriculum Overview

Foundation and Higher

Recap and Review

  • Ratio and Proportion
  • Probability
  • Volume
  • Quadratics
  • Rearranging formulae
  • Scatter graphs

Foundation

Shape

  • Pythagoras’ Theorem

Algebra

  • Inequalities
  • Simultaneous equations
  • Algebra in graphs

Higher

Algebra

  • Equation of a circle
  • Equations and graphs
  • Simultaneous equations

Foundation

Algebra

  • Sketching graphs

Proportion

  • Direct proportion
  • Inverse proportion

Higher

Algebra

  • Sketching graphs
  • Inequalities

Shape

  • Pythagoras’ Theorem
  • Trigonometry

Foundation

Shape

  • Trigonometry
  • Vectors

Algebra

  • Quadratics

Higher

Algebra

  • Sequences
  • Functions

Shape

  • Vectors
  • Sine and Cosine rules

Foundation

Gap analysis review and Exam prep

Higher

Shape

  • Circle theorems
  • Gradients/rates of change

Algebra 

  • Area under a curve
  • Algebraic fractions

Foundation

GCSE Examinations

Higher

Gap analysis review and Exam prep

GCSE Examinations

By the end of Year 10, students will have comprehensively covered all topics relating to their KS3 learning and will feel confident addressing questions relating to these curricula. Their learning will occur almost exclusively in the context of GCSE examinations and will allow them to explore topics not yet addressed i.e. surds. Year 10 will form the bedrock for students to catapult themselves into year 11 where content will take a heavy problem-solving bias.

Curriculum Overview

Foundation and Higher

Introductory Content

  • Factors and multiples
  • Angles
  • Basic algebra
  • Fractions
  • Coordinates

Foundation

Number

  • Decimals
  • Rounding
  • Percentages

Data

  • Collecting and representing
  • Real life graphs

Higher

Number

  • Rounding
  • Percentages

Data & Algebra

  • Collecting and representing
  • Sequences
  • Coordinate graphs

Foundation

Shape

  • Perimeter and Area
  • Circumference and Area
  • Properties of polygons

Higher

Shape

  • Perimeter and Area
  • Circumference and Area
  • Properties of polygons

Ratio and Proportion

  • Ratio
  • Proportion

Foundation

Ratio and Proportion

  • Ratio
  • Proportion

Algebra

  • Equations
  • Indices and standard form

Higher

Number

  • Indices
  • Surds
  • Standard form
  • Measurements

Probability

  • Probability

Foundation

Shape

  • Transformations
  • Congruence and Similarity
  • 2D representations

Probability

  • Probability

Higher

Shape

  • Transformations
  • Congruence and Similarity
  • 2D representations

Statistics

  • Percentages
  • Statistical Measure

Foundation

Number & Statistics

  • Percentages
  • Statistical measure

Shape

  • Constructions and loci

Higher

Shape

  • Constructions and loci
  • Bearings

By the end of Year 9, students should be able to decipher the appropriate mathematical techniques to solve problems in a myriad of contexts. Students should be confident in reasoning with numerical problems and have the ability to solve equations both algebraically and graphically. Mathematical justifications will be sound across all topics including probability and shape, and appropriate terminology, symbols and notation will be frequent throughout their work.

Curriculum Overview

Probability

  • Fractions, decimals and percentages review
  • Probability
  • Sets, Venns and sample space diagrams

ATL: Thinking Skills – Critical thinking

Assessment Criteria: A

Linear simultaneous equations

  • Solving algebraically
  • Solving graphically

ATL: Thinking Skills – Transfer

Assessment Criteria: BC & A

Geometry of triangles

  • Angles review
  • Constructions, congruence and loci
  • Pythagoras’ Theorem

ATL: Thinking Skills – Transfer

Assessment Criteria: D & A

Ratio and proportion

  • Ratio review
  • Similarity and enlargement
  • Trigonometry

ATL: Thinking skills – Creative thinking

Assessment Criteria: A

Quadratics

  • Algebra review
  • Quadratic expressions and equations

ATL: Thinking skills – Creative, Self-management skills – organisation

Assessment Criteria: A

Reasoning with number

  • Surds
  • Indices
  • Standard form
  • Growth and decay

ATL: Thinking skills – critical

Assessment Criteria: BC & D

By the end of Year 8, students should be able to conduct proportioned reasoning from data sets and interpret graphical representations of said data. Students should be adept at forming and solving problems involving polynomials and further develop their understanding of shape and measure from Year 7, with retention and usage of key mathematical formulae.

Curriculum Overview

Equations and inequalities

  • Sequences
  • Forming and solving equations
  • Forming and solving inequalities

ATL: Thinking Skills – Critical thinking

Assessment Criteria: A

Graphical representations

  • Linear graphs
  • Accuracy and estimation

ATL: Thinking Skills – Transfer

Assessment Criteria: BC & A

Proportional reasoning

  • Ratio review
  • Real life graphs and rate of change
  • Direct and inverse proportion

ATL: Communication

Assessment Criteria: D & A

Representations and reasoning with data

  • Univariate data
  • Bivariate data

ATL: Communication; Research – information Literacy

Assessment Criteria: A

Angles

  • Angles in polygons
  • Bearings

ATL: Thinking Skills – Transfer

Assessment Criteria: A

Area, volume, and surface area

  • Circles
  • Volume and surface area of prisms

ATL: Thinking skills – Creative thinking

Assessment Criteria: BC & D

By the end of Year 7, students should be able to make reasoned generalisations about the number system, both grammatically and numerically. Students should be able to manipulate and simplify quantities, describe relationships between measurements and identify key rules pertaining to shape.

Curriculum Overview

Making generalisations about the number system

  • Place value
  • Axioms and arrays
  • Factors and multiples
  • Order of operations

ATL: Self-management – Organisation

Assessment Criteria: A

Making generalisations about the number system

  • Positive and negative numbers
  • Expressions, equations and inequalities

ATL: Thinking skills – Critical thinking

Assessment Criteria: BC & A

2D Geometry

  • Angles
  • Classifying 2D shapes
  • Constructing triangles and quadrilaterals

ATL: Thinking skills – Transfer

Assessment Criteria: D & A

The Cartesian plane

  • Coordinates
  • Area of 2D shapes
  • (mod5) Transforming 2D figures

ATL: Communication

Assessment Criteria: A

Fractions

  • Prime factorisation decomposition
  • Conceptualising and comparing fractions
  • (mod6) Manipulating and calculating with fractions

ATL: Communication; Research – Information Literacy

Assessment Criteria: A

Ratio and Proportion

  • Ratio
  • Percentages

ATL: Thinking skills – Creative thinking

Assessment Criteria: BC & D