Maths Curriculum Plan


Why are we teaching a knowledge-rich curriculum; how is it different?

We teach knowledge first before studying how we can apply that knowledge. Our curriculum is presented in strands of concepts that are broken down and sequenced over time. By focusing on the knowledge our pupils are more likely to understand and remember new concepts over time.


Why are we teaching this content?

Mathematics is a complex web of interconnected ideas. The more knowledge we have the more we can understand the world around us. The curriculum is sequenced to link these ideas.

In Key Stage 3, pupils apply their knowledge of algebraic notation to generalise and interpret expressions and solve equations. Pupils solve non-routine problems involving a greater number of concepts. Pupils develop a broader range of vocabulary, conceptual knowledge and reasoning including probability, inequalities and transformations. 


In Key Stage 4, pupils become fluent in the fundamentals of mathematics ready for the work environment, further study and training. Pupils practice with increasingly complex problems over time, so that they develop conceptual understanding and the ability to recall and apply knowledge. 


What methods do we use to help pupils secure this knowledge in long-term memory? 

At Cromer Academy we teach new concepts in a supportive manner to enable all pupils to access new ideas or concepts. After that we repeatedly go over the concepts to ensure that the knowledge is in their long term memory. Using a spiral curriculum all key knowledge is reviewed to improve fluency over time.