|Key Stage 3||Key stage 4|
|Year 7||Year 8||Year 9||Year 10||Year 11|
|Autumn 1||Calculation and Statistics||Integers, Powers, Roots, Calculation, Expressions and Formulae||Sequences, Functions, Lines, Shapes and Angles||Foundation: Angles, Scale Diagrams and Bearings, Basic Number, Factors and Multiples, Basic Algebra, Basic Fractions, Coordinates and Linear Graphs. Higher: Angles, Scale Diagrams and Bearings, Basic Number, Factors and Multiples, Basic Algebra, Fractions and Decimals, Coordinates and Linear Graphs||Foundation: Volume and Quadratics. Higher: Algebra, Trigonometry and Growth and Decay|
|Autumn 2||Expressions, Formulae and Area||Perimeter, Ratio and Equations||Inequalities, Calculations, Ratio, Pythagoras and Trigonometry||Foundation: Basic Decimals, Rounding, Collecting and Representing Data and Sequences. Higher: Rounding, Collecting and Representing Data, Sequences and Basic Percentages||Foundation: Inequalities, Algebra and Graphs and Sketching Graphs. Higher: Equation of a Circle, Further Equations and Graphs and Direct and Inverse proportion|
|Spring 1||Integers, Powers, Roots, Calculation, Fractions, Decimals and Percentages||Calculation, Equations, Lines, Shapes and Angles||Probability, Integers, Powers and Roots||Foundation: Basic Percentages, Perimeter and Area, Circumference and Area and Real Life Graphs. Higher: Perimeter and Area, Circumference and Area, Real Life Graphs, Ratio and Proportion and Properties of Polygons||Foundation: Direct and Inverse Proportion and Trigonometry. Higher: Inequalities, Vectors and Sketching graphs|
|Spring 2||Fractions, Decimals, Percentages and Perimeter||Area, Calculation, Volume and Surface Area||Ratio, Surface Area, Fractions, Decimals and Percentages||Foundation: Ratio and Proportion, Properties of Polygons, Equations, Indices and Standard Form. Higher: Equations, Indices, Surds, Basic Probability, Standard Form and Measures||Foundation: Solving Quadratic Equations, Quadratic Graphs and Growth and Decay. Higher: Sine and Cosine Rule, Functions, Numerical Methods and Circle Theorems|
|Summer 1||Calculation and Ratio||Ratio, Calculation and Sequences||Transformations, Expressions, Formulae and Constructions||Foundation: Basic Probability, Transformations, Congruence and Similarity, 2D Representations of 3D Shapes. Higher: Transformations, Congruence and Similarity, 2D Representations of 3D Shapes and Calculating with Percentages||Foundation: Vectors and Revision. Higher: Gradient, Area Under a Curve and Algebraic Fractions and Revision|
|Summer 2||Lines, Shapes, Angles, Expressions, Formulae, Fractions, Decimals and Percentages||Ratio, Graphs, Statistics||Transformations, Statistics, Sequences, Functions and Ratio||Foundation: Calculating with Percentages, Measures, Statistical Measures and Construction and Loci. Higher: Statistical Measures and Construction and Loci||Foundation: Revision. Higher: Revision|
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.