Key Stage 3 & Key Stage 4 - Study Matrix 2019 – 2020
The mathematics study matrix is rotational and covers each element of the National Curriculum during each of study years seven to eleven. The matrix is not restricted to content from the National Curriculum; in addition, it provides pupils with the opportunity to extend their rich learning of mathematics through participation in initiatives such as the UKMT mathematics challenge and the study the real-life application of maths through the Institute of Chartered Accountants of England and Wales. Each year topics will be examined in greater depth and complexity. In addition, the study matrix will include elements to support pupils’ love of mathematics and will provide a foundation for the application of mathematical skills throughout life. Mathematical skills support pupils’ cultural capital and will open options for life choices whilst equipping them for ambitious futures.
Pupils will have varied and frequent practice with increasingly complex problems over time. Pupils will develop conceptual understanding and the ability to retrieve and apply mathematical knowledge rapidly and accurately. Pupils will become fluent in the fundamentals of mathematics.
Pupils will follow lines of enquiry, conjecturing relationships and generalisations, and develop an argument, justification, or proof using mathematical language. Pupils will be able to reason mathematically.
Pupils will be able to apply mathematical skills with increasing sophistication. They will be able to break down problems into simpler steps and will develop the perseverance to seek solutions. Pupils will not fear misconceptions in their work, rather they will recognise misconceptions to enable progress and understanding. Pupils will master mathematical problem solving.
The curriculum includes six fundamental mathematical elements, each of which is studied in each school year. Pupils will plough deeper into each topic, building on the retrieval of prior learning in each school year. Pupils who do not grasp concepts rapidly are provided with intervention to enable necessary foundations for future progress in a topic to be formed. Pupils who grasp concepts rapidly are challenged by the study of extension work including rich and ever more sophisticated problems before any acceleration through new content.
Six Element Curriculum studied in each of years seven to eleven:
In addition to topics outlined in the National Curriculum, pupils will have the opportunity to extend their rich learning of mathematics through participation in UKMT mathematics challenges and will study the real-life application of maths through elements of the curriculum developed alongside the Institute of Chartered Accountants of England and Wales. The curriculum will promote the use of tier three mathematical vocabulary to equip pupils’ mathematical proofs, arguments and justifications. Pupils will develop an intrigue of abstract mathematical concepts such as fractional negative powers as compared to positive powers. The curriculum will reflect the importance of numeracy across the whole curriculum and will be developed in consultation with other subjects such as Physics and Geography. Each of the six elements is supported by differentiated schemes of work that ultimately support the tier of GCSE examination entry at the end of year eleven. The assessment of each element is closed book and formatively drives rich extension work or additional practice before moving on to the next element.
The study matrix impact will be the development of pupils’ love of mathematics. It will feed and nurture pupils’ thirst for knowledge and mathematical intrigue. Pupils’ will have a solid and transferrable foundation for the application of mathematical skills throughout life. Mathematical skills will support pupils’ cultural capital and will open options for life choices whilst equipping them for ambitious futures.
Pupils’ will be equipped with mathematical reasoning, fluency and problem-solving skills, that will facilitate attainment which will be in line with their potential.