Primary Secondary Sixth Form

Maths

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CURRICULUM ETHOS

The Mathematics department at Eastbrook School aims to inspire every student to enjoy and succeed in mathematics by developing fluency, reasoning and problem-solving skills.

We aim to develop knowledge and skills sequenced in a clearly defined structure embedding maths mastery in our lessons. Over a five-year ambitious journey, students gain specific knowledge, practice skills with ever increasing complexity and demonstrate virtues that enable them to be ready for further study or work. Our inclusive curriculum supports this journey for all students through its spiral design, where clearly sequenced units of knowledge, skill and virtue are regularly revisited, building on previous learning; this is amongst a few initiatives in the wider ‘retention strategy’ for the department. ‘Visual representation’, ‘Retrieval practice’, ‘Describe-explain-convince-justify-prove’, ‘SSDD’ ‘variation-theory’ and ‘oracy in maths’ are amongst some developing initiatives used by the mathematics department in lessons to ensure differentiation, inclusion and challenge are always present.

The Mathematics Curriculum in Summary

At Key Stage 3, we follow the Whiterose scheme of learning which leans heavily towards mastery maths (teaching for depth and not breadth) and blocks of learning is broken into small manageable steps. At this Key Stage, students learn about mathematical talk (improving oracy skills).

Whiterose scheme of learning helps develop all three key areas of the National Curriculum, giving students the knowledge and skills they need to become confident mathematicians. Lessons are delivered using various representations like bar modelling, ratio tables and manipulatives like algebra tiles. Learners are taught well-sequenced lessons covering strands of mathematics including:

  1. number (place value, fractions, percentages, directed number, powers and roots).
  2. algebra (use of letters and symbols, writing expressions, algebraic manipulation, solving equations and sequences).
  3. ratio, proportion (scaling quantities, sharing amounts in given ratio, proportionality and converting units).
  4. geometry and measure (area and properties of 2D shapes).
  5. probability and statistics (averages and range, interpreting and drawing various statistical diagrams like bar chart, pie chart, line graphs).

At Key Stage 4, we continue to follow the White Rose Maths scheme of learning, building on the strong mathematical foundations developed in Key Stage 3. Our curriculum prepares students for the Pearson Edexcel GCSE Mathematics qualification through a mastery approach that develops fluency, reasoning and problem-solving.

Learning is carefully sequenced into small, manageable steps, allowing students to deepen their understanding before moving on to more complex ideas. Through regular retrieval and opportunities to apply their knowledge in different contexts, students develop confidence, resilience and independence as mathematicians.

Lessons encourage mathematical discussion and reasoning, enabling learners to explain their thinking, justify their methods and solve increasingly challenging problems. A range of representations, manipulatives and technology are used where appropriate to support conceptual understanding and ensure all learners can access the curriculum.

Throughout Key Stage 4, students study the full breadth of the GCSE curriculum, including:

  • Number – calculations, fractions, percentages, indices, surds and standard form.
  • Algebra – expressions, equations, inequalities, graphs, sequences and functions.
  • Ratio, Proportion and Rates of Change – proportional reasoning, compound measures and financial mathematics.
  • Geometry and Measure – properties of shapes, constructions, transformations, Pythagoras’ theorem, trigonometry, area, volume and surface area.
  • Statistics and Probability – collecting, representing and interpreting data, averages, probability and statistical analysis.
     

By the end of Key Stage 4, our learners will be able to:

  • communicate mathematical ideas with confidence using appropriate mathematical language;
  • apply mathematical knowledge accurately and efficiently in a range of contexts;
  • reason logically, justify solutions and evaluate different methods;
  • solve increasingly complex and unfamiliar problems with resilience and independence;
  • be well prepared for GCSE examinations and progression to further education, apprenticeships and employment.

Our aim is for every student to leave Key Stage 4 as a confident, resilient and successful mathematician, equipped with the knowledge and skills needed for their future studies and everyday life.

At Key Stage 5, we follow the Pearson Edexcel scheme of learning - pure, applied and statistics for a Level 3 qualification.

An All-Through Curriculum

The secondary curriculum builds on the excellent work that has been initiated at primary, especially in the area of mastery maths. Whiterose is used as a resource to teach learners, which facilitates easy transition into Key Stage 3 maths content.

Diversity and Inclusion in the Mathematics Curriculum

The mathematics curriculum endeavours to create awareness about mathematicians of the global majority, which enables learners see mathematics as a global multicultural discipline. During the Black Excellence month, learners are exposed to contributions from African and Black American mathematicians to the history of mathematics.

Cultural Capital and Enrichment in the Mathematics Curriculum

In maths, students are exposed to the importance of the subject in the real world. Before a new content is taught, teachers share with the students where the topic will be relevant in real life using short video clips of 'Maths, why bother?' The maths department organises trips to the Bank of England Museum for the Year 8s and 9s, where students learn the history of money and the bank's role in the economy.

Literacy and Oracy in the Mathematics Curriculum

Our learners are exposed to literacy in maths as they are encouraged to read and communicate mathematical information, taught maths keywords explicitly, interpret word problems, understand symbols, annotate questions and follow multi-step instructions. Oracy enables students to articulate their thinking which deepens understanding. Learners are encouraged to explain their mathematical ideas aloud, engage in mathematical discussions (think, pair, share activity), using maths specific terminology. Oracy helps our learners to organise their thoughts, enhances conceptual understanding and builds confidence.