Maths is for everyone; it's woven into the fabric of everyday life. Mathematics is diverse, engaging and essential in equipping students with the right skills to reach their full potential, whatever that may be. Through our style of teaching we aim to build pupil motivation as a means of enabling pupils to reach their full potential whatever their level of ability. We adopt a variety of teaching strategies that are specifically suited to the needs of individual pupils. Significant efforts are made to relate mathematics to reallife situations, improving basic numeracy while incorporating audio visual aids as effective tools to increase interest and confidence in the subject. Paramount to the ethos of Mathematics teaching at Spring Hill High School is the demonstration to pupils that maths is fun and that it can be taught and learned in an interesting and stimulating manner.
Pupils have access to the Corbettmaths website which needs no login details to access. This enables our learners to have full access both at home, at school or on the go to a range of videos, textbooks questions and also examination style questions for revision or simply for fun.
Departmental aims include:
 Fostering a positive attitude towards, and enjoyment of the subject.
 Developing understanding of the basic concepts and deep structures of numbers that can be applied not just to school work but in society as well.
 Enhancing an understanding and recognition of best practice in answering exam questions.
 Imparting the skills necessary to produce a logical and clearly reasoned response to using appropriate mathematical notation accurately.
 Encouraging creative thinking and confidence building so that pupils can solve standard as well as unusual problems.
 Establishing skills in the analysis of and interpretation of given numerical information using it to draw conclusions, make reasonable evaluations and informed decisions.
 Maximising the mathematical understanding and achievement of every pupil.
The Curriculum
The Mathematics curriculum is organised around the statutory requirements and is personalised for each student in the school. The Department follows the AQA syllabus for pupils aiming to gain a GCSE qualification and offers Entry Level qualifications as well as Functional Skills mathematics up to a level two.
Years 7 and 8 students are following the New National Curriculum for Mathematics. (Introduced in 2013, fully in place from September 2016). The new National Curriculum places more emphasis on mathematical reasoning and problem solving. Students should be able to apply mathematical knowledge in other subjects such as science, geography and computing. The aim is to help learners to develop confidence in, and a positive attitude towards mathematics and to recognise the importance of mathematics in their own lives and to society.
Years 9 ,10 and 11 students are following the new AQA GCSE programme of study.


Mathematics Curriculum Overview
Year 7

Term 

Subject content 

Autumn 1 

Solve word problems  add and subtract
 Place value (including decimals).
 Add and subtract (including decimals).
 Estimation.
 Perimeter.
 Worded problems.


Autumn 2 

Explain and investigate (multiply and divide)
 Factors, HCF, multiples, LCM.
 Multiply and divide (including decimals).
 Area of rectangle and triangle.
 Calculate the mean.


Spring 1 

Geometry
 Draw, measure and name acute and obtuse angles.
 Find unknown angles (straight lines, at a point, vertically opposite).
 Properties of triangles and quadrilaterals.


Spring 2 

Fractions
 Equivalent fractions.
 Compare and order fractions and decimals.
 Change mixed numbers to improper fractions and vice versa.
 Fraction of a quantity Multiply and divide fractions.


Summer 1 

Applications of algebra
 Order of operations.
 Substitution.
 Simplify algebraic expressions.
 Solve word problems with expressions.
 Sequences (termtoterm, not nth term).


Summer 2 

Percentages and statistics
 Construct and interpret statistical diagrams including pie charts.
 Convert between percentages, vulgar fractions and decimals.
 Percentage of a quantity.
 Find the whole, given the part of the percentage.

Year 8

Term 

Subject content 

Autumn 1 

Number
 Primes and indices.
 Prime factorisation to find LCM , HCF,squares and cubes.
 Venn diagrams.
 Enumerating sets.
 Add and subtract fractions.


Autumn 2 

Algebraic expressions
 Negative numbers and inequality statements.
 Formulate and evaluate expressions.
 Linear equations.
 Expressions and equations from realworld situations.
 Linear sequences: nth term.


Spring 1 

2D Geometry
 Draw accurate triangles and quadrilaterals (ruler, protractor,compasses.).
 Find unknown angles (including parallel lines).
 Conversion between length units and between area units.
 Areas and perimeters of composite figures.
 Areas of parallelograms and trapeziums.


Spring 2 

Proportional reasoning
 Convert between percentages, vulgar fractions and decimals.
 Percentage increase and decrease, finding the whole given the part of percentage.
 Ratio (equivalent, of a quantity) and rate.
 Speed, distance and time.


Summer 1 

3D geometry
 Rounding, significant figures and estimation.
 Circumference and area of a circle.
 Visualise and identify 3D shapes and their nets.
 Volume of cuboid, prism, cylinder, composite solids.


Summer 2 

Statistics
 Collect and organise data.
 Interpret and compare statistical representations.
 mean, median, and mode averages.
 The range and outliers.

Year 9

Term 

Subject content 

Autumn 1 

Graphs and proportion
 Cartesian coordinates.
 Linear graphs.
 Direct and inverse proportion.
 Calculate with scales.
 Standard form.


Autumn 2 

Algebraic expressions
 Sequences including arithmetic and geometric.
 Algebraic manipulation.
 Change the subject of a formula.
 Expansion.
 Factorisation.


Spring 1 

Geometry
 Construction and loci.
 Triangles and quadrilaterals (angles on diagonals).
 Congruence and similarity.
 Angles in polygons.


Spring 2 

Proportional reasoning
 Construct and solve equations and inequalities.
 Graphical solutions to simultaneous linear equations.
 Quadratic and other graphs.


Summer 1 

3D geometry
 Pythagoras’ theorem.
 Exploring trigonometry with a 306090 triangle.
 Transformations (translation, rotation, reflection).
 Use known angle and shape facts to obtain simple proofs.


Summer 2 

Statistics
 Probability.
 Mean of grouped data.
 Compare two data sets.
 Stemandleaf diagrams.
 Scatter graphs.

Key stage 4 and 5
GCSE Curriculum Overview
Year 10

Term 

Subject content 

Autumn 1 

Number
 Calculations with and rule of indices.
 Calculations with standard form.
 Compound interest.
 Growth and decay.
 Standard nonlinear sequences.


Autumn 2 

Geometry
 Enlargement.
 Similar shapes.
 Bearings.
 Trigonometry in right angles.


Spring 1 

Reasoning
 Algebraic arguments.
 Loci.
 Key angle and shape facts.
 Coordinates (including midpoints, problems).
 Equations of parallel and perpendicular lines.
 Vectors.


Spring 2 

Geometry and number
 Properties of 3D shapes; their plans and elevations.
 Estimation.
 Surface area and volume of pyramids, cones and spheres (including exact answers).
 Angle proofs.
 Limits of accuracy.


Summer 1 

Sampling and probability
 Populations and samples.
 Theoretical and experimental probability.
 Listing.
 Set notation.
 Venn diagrams.
 Combined events, including tree diagrams.


Summer 2 

Applications of algebra
 Expand and factorise binomials.
 Quadratic equations.
 Cubic and reciprocal graphs.
 Simultaneous equations.
 Graphical solutions of equations.

Year 11

Term 

Subject content 

Autumn 1 

Number
 Arcs and sectors of circles.
 Using angle and shape facts to derive results.
 Proof in algebra and geometry.
 Variation.


Autumn 2 

Geometry
 Represent and describe distributions.
 Identify misleading graphs.
 Time series.
 Correlation and lines of best fit.
 Solve problems involving compound units..


Spring 1 



Spring 2 



Summer 1 



Summer 2 



AQA Functional Skills Maths
Please Note that Springhill High School will be running the course below for Functional Skill Level 1 and 2 until July 2019. A new Specification will come into effect for teaching as of September 2019 for exams from January 2020 onwards. Please use the link below to view specification.
Exams from: January 2020
 Specification code: 8361 8362
 QAN code: 603/4257/2 (Level 1); 603/4258/4 (Level 2)
https://filestore.aqa.org.uk/resources/mathematics/specifications/AQA83618362SP2019.PDF
Functional Skills Level 1 Curriculum Overview
Functional skills qualifications in mathematics assess three interrelated process skills:
 Representing selecting the mathematics and information to model a situation
 Analysingprocessing and using mathematics
 Interpretinginterpreting and communicating the results of the analysis
Functional skills qualifications in mathematics are available at Entry 1, Entry 2, Entry 3, level 1 and level 2. The criteria for these qualifications specify the requirements in terms of skill standards and coverage and range at each level.
At each level of the qualification, these subsume the previous level’s skill standards and the indicative coverage and range, supporting a progression based suite of skills qualifications. The coverage and range statements provide
Functional Skills Criteria for Mathematics an indication of the type of mathematical content learners are expected to apply in functional contexts; 

Mathematics Functional Skills  Level 1 Plan Guide

Skills standards 

Coverage and range 

Assessment weighting 

Representing
 Understand practical problems in familiar and unfamiliar contexts and situations, some of which are nonroutine.
 Identify and obtain necessary information to tackle the problem.
 Select mathematics in an organised way to find solutions.



Understand and use whole numbers and understand negative numbers in practical contexts;

Add, subtract, multiply and divide whole numbers using a range of strategies;

Understand and use equivalences between common fractions,decimals and percentages;

Add and subtract decimals up to two decimal places;

Solve simple problems involving ratio, where one number is a multiple of the other;

Use simple formulae expressed in words for one or twostep operations;

Solve problems requiring calculation with common measures, including money, time, length, weight, capacity and temperature;

Convert units of measure in the same system;

Work out areas and perimeters in practical situations;

Construct geometric diagrams,models and shapes;

Extract and interpret information from tables, diagrams, charts and graphs;

Collect and record discrete data and organise and represent information in different ways;

Find mean and range;

Use data to assess the likelihood of an outcome.


3040% 

Analysing
 Apply mathematics in an organised way to find solutions to straightforward practical problems for different purposes.
 Use appropriate checking procedures at each stage.



3040% 

Interpreting
 Interpret and communicate solutions to practical problems,drawing simple conclusions and giving explanations.



3040% 
Functional Skills Level 2 Curriculum Overview Mathematics
Functional Skills  Level 2 Plan Guide

Skills standards 

Coverage and range 

Assessment weighting 

Representing
 Understand routine and nonroutine problems in familiar and unfamiliar contexts and situations.
 Identify the situation or problems and identify the mathematical methods needed to solve them.
 Choose from a range of mathematics to find solutions.



Understand and use positive and negative numbers of any size in practical contexts;

Carry out calculations with numbers of any size in practical contexts, to a given number of decimal places;

Understand, use and calculate ratio and proportion, including problems involving scale;

Understand and use equivalences between fractions, decimals and percentages;

Understand and use simple formulae and equations involving one or twostep operations;

Recognise and use 2D representations of 3D objects;

Find area, perimeter and volume of common shapes;

Use, convert and calculate using metric and, where appropriate,imperial measures;

Collect and represent discrete and continuous data, using ICT where appropriate;

Use and interpret statistical measures, tables and diagrams, for discrete and continuous data, using ICT where appropriate;

Use statistical methods to investigate situations;

Use probability to assess the likelihood of an outcome.


3040% 

Analysing
 Apply a range of mathematics to find solutions.
 Use appropriate checking procedures and evaluate their effectiveness at each stage.



3040% 

Interpreting
 Interpret and communicate solutions to multistage practical problems in familiar and unfamiliar contexts and situations.
 Draw conclusions and provide mathematical justifications.



3040% 
