In the Mathematics Faculty at City Heights, we believe that in order for our students to thrive and prosper, they must experience a robust and rigorous curriculum aimed to change, inspire and empower them. Our students are exposed to a breadth of knowledge before a refinement of their skills and deepening of the knowledge to best support them in the key exams which will shape the rest of the lives. This combination of depth and breadth equips our students to be well-informed, practical and versatile young members of community, fuelling their potential to succeed in their desired route in life.
Our curriculum is shaped by four underlying principles:
- One curriculum for all
- Deep understanding
- Number sense underpinning all
- Problem solving central
Our vision for learning and teaching at City Heights Academy is based on high expectations and aspirations that all staff have, both of themselves and for their learners. At City Heights, learning and teaching is our ‘core business’, it underpins all that we do, as we appreciate that an excellent education is the key to unlocking excellent futures for the learners in our care. Our vision for learning and teaching is built on a desire to deliver a high quality, enriching curriculum to our students; every day, in every lesson, in every classroom. At City Heights, we strive to equip our students with the skills that they need to be lifelong and independent learners, in order to prepare our student to be successful in their future lives.
Our aim is to ensure that we constantly reflect as practitioners in order to ensure that we are identifying the key levers to drive forward exceptional progress for the learners in our care. This is encapsulated in our learning and teaching rubric, which creates a shared language that enables practitioners of all experience levels to continually develop through innovative practice.
In the mathematics department we believe mathematical intelligence is expandable, if we didn’t believe this, we wouldn’t be teaching. We believe that every child can learn mathematics, given the appropriate learning experiences within and beyond the classroom. Our curriculum map reflects our high expectations for every child. Every student is entitled to master the key mathematical content for their age, by receiving the support and challenge they specifically need.
We also believe in the importance of deep understanding. Equating progress with knowing new procedures and rules means many students to miss out on a depth of understanding. Our curriculum map is sequenced with fewer topics each week, term or year, putting depth before breadth. Teachers prefer and find that spending longer on each topic enables them to really think and talk about the mathematics they are teaching. We sequence concepts and methods so that previously learnt ideas can be connected to new learning, supporting students in understanding the coherent and connected nature of the subject, and ensuring they consolidate learning by continually using and applying it in a variety of contexts. We believe that all of mathematics can be appreciated more fully once a student has a deep appreciation of the number system, therefore we put number sense and place value first.
Problem solving is at the heart of mathematics. Our aim is to create the optimal conditions for students to learn through problem solving and to learn to solve problems. Our objectives are cumulative. Students should continually use prior knowledge alongside new learning in as many future lessons as possible as well as in other areas of the curriculum and beyond. This continual recapping supports a deep conceptual understanding of how those concepts interact with others in mathematics.
Finally, we see Mathematics as a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to Science, Technology and Engineering, and necessary for Financial Literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
Our curriculum aims to develop pupils that can investigate, hypothesize, prove and generalise using problem solving to reason in aspects of overarching mathematical components including number explorations, geometric reasoning, proportional investigations and graphical representations. Our curriculum map is sequenced with fewer topics each week, term or year, putting depth before breadth. We find that spending longer on each topic inspire and empower pupils to really think and talk about the mathematics they are learning. We sequence concepts and methods so that previously learnt ideas can be connected to new learning, supporting students in understanding the coherent and connected nature of the subject. This will enable students to thrive and stay well-informed as they will continually consolidate new learning and applying it in a variety of contexts.
Our curriculum map aligns with the Aims and Subject Content of the KS3 and GCSE National Curriculum below. Outside of the classroom there are many opportunities for students to further develop their curiosity about Maths and apply their mathematical skills. Each year many of our thriving students take part in the Junior, Intermediate and Senior UKMT Mathematics Challenges. We are always delighted by how well they perform and often have students who qualify for the prestigious national rounds. On offer to our Years 7 and 8 students are the UKMT Junior Team Challenge and Times Table Rock Star competition. We work with a wide range of external providers to offer our students the opportunity to experience mathematics beyond the classroom. Our most able Year 9 and Year 10 students can apply to attend a term of Master Classes run by the Royal Institute of Mathematics and Kings College Mathematics School.
Our main intent is to provide our students with enough mathematical competency and skill to participate fairly as working citizens of our society, provide themselves with chances in life, develop logic and apply this mathematical knowledge in everyday life, by securing strong GCSE results. A good grade in GCSE Mathematics is still the benchmark for accessing many routes into higher education. It allows students to go on and study a wide range of subjects at university and is applicable to many different career paths. Options of degree courses which our students have gone on to study include Mathematics, Sciences, Medicine, Accounting and Finance, Business and Economics. Graduate employers see Maths as a vital skill especially for careers in the Business, Accounting and Finance sector.
For further details on the Maths Curriculum please click the relevant button below
|Year Group||Curriculum Overview||Current Medium Term Plan|
|Year 7||Curriculum Overview||Medium Term Plan|
|Year 8||Curriculum Overview||Medium Term Plan|
|Year 9||Curriculum Overview||Medium Term Plan|
|Year 10||Curriculum Overview (Foundation)Curriculum Overview (Higher)||Foundation - Medium Term PlanHigher - Medium Term Plan|
|Year 11||Curriculum Overview (Foundation)Curriculum Overview (Higher)||Foundation - Medium Term PlanHigher - Medium Term Plan|