MATHEMATICS - KEY STAGE 3
We follow a five-year curriculum, each year building on the understanding and methods that students have learned in the previous year. As such, we do not differentiate between Key Stage 3 and Key Stage 4, but rather we aim to challenge and extend students throughout their mathematical journey. This is broken into eleven interconnected topic areas which students work on each year:
In term 1 (which runs from the July roll-over to the October half-term), students study Arithmetic, Ratio and Proportion; Manipulating Algebra; and Angles.
In term 2 (which runs from October half-term to February half-term), students study Number Properties; Equations and Inequalities; Area, Perimeter and Volume; and Averages, Charts and Graphs.
In term 3 (which runs from February half-term to the end of the academic year), students study Fractions, Decimals and Percentages; Sequences and Graphs; Transformations and Similarity; and Probability.
Students are assessed regularly. This includes a topic test at the end of each of the eleven topic areas, alongside a longer, more formal end of term assessment which covers all of the topics studied in that term. As many of the topic areas are inter-related, tests often include aspects of topics covered earlier in a student’s journey (perhaps earlier that year, or in a previous year).
Personalised Learning Checklists (PLCs)
Below are Personalised Learning Checklists for the 11 topic areas that we study in mathematics at Sherburn High. The PLCs outline the different elements of the topics and provides guidance of the approximate grade of these topics. They also outline how you will be assessed and likely links.
The “likely links” section of the PLCs are incredibly important; mathematics is an interconnected web of ideas, not a set of individual ideas that can be compartmentalised. At Sherburn High we emphasize the importance of making connections between topics and the ability use the skills that are learned fluently to solve problems. These problems often make connections between topic areas and use a range of skills as a key element of problem solving is selecting the appropriate mathematical tool. The “likely links” section identifies some of these connections for you.
PLCs can be used to aid revision; they allow you to see what is on a test (end of topic tests, and end of term tests) and can be a really useful way of structuring GCSE revision. They are, however, only a starting point. It is essential that once you have identified the areas that you need to work on that you do this using a range resources including: