Curriculum Intent

As many of our pupils join Chadwick High School from other local schools at different points during the academic year, I have reviewed the program of study and schemes of learning from neighboring schools to inform and support our own curriculum map. This aims to facilitate a smoother transition for pupils joining us mid-year. Our curriculum is designed to build upon where a pupil should be in their development and understanding of the subject while also providing opportunities to address and close any gaps in their knowledge. 

Additionally, as some pupils attend our school on a temporary alternative provision, the curriculum is structured to support both those who may return to their original school and those who might move on to a new setting. 

Curriculum Map

The curriculum map is adaptable to meet the needs of each pupil and remains flexible to reflect the ever-changing pupil population. 

At Key Stage 3, we follow a scheme of work that adheres to the national curriculum. This is topic-based and then adapted across year groups, with personalisation to support each pupil in making progress. Classes are taught in mixed-age and mixed-attainment groups. 

At Key Stage 4, every pupil is given the opportunity to gain a GCSE in mathematics, which aims to enhance their future prospects by providing them with the broadest possible range of post-16 options. We follow the AQA GCSE specification, and for pupils who are not able to fully access the GCSE course, we offer the AQA Entry Level Maths and Pearson Functional Skills in Mathematics as alternative qualifications. 

Achieving these qualifications has enabled many of our former pupils to pursue a variety of pathways, including A-levels and apprenticeships, particularly in fields such as engineering. 

Curriculum Development 

Our curriculum is continually evolving to better meet the needs of our pupils at Chadwick High School. Key priorities for future development include: 

Enhancing Cross-Curricular Links: Strengthening connections between mathematics and other subjects to demonstrate its relevance in real-life contexts and future career choices. This involves understanding how other subjects use mathematical skills and integrating these applications into our curriculum. 

Developing Cultural Capital: Expanding the cultural capital aspects of the mathematics curriculum by incorporating opportunities for personal, social, physical, spiritual, moral, and cultural development. 

Curriculum Justification

As many of our pupils come from other local schools, at different stages of the school year, I have looked at all the local schools’ program of studies and schemes of learning to support our Chadwick High School’s curriculum map. This is to have the aim that many pupils joining us may flow into at any point of the year on arriving at our school.  The curriculum is to be built on where a pupil should be in their development and understanding of the subject but also support opportunities for pupils to fill any gaps in their knowledge. As some pupils are on a temporary alternate provision the curriculum is there to support pupils who may return to their school or move onto a new school.

Curriculum map is adaptable to support each pupil and is likely to change so that it meets the needs of the ever-changing pupil population.

For key stage 3 we follow a scheme f work based around topics and then differentiated across the year groups and induvial ability. The classes are taught in mixed aged groups and mixed ability.

At key stage 4 every pupil is given the opportunity of gaining a GCSE in mathematics to support pupils’ future so that they have the greatest possible choices post 16. We study AQA specification at GCSE and for pupils who are not able to access the GCSE course fully there is the option of AQA Entry Level Maths.

Gaining this qualification has led many of our former pupils opportunity of following many different pathways including A levels and apprenticeships including engineering.

Reading and Vocabulary

Supporting pupils’ literacy in maths is crucial. Strengthening reading and vocabulary skills in maths lessons can help pupils better access the curriculum, build confidence, and improve their understanding of mathematical concepts.  

Accessing Word Problems – Pupils need strong reading skills to interpret word problems, which often involve complex instructions and multi-step reasoning. Weak literacy skills can prevent pupils from identifying key information and understanding what the question is asking.  

Understanding Mathematical Terminology – Maths has subject-specific vocabulary that pupils must understand to engage with lessons. Misunderstanding key terms can lead to confusion and poor outcomes and proving Cross-Curricular Skills, Strengthening literacy in maths helps pupils develop reading comprehension and vocabulary skills that are transferable to other subjects, such as science or geography. 

British Values

Democracy 

Encourage pupil voice in maths lessons by involving them in decisions, such as choosing between different problem-solving methods or setting classroom goals. 

Use democratic approaches in group activities, where pupils vote on solutions, strategies, or how to approach real-world maths problems. 

 The Rule of Law 

Highlight the importance of rules in maths, such as following steps in calculations, adhering to mathematical conventions, and understanding the logic behind formulas. 

Use real-life examples where laws are based on mathematical principles, such as speed limits, financial regulations, or tax calculations. 

Discuss how laws govern areas like finance, and have pupils calculate tax, interest rates, or fines to see how mathematical rules apply in legal contexts. 

Individual Liberty 

Provide opportunities for pupils to take ownership of their learning by offering choices in how they solve problems (e.g., algebraic vs. graphical methods) and encouraging them to justify their reasoning. 

Foster independent thinking and critical reasoning by encouraging open-ended problem-solving. 

Mutual Respect 

Promote respectful collaboration during group activities, emphasising the importance of listening to others’ ideas and valuing different approaches to problem-solving. 

Encourage respectful discussions when pupils explain their answers, even if they arrive at different solutions. 

Example Activity: Create a group task where pupils solve a complex problem together, discussing different methods and respecting each team member’s input. 

 Tolerance of Those with Different Faiths and Beliefs 

Explore the contributions of mathematicians from different cultures, religions, and historical periods, such as Al-Khwarizmi (the father of algebra), Ramanujan, or Ada Lovelace. 

Careers relevant to this subject

Mathematics is not just the currency used to “get to college.” It has many uses and opens many doors in this world. But which doors does it open? Maths can help you make sense of the world.  

•  Understand finance and make sensible financial decisions
• Evaluate risk
• Be creative
• Work with abstract concepts
• Make predictions and estimates
• Evaluate and compare impact
• Communicate findings
• Summarise complex information
• Develop solutions to complex problems

Form and test hypotheses 

A standard pass (grade 4) in maths is required for all further education courses.  

Engineering (Civil, Mechanical, Electrical, etc.) 

Data Analyst / Data Scientist 

Accountant / Auditor 

Software Developer / Computer Scientist 

Architect 

Financial Analyst / Investment Banker 

Statistician 

Aerospace Scientist / Pilot 

Pharmacist 

Teacher 

Quantity Surveyor 

Cryptographer (Cybersecurity)  

Game Developer 

Biostatistician / Medical Researcher