Mathematics
The Copley maths curriculum at KS3 (current year 7, 8 and all future years)
The Copley maths curriculum is a linear scheme of work grounded in the principles of teaching for mastery and the science of learning. The most powerful knowledge is taught first and revisited, in subsequent years, as golden threads. The four areas of maths are arithmetic, algebra, geometry and applied maths. We feel strongly that maths should be taught in this order to deepen mathematical understanding and make connections between these areas of knowledge. Ordering the maths coherently means that every child has all the knowledge they need to learn the next piece of knowledge. This builds confidence, proficiency and enjoyment in the subject.
The first year is focused on understanding different number systems and how we apply the four main operations to them. The depth of understanding comes from learning about the laws of arithmetic; associativity, commutativity and distributivity.
The second year builds on the first to introduce the remaining two operations and then explores how these operations work together. The remaining time is spent manipulating numerical expressions and learning about ratio.
The third year is when we start to explore algebra in depth. Algebra is essentially applying the rules of arithmetic to unknown values so it becomes much easier to do this when students feel confident in their arithmetic.
The fourth year is when we start to explore geometry and applied maths. Geometry is the study of objects and measures. Once students are comfortable manipulating numbers, substituting and rearranging expressions then geometry becomes much more accessible. Applied maths is the least abstract, and therefore most relatable, area of maths. All requisite micro skills have been acquired at this point to make the last leg of the journey feel like the easiest.
Any additional time in the curriculum will be given to revision and consolidation of previously acquired knowledge.
Foundation and Higher Curriculum at KS4 (Current year 9, 10 and 11)
Students in these year groups can still benefit from the Copley curriculum’s sequence of learning but they do not have as much time to complete the journey to the same depth. Efficiencies in the teaching of new content can still be achieved but we should prioritise content that students have never seen before in their earlier years. This curriculum still allows students to make important connections between concepts, but exam technique is woven into the plan as we go along.
There are 283 micro skills in the higher maths GCSE. There are 211 micro skills in the foundation maths GCSE. Our plan is to work through these skills in the order that makes the most mathematical sense to tie new knowledge to prior learning.
Supporting Documents
