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Poynton High School

and Performing Arts College

01625 871811

KS3 (Years 7-9)

KS3 Coordinator – Mr G Braide

KS4 Coordinator- Miss D Allwright

The Schemes of Work that are delivered at Key Stages 3 & 4 are based on a model of progression and spiralling. They are designed to be used according to the KS2 prior attainment of students so that they start at different stages.  The expectation is that the majority of students will move through the programmes of study at broadly the same pace and decisions about when to progress are always based on the security of student understanding and their readiness to progress to the next stage. Those who grasp concepts rapidly are challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material consolidate their understanding, including through additional practice, before moving on.

Students in Years 7-10 are taught in sets, there are 4 per half year group. In Year 11 there are 5 sets per half year group. This is monitored closely to ensure that students are stretched, and supported, appropriately. All students are taught the content to at least meet their guidance grades by the end of each year. We use various types of assessment to monitor the progress of our students. All students complete online assessments using the Doddle package as well as completing a formal examination each term. Three home learning tasks are set per fortnight and these can take the form of a written task, an online assessment or revision to prepare for an assessment.


Key Stage 3 (Years 7-9)

Students in KS3 have a regular focus on numeracy and the department uses the Numeracy Ninjas programme. This is numeracy intervention designed to fill gaps in students’ basic mental calculation strategies and also to empower them with the numeracy skills and the fluency required to fully access GCSE Maths concepts when they move to Key Stage 4 study.

Through the mathematics content, pupils are taught to:

Develop fluency

  • consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the number system and place value to include decimals, fractions, powers and roots
  • select and use appropriate calculation strategies to solve increasingly complex problems
  • use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships
  • substitute values in expressions, rearrange and simplify expressions, and solve equations
  • move freely between different numerical, algebraic, graphical and diagrammatic representations [for example, equivalent fractions, fractions and decimals, and equations and graphs]
  • develop algebraic and graphical fluency, including understanding linear and simple quadratic functions
  • use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics.

Reason mathematically

  • extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations
  • extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically
  • identify variables and express relations between variables algebraically and graphically
  • make and test conjectures about patterns and relationships; look for proofs or counter-examples
  • begin to reason deductively in geometry, number and algebra, including using geometrical constructions
  • interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning
  • explore what can and cannot be inferred in statistical and probabilistic settings, and begin to express their arguments formally.

Solve problems

  • develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems
  • develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics
  • begin to model situations mathematically and express the results using a range of formal mathematical representations
  • select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems.