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KS3: Maths

Statement of Inquiry

To explore the different ways of counting and show how numbers have changed

Key Concepts

Form

Assessment Criteria

A, B, C

ATLs

  • Draw reasonable conclusions and generalisations
  • Negotiate ideas and knowledge with peers and teachers

Links to Prior Learning

KS2: Knowledge of numbers, place value, multiplying by 10, 100, 1000, decimals, multiplication, addition, subtraction and division.
KS3: Links to curriculum

Statement of Inquiry

To use representations and models to simplify processes

Key Concepts

Form

Assessment Criteria

D

ATLs

  • Draw reasonable conclusions and generalisations
  • Understand and use mathematical notation

Links to Prior Learning

KS3 Y7 Unit 1: The number system
KS3: Links to curriculum

Statement of Inquiry

To explore relationships making generalisations and checking their validity to find key principles.

Key Concepts

Relationships

Assessment Criteria

B, C

ATLs

  • Draw reasonable conclusions and generalizations
  • Combine knowledge, understanding and skills to create products or solutions

Links to Prior Learning

KS2 – basic angle facts, types of triangles and basic properties of 2D shapes.
KS3: Links to curriculum

Statement of Inquiry

Patterns help us to understand relationships and explore the space used in landscapes and resources.

Key Concepts

Relationships

Assessment Criteria

A

ATLs

  • Draw reasonable conclusions and generalizations
  • Negotiate ideas and knowledge with peers and teachers

Links to Prior Learning

KS2 Area and Perimeter
Y7 Unit 1 – Addition, subtraction, multiplication and division
KS3: Links to curriculum

Statement of Inquiry

Using logic to simplify quantities to inform us about the human impact on the environment.

Key Concepts

Logic

Assessment Criteria

B, C

ATLs

  • Draw reasonable conclusions and generalisations
  • Negotiate ideas and knowledge with peers and teachers

Links to Prior Learning

KS2 Fractions
Y7 Unit 1 number and models
KS3: Links to curriculum

Statement of Inquiry

To use logic to explore equivalence and change and consider what is fair.

Key Concepts

Logic

Assessment Criteria

A

ATLs

  • Draw reasonable conclusions and generalisations
  • Organise and depict information logically

Links to Prior Learning

In KS2 students will have been taught equivalences in FDP
KS3: Links to curriculum

Statement of Inquiry

Using Models in a universal form to explore processes and solutions.

Key Concepts

Form

Assessment Criteria

A, B, C

ATLs

  • Use models and simulations to explore complex systems and issues
  • Read a variety of sources for information and for pleasure

Links to Prior Learning

Y7 M1 Arithmetic laws, M2 Expanding brackets.
KS3: Links to curriculum

Statement of Inquiry

To use representations to explore relationships with approximation and scale.

Key Concepts

Relationship

Assessment Criteria

Objective D: Applying mathematics in real-life contexts

ATLs

  • Organise and depict information logically
  • Identify trends and forecast possibilities

Links to Prior Learning

Yr 7: M1 Place value, M4 2D shapes
KS3: Links to curriculum

Statement of Inquiry

Considering relationships can we use models to help us change and reduce our impact on the environment.

Key Concepts

Relationship

Assessment Criteria

D

ATLs

  • Practise observing carefully in order to recognize problems
  • Understand and use mathematical notation

Links to Prior Learning

Year 7 – M6 Ratio.
KS3: Links to curriculum

Statement of Inquiry

Representing data in different forms can help us to explore connection and validity within entrepreneurship.

Key Concepts

Form

Assessment Criteria

D

ATLs

  • Collect, record and verify data
  • Combine knowledge, understanding and skills to create products or solutions

Links to Prior Learning

KS2 Yr6 statistics
Yr7 fractions and percentage
KS3: Links to curriculum

Statement of Inquiry

To use logic to identify patterns, make discoveries and develop generalisations

Key Concepts

Logic

Assessment Criteria

B, C

ATLs

  • Draw reasonable conclusions and generalizations
  • Organize and depict information logically

Links to Prior Learning

Y7 Angles and 2D shape
KS3: Links to curriculum

Statement of Inquiry

To use models to explore how to utilise space and recognise the impact this has on the environment

Key Concepts

Logic

Assessment Criteria

A

ATLs

  • Practise visible thinking strategies and techniques
  • Combine knowledge, understanding and skills to create products or solutions

Links to Prior Learning

Y7 2D shapes
Y8 properties of a shape
KS3: Links to curriculum

Statement of Inquiry

Using systems to explore relationships and help promote fairness.

Key Concepts

Relationship

Assessment Criteria

A

ATLs

  • Inquire in different contexts to gain a different perspective
  • Apply existing knowledge to generate new ideas, products or processes

Links to Prior Learning

Year 8 M4 percentages, M3 ratio and proportion M2 accuracy and estimation.
KS3: Links to curriculum

Statement of Inquiry

Use representations to explore form to help understand the relationship between measures and numbers and the accuracy of these.

Key Concepts

Form

Assessment Criteria

B, C

ATLs

  • Combine knowledge, understanding and skills to create products or solutions
  • Apply existing knowledge to generate new ideas, products or processes

Links to Prior Learning

Year 8 M1 Equations & inequalities, M2 accuracy and estimation, M5 Angles, M6 Area
KS3: Links to curriculum

Statement of Inquiry

To represent relationships using processes and solutions to validate data.

Key Concepts

Relationship

Assessment Criteria

D

ATLs

  • Collect, record and verify data
  • Interpret data

Links to Prior Learning

Y8 M2 coordinates and linear graphs. M3 Real life graphs, M4 univariate data
KS3: Links to curriculum

Statement of Inquiry

To investigate different ideas of systems and patterns, using logic

Key Concepts

Logic

Assessment Criteria

B, C

ATLs

  • Organize and depict information logically
  • Use models and simulations to explore complex systems and issues

Links to Prior Learning

Y7 M5 Fractions
Y8 M1 Number sequences, Inequalities & rearranging formulae
Y9 M2 Equations
KS3: Links to curriculum

Statement of Inquiry

To use scales to explore how change effects the form of an object

Key Concepts

Form

Assessment Criteria

D

ATLs

  • Use models and simulations to explore complex systems and issues
  • Combine knowledge, understanding and skills to create products or solutions

Links to Prior Learning

Y7 M4 Reflection and rotation
Y8 M3 Scale factors, enlargements
Y9 M2 Coordinates and 2D shapes
KS3: Links to curriculum

Statement of Inquiry

To explore how the use of models and patterns supports scientific and technical innovation to make our lives better.

Key Concepts

Form

Assessment Criteria

A

ATLs

  • Analyse complex concepts and projects into their constituent parts and synthesize them to create new understanding
  • Use a variety of speaking techniques to communicate with a variety of audiences

Links to Prior Learning

Y7 – M3 & M4 Triangles.
Y9 – M5 Scale factor and M1 Ratio
KS3: Links to curriculum

KS4: GCSE Statistics

Vision Statement

The Mathematics department at the Hundred of Hoo Academy strongly believes in preparing pupils for the future, developing skills, knowledge and a mind-set that will secure exceptional outcomes and highly-skilled individuals prepared for the world of work . Statistics asks pupils to take real-life statistical data and establish patterns, trends and useful outcomes from the use of that data.

Alongside this, pupils developing their mathematical skills, developing their mathematical fluency, ability to problem solve, reason and communicate mathematically. To support the development of these skills, specifically designed tasks are used that encourage pupils to engage with more complex scenarios and develop their problem solving skills. 

We want every child to have the opportunity to be successful in maths; our teaching methods and focus on practice give pupils those opportunities.

Course Outline/Assessment Methods

Aims and Objectives: To enable students to develop statistical fluency and understanding through:

  • the use of statistical techniques in a variety of authentic investigations.
  • identifying trends through carrying out appropriate calculations and data visualisation techniques
  • the application of statistical techniques across the curriculum, in subjects such as the sciences, social sciences, computing, geography, business and economics, and outside the classroom in the world in general
  • critically evaluating data, calculations and evaluations that would be commonly encountered in their studies and in everyday life
Paper 1 - 50%

Written examination: 1hr30, 80 marks

  • The collection of data
  • Processing, representing and analysing data
  • Probability assessment overview

Written examination: 1hr30, 80 marks

  • The collection of data
  • Processing, representing and analysing data
  • Probability

Linked Sixth Form Courses:

  • Mathematics
  • Further Maths
  • Statistics
  • Chemistry
  • History

Future Course/ Career Opportunities:

  • Science
  • Accountancy
  • Actuary
  • Engineering
  • Research analysts
  • Marketing

Departmental Performance:

  • 2022/23: 9-4 = 100%
  • 2021/22: 9-4 = 85%

KS4: GCSE Maths

Vision Statement

The Mathematics curriculum at the Hundred of Hoo Academy is one which prepares pupils for success at GCSE and beyond. The curriculum has been designed to support the development and mastery of fundamental and functional mathematical skills that not only prepares pupils for post 16 Mathematics courses, but also for adult life.

The key stage 4 curriculum boasts a wide range of objectives on both the higher and foundation tier that are related to the wider context of real life and relative application. Alongside pupils developing their mathematical skills, developing their mathematical fluency, ability to problem solve, reason and communicate mathematically, has become a core focus within the curriculum content. One of the key assessment objectives in the Mathematics examinations is the ability to communicate, reason and justify mathematical understanding and conclusions. To support the development of these skills, specifically designed tasks are used that encourage pupils to engage with more complex scenarios and develop their problem solving skills. 

Course Outline/Assessment Methods

Foundation Tier

3 papers, equally weighted: Paper 2 – Non-Calculator (80 marks), Paper 1 – Calculator (80 marks), Paper 1 – Calculator (80 marks)

Across the 3 papers, pupils will be assessed on the 6 core strands of the mathematics curriculum and the emphasis on each of these concepts is as follows:

  • Number – 25%
  • Algebra – 20%
  • Ratio, proportion & rates of charge – 25%
  • Geometry & measures – 15%
  • Statistics & probability – 15%

Within the core mathematical concepts, pupils will be assessed on how they:

  • Use and apply standard techniques – 50%
  • Reason, interpret and communicate – 25%
  • Problem-solve within mathematics and other contexts – 25%

3 papers, equally weighted: Paper 2 – Non-Calculator (80 marks), Paper 1 – Calculator (80 marks), Paper 1 – Calculator (80 marks)

Across the 3 papers, pupils will be assessed on the 6 core strands of the mathematics curriculum and the emphasis on each of these concepts is as follows:

  • Number – 15%
  • Algebra – 30%
  • Ratio, proportion & rates of charge – 20%
  • Geometry & measures – 20%
  • Statistics & probability – 15%

Within the core mathematical concepts, pupils will be assessed on how they:

  • Use and apply standard techniques – 40%
  • Reason, interpret and communicate – 30%
  • Problem-solve within mathematics and other contexts – 30%

Linked Sixth Form Courses:

  • Mathematics
  • Core Maths
  • Economics
  • Chemistry
  • Physics

Future Course/ Career Opportunities:

  • Financial Sector
  • Accountancy
  • Engineering
  • Computer Science
  • Politics
  • Health
  • Aerospace

Departmental Performance:

  • 2022/23: 9-4 = 69%
  • 2021/22: 9-4 = 60%
  • 2020/21: 9-4 = 71%
  • 2019/20: 9-4 = 79%

KS5: AS Level Mathematical Studies

Vision Statement

Mathematics is one of the most important areas of human development, forming the basis for logical thought and ensuring that everyday problems can be approached with confidence. Apart from the obvious use of counting the cans of baked beans when you are in your kitchen, or figuring out how far you can stretch your last £20, Mathematics is a skill which can be applied to so many areas. If you find Pi as easy as pie, and have  contemplated studying Mathematics at a higher level, but still need a little more convincing, think about the following facts: it increases your employability, statistically you have a higher chance of starting on a higher salary and gives society one more person that could influence new technology or medicine.

The Mathematics curriculum at the Hundred of Hoo Academy is one which prepares pupils for success at A Level and beyond; designed to support the development of fundamental and  functional mathematical skills that not only prepares pupils for Higher Education courses, but also for adult life.

The Mathematics Department firmly believes that every pupil will achieve to the best of their ability; every pupil will leave the Academy with the skills and attributes that will ensure they are successful as they move to the next stages of their Academic career or employment.

The purposes of this qualification are to consolidate and build on students’ mathematical understanding, and develop further mathematical understanding and skills in the application of mathematics to authentic problems.

We expect students to build a broader base of mathematical understanding and skills in order to support the mathematical content in other Level 3 qualification, for example GCE A Level Biology, Geography, Psychology, BTEC Applied Science, Business, Health and Social Care. 

We prepare students for the range of varied contexts that they are likely to encounter in vocational and academic study, future employment and life.

Course Outline/Assessment Methods

The Level 3 Certificate in Mathematics in Context consists of two externally examined papers. Each paper is 1 hour and 40 minutes in length.

The content areas covered in this qualification (across both papers) are:

  • Applications of statistics
  • Probability
  • Linear programming
  • Sequences and growth

The content of this qualification is drawn from a range of GCSE content areas predominantly: statistics, probability, algebra, ratio, proportion and rates of change, together with 20% of content drawn from beyond and above GCSE content.

Skills for Success:

  • Develop competence in the selection and use of mathematical methods and techniques
  • Develop confidence in representing and analysing authentic situations mathematically, and in applying mathematics to address related questions and issues
  • Build skills in mathematical thinking reasoning and communication

Future Course/ Career Opportunities:

  • Actuary
  • Accountancy
  • Data Analyst
  • Teacher
  • Software engineer
  • CAD Technician

Departmental Performance:

AS Level Results

  • 2023/24: A*-C = 0%
  • No results for 2022/23
  • 2021/22: A*-C = 92%
  • 2020/21: A*-C = 77%

KS5: A Level Mathematics

Vision Statement

Mathematics is one of the most important areas of human development, forming the basis for logical thought and ensuring that everyday problems can be approached with confidence. Apart from the obvious use of counting the cans of baked beans when you are in your kitchen, or figuring out how far you can stretch your last £20, Mathematics is a skill which can be applied to so many areas. If you find Pi as easy as pie, and have  contemplated studying Mathematics at a higher level, but still need a little more convincing, think about the following facts: it increases your employability, statistically you have a higher chance of starting on a higher salary and gives society one more person that could influence new technology or medicine.

The Mathematics curriculum at the Hundred of Hoo Academy is one which prepares pupils for success at   A Level and beyond; designed to support the development of fundamental and  functional mathematical skills that not only prepares pupils for Higher Education courses, but also for adult life.

The Mathematics Department firmly believes that every pupil will achieve to the best of their ability; every pupil will leave the Academy with the skills and attributes that will ensure they are successful as they move to the next stages of their Academic career or employment.

Course Outline/Assessment Methods

Paper 1: Pure Mathematics 1 - 9MA0/01 and Paper 2: Pure Mathematics 2 - 9MA0/02 (33.3% each)

Both papers are written examinations, 2 hours

  • Topic 1 – Proof
  • Topic 2 – Algebra and functions
  • Topic 3 – Coordinate geometry in the (x, y) plane
  • Topic 4 – Sequences and series
  • Topic 5 – Trigonometry
  • Topic 6 – Exponentials and logarithms
  • Topic 7 – Differentiation
  • Topic 8 – Integration
  • Topic 9 – Numerical methods
  • Topic 10 – Vectors

Written examination, 2 hours

Section A: Statistics

  • Topic 1 – Statistical sampling
  • Topic 2 – Data presentation and interpretation
  • Topic 3 – Probability
  • Topic 4 – Statistical distributions
  • Topic 5 – Statistical hypothesis testing

Section B: Mechanics

  • Topic 6 – Quantities and units in mechanics
  • Topic 7 – Kinematics
  • Topic 8 – Forces and Newton’s laws
  • Topic 9 – Moments

Skills for Success:

  • A desire and a natural curiosity for Mathematics.
  • Problem-solving and analytical skills are a real advantage.
  • Highly motivated and committed to learning.

Future Course/ Career Opportunities:

  • Financial Sector
  • Accountancy
  • Engineering
  • Computer Science
  • Health Care
  • Aerospace

Departmental Performance:

AS Level Results

  • 2023/24: A*-C = 0%
  • No results for 2022/23
  • 2020/21: A*-D = 100%
  • 2018/19: A*-D =100%
  • 2017/18: A*-D = 100%

A-Level Results

  • 2023/24: A*-C = 0%
  • 2022/23: A*-C = 33%
  • No results for 2021/22 
  • 2020/21:  A*-C = 100%