Curriculum Statement

We want Upper Wharfedale Students to be mathematical thinkers, enjoy the subject, be resilient learners and make outstanding progress. We encourage this enjoyment of mathematics and problem solving while also preparing students for challenges of the new GCSE specification and beyond. The schemes of work ensure full coverage of the National Curriculum while allowing the flexibility for our highly experienced teachers to take students beyond its scope when the opportunity arises.

We aim to inspire students to pursue careers which are either highly numerate or directly involve mathematics wherever appropriate. To this end we will always make the links with other subjects explicit in lessons – highlighting the ways that students can use their Through use of the UKMT team and individual challenges and AMSP events we give students opportunities to work on maths problems outside of the national curriculum that actively encourage genuine mathematical reasoning and problem solving.

This approach involves the teaching of knowledge alongside a variety of key skills and abilities:

Develop mathematical knowledge

We explicitly teach knowledge of key mathematical concepts, terminology, notation, facts, methods and techniques. We focus strongly on aiding the retention of this knowledge through the use of regular and frequent low stakes tests and recall tasks.

Develop confidence in using and applying their knowledge

Students learn how to understand and interpret mathematical information presented in a variety of forms. They learn problem solving skills and how to select and apply knowledge, techniques and strategies in different or unfamiliar situations or contexts.

Develop independent learning skills

Students experience a variety of teaching methods and strategies and will be expected at different times to work alone, in small groups or take part in whole class discussions. We use feedback and self-assessment to allow students to identify their own targets for improvement and then make effective use of online and self-marking resources to encourage students to take more responsibility for their own progress.  

The scheme of work, based on an exam board model, is cyclical in nature and allows for a natural progression of learning. Knowledge and skills from each area (Number, Algebra, Ratio and Proportion, Geometry, Probability and Statistics) are revisited within each year as well as across years. The scheme allows flexibility and a classroom teacher’s judgement as to the level of understanding will be the key factor in deciding when to move on – as opposed to any pre-determined date or time scale. Frequent communication between teachers means that possible issues with knowledge gaps when set movements occur can be avoided.


Throughout this period the intent is to lay the groundwork of keys skills and knowledge to allow students to develop their ability to apply those skills and knowledge to ever more varied and challenging situations as they progress towards KS4.

We are acutely aware of the different starting points our students have as well as the different learning experiences they have had of mathematics. We know the expectations and content of the KS2 mathematics curriculum well. In year 7 we allow for this while also serving the needs of those who were unable to access the full range of the curriculum.

As each topic area is revisited throughout KS3, previous learning will be assessed (formally or otherwise) and the starting point determined accordingly – thus avoiding any unnecessary repetition or possible gaps in knowledge.

Students focus on ...

Analysing and Displaying Data 

Number Skills 

Expressions, Functions & Formulae 

Decimals & Measures 



Ratio & Proportion 

Lines & Angles 

Sequences & Graphs 


Number Properties & Calculations 

Area & Volume 

Statistics, Graphs & Charts 

Expressions & Equations 

Real-Life Graphs 

Decimals & Ratio 


Fractions, Decimals & Percentages 

Straight Line Graphs 


Higher Tier Sets 1 

Foundation Tier Set 2 and 3 

Number work, HCF, LCM, Powers, Standard form 

Number work, powers, prime factors 

Algebra, Formulae, Equations, Sequences, Factorising 

Algebra, formulae, factorising, substitution 

Interpreting Data, Statistical diagrams, Averages  

Graphs, tables and charts, statistical diagrams 

Angles rules and polygons 

Fractions and Percentages 

Pythagoras Theorem 

Angle rules, angles in parallel lines 


Averages and range 

Graphs, linear, quadratic, cubic, reciprocal 





In years 10 and 11 we explicitly teach the application of what has been learnt lower down the school as well as introducing some more advanced mathematical ideas. In preparing students for the GCSE we don’t lose sight of the need to develop mathematical thinkers and resilient learners who enjoy the subject and may indeed which to continue studying the subject post-16. Careful and ongoing assessment ensures we choose the tier of entry that allows each student to maximise their progress.

Higher Tier Sets 1 Year 10 

Foundation Tier Set 2 and 3 Year 10 

Area and Volume 

Perimeter, Area and Volume 

Area and Perimeter of Circles and sectors 

Graphs, y = mx + c 

Spheres, pyramids and cones 



Ratio and Proportions 

Constructions, Loci and Bearing 

Pythagoras Theorem 

Equations and inequalities 


Simultaneous Equations 

Distance, Speed and Time 

Probability and Venn Diagrams 

Multiplicative Reasoning 

Multiplicative reasoning 

Constructions, Loci and Bearing 



Higher Tier Sets 1 Year 11 

Foundation Tier Set 2 and 3 Year 11 

Similarity and Congruence 

Quadratic Equations and Graphs 

Trigonometry and graphs of trig functions 

Circumference and Area of a Circle 

Cumulative Frequency, Box Plots and Histograms 

Sectors, cylinders, pyramids and cones 

Further graphs including Solving Simultaneous Equations and Inequalities graphically 


Circle Theorems 

Indices and Standard Form 

Rearranging Formulae, Algebraic Fractions and surds 

Congruence and Similarity 


Simple Vectors 

Vectors and geometric proof 

Simultaneous Equations, rearranging formulae and proof 

Direct and Inverse Proportion 



KS3: Students class and homework is regularly marked with timely verbal and written feedback given. There are two formal assessments each year. 

KS4: Students work is regularly marked with timely verbal and written feedback given. There are two formal assessments each year. Students sit their first trial exam at the end of year 10. The second trial exam is in December of year 11. 


KS3: Students are set 1 piece of mathematics homework per week. 

KS4: Students are set 1 piece of mathematics homework per week. 

Students are further encouraged to research and revise topics on the Mathswatch website. 


More able students are entered for the UKMT Maths Challenge annually. 

Revision classes for year 11 are held regularly after school. 

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