Harris Academies
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Introduction to Maths at Harris Academy Morden

The Maths curriculum at Harris Academy Morden is based on the principle that Maths is essential to everyday life and necessary for financial literacy and most form of employment. It the key that opens the door to other aspects of life and underpins other areas of the curriculum. We aim to encourage students to recognise Maths as a universal language that allows us to communicate with others and to understand, affect and develop the world around us.

Maths develops reasoning and problem solving skills, leading to logical thinking that builds well-rounded and ambitious citizens of the future.

The intent titles for Key Stage 3 are the same as for Key Stage 4, as these skills form the basis of all mathematics.

General overview of Maths

The Harris Academy Morden Maths Key stage 3 curriculum gives students the opportunity to:

  • Become fluent in fundamental mathematical concepts
  • Reason mathematically by following lines of enquiry and conjecturing generalisations whilst using mathematical language
  • Solve problems by applying their fluency and reasoning skills to both routine and non-routine problems.


The Keys Stage 3 curriculum forms a strong basis for the Ley Stage 4 study. Through the later years, the three elements of fluency, reasoning and problem solving are still prominent. The content in later years is based heavily on the concepts taught in the earlier years. We have designed the curriculum such that the interconnected nature of mathematics is prevalent. Concepts are studied using prior knowledge and in various context, one example is that we use perimeter of shapes to link the use of adding decimal numbers together. This is a feature of our curriculum.

Through year 7, 8 and 9, we do not teach students in a tiered fashion. There is ‘core’ content followed by content designed to stretch and extend. The aim here is not to limit students to a particular tier and hence outcome at the end of their 5 years of mathematical study. We have high aspirations for our students and our curriculum is built around this. Teachers do, however have the autonomy to teach what is appropriate to their students and adapt for their needs. In years 7 and 8 we teach in mostly mixed ability classes, which allows all students to be exposed to higher level mathematics. We expect that where students struggle, teachers adjust the curriculum appropriately to ensure that the students can access mathematical concepts at a varying pace. At the top end, we aim to provide opportunities for students go deeper into their understanding rather than accelerate through the curriculum.

The mathematics schemes of work for KS4 broadly follows the AQA new GCSE mathematics 8300 specification and builds on the content developed in KS3 with Year 9 as a bridging curriculum to ensure smooth progression between KS3 and KS4.

The content in year 9 builds on topics taught in years 7 and 8 with students exposed to more challenging reasoning and problem solving opportunities. In year 9, we introduce the idea of tiering, but the aim is not to limit students and hence the curriculum is designed such that students who excel with lower level content can move freely to the higher content and achieve their full potential. We aim to cover the same content to varying levels of difficulty for as long as we can to ensure that this is possible.

Students will follow either the foundation or higher scheme of work depending on prior assessments, combined with consideration of the student needs and teachers’ input. Students are not limited to their current tier of study as this is fluid and dependent on the progress that each student is currently making. Problem-solving is at the heart of the new curriculum and opportunities to develop problem solving and reasoning skills in maths are embedded within each unit of work.  Once students reach year 11, their teachers will decide upon how much they need to deviate away from the scheme of work based on thorough assessment. This takes place in lessons and through whole school mock exams.

The new KS4 curriculum is focused on students developing mastery of mathematics and involves:

  1.  develop fluent knowledge, skills and understanding of mathematical methods and concepts
  2.  acquire, select and apply mathematical techniques to solve problems
  3. reason mathematically, make deductions and inferences and draw conclusions
  4. comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.

Please see the document below for details of the Intent, Implemetation and Impact for Maths at Harris Academy Morden


Maths 13th Sep 2021 Download