Mathematics

Curriculum Overview

Subject: Mathematics
Key Stages: KS3–KS4
Head of Department: Sean Kirby
Date last reviewed: September 2025

1. Curriculum Intent

The Mathematics curriculum at Pool Academy is designed to develop confident, fluent, and analytical mathematicians who can apply their knowledge in a wide range of contexts. Our aim is for students to understand the core concepts in number, algebra, geometry, statistics, probability, proportionality and reasoning, and to be able to apply these to solve problems both in exams and in real life.

The curriculum is sequenced to ensure that KS3 provides a strong foundation of knowledge and skills, while KS4 consolidates these skills and develops higher-order problem-solving, reasoning and application.

The year 7 sequence secures the foundations, in particular ensuring that students have solid foundations in working with number which are then used in year 8 to develop algebraic thinking.  These skills are then further developed, combined and extended in year 9 and KS4.

All students, including those with SEND and disadvantaged learners, have access to a rigorous and ambitious curriculum that builds confidence, mathematical fluency, and reasoning skills, preparing them for further study and lifelong learning. Tier of entry decisions are deliberately left as late as possible to ensure there is equity between all students to achieve their full potential.

The curriculum embeds our 12 Teaching Fundamentals, ensuring lessons are structured to check understanding, recap prior learning, model concepts, provide guided practice, and improve focus, engagement and responses for all learners.

2. Curriculum Implementation

Lessons are carefully planned and sequenced, building on prior knowledge and increasing in complexity over time. KS3 focuses on developing core mathematical skills and fluency, while KS4 emphasises reasoning, problem-solving and application in line with GCSE requirements.

The sequence of learning contains carefully identified building blocks to help build the learning and is designed as a 5 year program to ensure each unit is covered in depth providing a strong foundation to build upon each year.  

Teachers use our 12 Teaching Fundamentals in every lesson. This includes strategies to: - 

• Check understanding and address misconceptions 
• Recap previous learning 
• Structure lessons using Check → Model → Practice 
• Maintain focus and encourage active responses
• Support all learners, including SEND and disadvantaged students

Teacher and student booklets have been created to support the learning and ensure consistency in language, methods and content.  This ensures a high level of support and challenge is available to all students and the greater consistency supports transitions and retrieval.

Content is always modelled live using a visualiser using deliberately selected examples to carefully build the learning and understanding.  This is followed by independent practice to secure the learning and deepen understanding with opportunities to apply their knowledge to unfamiliar contacts.

Assessment is both formative and summative, with regular checks for understanding each lesson, quizzes, and tests to track progress. Data from assessments directly informs teaching, allowing timely interventions and ensuring all students are challenged appropriately.

Oracy is encouraged across all lessons and year groups to develop the use of mathematical vocabulary and secure understanding.

3. Curriculum Impact

Students demonstrate increasing mastery of mathematical concepts through improved fluency, reasoning and problem-solving skills. The curriculum, combined with the 12 Teaching Fundamentals, ensures that all learners make progress regardless of starting point.

Formative and summative assessments show that students retain knowledge and develop the ability to apply it in increasingly complex contexts. Students are prepared for GCSE examinations and further education or careers where mathematical literacy is essential.

4. Enrichment and Wider Opportunities

Links have been developed with Axiom, Plymouth University and Exeter Maths School to further enrich the curriculum. As a result students have the opportunity to participate in:-

• Axiom Maths circle in year 7
• Maths circles in partnership with Exeter Maths school in year 8
• Residentials at Exeter Maths School in year 10
• Saturday Maths masterclasses in year 9
• Junior maths challenge in year 8
• Intermediate maths challenge in year 9 and 10

These experiences help students see the relevance of mathematics beyond the classroom and make connections to careers in engineering, finance, technology, and education.

5. Review and Quality Assurance

The Maths curriculum is regularly reviewed through student outcomes, national comparisons, teacher feedback, departmental meetings, professional development and trust wide curriculum audits. Adjustments are made to lesson sequencing, resources, teaching strategies, and the use of the 12 Teaching Fundamentals to ensure continuous improvement and high-quality provision for all students.