Maths

Mathematics at Leigh Academy aims to develop confident, articulate, and resilient learners who can apply mathematical thinking to solve problems and explain their reasoning. Our curriculum is designed to build strong numeracy skills, deepen conceptual understanding, and develop independence.

We want students to:

  • Become fluent in the fundamentals of mathematics through varied and frequent practice.
  • Reason mathematically, using precise language to justify and explain their thinking.
  • Solve problems by applying mathematics to a variety of situations, including real-life contexts. *Enjoy mathematics and appreciate its importance in the wider world.
Back to KS3 Subjects

Our curriculum is ambitious, inclusive, and structured as a spiral, meaning key concepts are revisited and deepened over time to strengthen retention and mastery. In Year 7, students follow the MYP framework, which encourages inquiry-based learning and cross-curricular connections, while laying strong foundations in core mathematical skills.

From Year 8 onwards, our curriculum adopts a spiral structure, meaning key concepts are revisited regularly with increasing complexity. This design strengthens retention, deepens understanding, and supports students in making meaningful connections across topics. Across all year groups, lessons are built around varied fluency, reasoning, and problem-solving, while promoting the development of independent learning behaviours and mathematical communication.

CRITERION A

Knowing & Understanding

Criterion b

Investigating Patterns

criterion C

Communicating

criterion d

Applying Mathematics in Real-Life Contexts.

Statement of INQUIRY
  • Understanding and simplifying numerical forms helps represent real-world problems efficiently.
  • Logical rules help simplify expressions and create consistency in mathematical reasoning.
  • We use generalized relationships to represent and solve real-world problems efficiently.
Approaches to Learning
  • Applying knowledge to solve unfamiliar problems.
  • Using correct mathematical language and symbols.
Statement of INQUIRY
  • Recognizing patterns in number systems reveals relationships that help simplify and solve problems.
  • Mathematical forms can be simplified or transformed to express equivalent ideas in different ways.
  • Using logical strategies to combine and compare quantities helps make sense of change and equivalence in real-world situations.
  • Understanding the structure and space around shapes allows us to measure and describe the world more precisely.
Approaches to Learning
  • Make unexpected or unusual connections between objects and/or ideas.
Statement of INQUIRY
  • Statistical measures help us understand patterns and make fair comparisons across different data sets.
  • Understanding the logic behind numerical operations allows us to simplify processes and solve problems more efficiently.
  • Different forms can occupy the same space, and understanding how we measure this space supports innovation and sustainability.
Approaches to Learning
  • Draw reasonable conclusions and generalizations.
  • Analyse complex concepts and projects into their constituent parts and synthesize them to create new understanding.
Statement of INQUIRY
  • Recognising and simplifying relationships between parts and wholes enables clearer understanding and more effective problem-solving.
  • Understanding relationships between parts and wholes helps us make comparisons and informed decisions.
  • Representing and comparing parts of a whole helps us interpret fairness and make informed decisions.
  • Understanding proportional relationships allows us to divide resources fairly and solve practical problems.
Approaches to Learning
  • Inquire in different contexts to gain a different perspective
Statement of INQUIRY
  • The properties and classification of forms help us understand and describe the space around us.
  • Logical reasoning with angle properties allows us to solve problems and justify geometric relationships.
  • Representing positions using coordinate systems allows us to describe spatial relationships and solve geometric problems.
Approaches to Learning
  • Interpret and use effectively modes of non-verbal communication.
  • Compare conceptual understanding across multiple subject groups and disciplines.
Statement of INQUIRY
  • Representing and measuring time allows us to organize life and solve problems across contexts and cultures.
Approaches to Learning
  • Select and use technology effectively and productively
Statement of Inquiry

Understanding how estimation, accuracy, and expressions help us solve problems efficiently and communicate mathematical reasoning clearly.

Approaches to learning
  • Apply knowledge and skills in unfamiliar situations
  • Use appropriate strategies for organising complex information
  • Interpret and evaluate mathematical models and conclusions
  • Communicate mathematical reasoning effectively
Statement of Inquiry

Patterns and relationships can be represented visually and algebraically to describe real-world behaviours and predict future events.

Approaches to learning
  • Use logical reasoning and pattern recognition
  • Communicate mathematical ideas clearly
  • Apply knowledge in different contexts through real-life examples
Statement of Inquiry

Logical reasoning and understanding of equivalence help us model, solve and represent real-world situations.

Approaches to learning
  • Justify methods and solutions
  • Evaluate patterns and apply to real-life problems
  • Communicate reasoning clearly in steps
Statement of Inquiry

Understanding and representing real-life relationships using graphs and proportions helps interpret and model real-world contexts.

Approaches to learning
  • Use appropriate strategies for representing and interpreting data
  • Make connections between mathematical models and real-life situations
  • Apply logical reasoning to solve problems involving rates and proportions
Statement of Inquiry

Understanding the form and structure of 3D shapes enables us to calculate and compare properties such as surface area and volume, helping solve real-life problems.

Approaches to learning
  • Visualise and model 3D shapes
  • Apply formulae and conversion skills
  • Interpret and solve worded problems involving surface area and volume
Statement of Inquiry

Effective representation and analysis of data helps us identify patterns and relationships to make informed decisions.

Approaches to learning
  • Interpret and represent data using charts and graphs
  • Identify trends and make predictions based on data
  • Use digital tools to explore data relationships
Statement of inquiry

Understanding probability and set notation enhances our ability to analyze and interpret uncertain events in real-world contexts.

Approaches to Learning
  • Critical thinking (analyzing outcomes)
  • Communication (explaining probability concepts)
  • Research skills (collecting data)
  • Solve systems of linear equations algebraically and graphically Interpret solutions in real-world problems
Statement of inquiry

Solving linear and simultaneous equations allows us to understand and predict relationships between variables in various contexts.

Approaches to Learning
  • Problem-solving (finding solutions)
  • Communication (explaining methods)
  • Self-management (organizing work)
Statement of inquiry

Understanding geometric constructions and the Pythagorean theorem enhances our ability to analyze and create accurate structures.

Approaches to Learning
  • Critical thinking (applying theorems)
  • Communication (drawing and explaining constructions)
  • Self-management (precision in measurements)
Statement of inquiry

By applying ‘logical’ algebraic techniques, we can explore ‘patterns’ within mathematical ‘representations’ of ‘quantity’ and transform expressions, enabling us to solve complex problems and contribute to scientific and technical innovation.

Approaches to Learning
  • Thinking Skills: Logical reasoning (simplifying ratios, sharing quantities)
  • Problem-solving (applying ratios to practical scenarios)
  • Critical thinking (evaluating the appropriateness of ratios)
  • Communication Skills: Organizing and communicating numerical information clearly, using precise notation.
  • Self-Management Skills: Accuracy in calculations.
Statement of inquiry

By applying ‘logical’ algebraic techniques, we can explore ‘patterns’ within mathematical ‘representations’ of ‘quantity’ and transform expressions, enabling us to solve complex problems and contribute to scientific and technical innovation.

Approaches to Learning
  • Thinking Skills: Logical reasoning (sequencing steps in factorization and solving)
  • Problem-solving (translating word problems into equations)
  • Critical thinking (choosing the most efficient method for solving).
  • Communication Skills: Organizing and communicating mathematical ideas clearly, using precise notation and diagrams.
  • Self-Management Skills: Persistence when solving multi-step algebraic problems.
Statement of inquiry

By exploring patterns of quantitative ‘change’ and their diverse ‘representations’, we can create ‘models’ that describe phenomena ranging from microscopic to cosmic scales, fostering logical reasoning and contributing to scientific and technical innovation.

Approaches to Learning
  • Thinking Skills: Pattern recognition (discovering index laws)
  • Logical reasoning (justifying rules)
  • Problem-solving (simplifying complex expressions)
  • Communication Skills: Using precise mathematical language and notation.
  • Self-Management Skills: Accuracy in calculations involving exponents.
Back to KS4 Subjects Back to KS5 Subjects
ks4 & 5 maths

At KS4 and 5, assessments are carefully mapped across a spiral curriculum that builds depth and challenge each time a topic is revisited. Assessment outcomes are used diagnostically to close gaps and inform planning. Feedback is actionable, encouraging student reflection and improvement.

Statement of INQUIRY

Solving equations and rearranging formula. Linear Graphs. Linear Simultaneous Equations. Volume of 3D shapes

Statement of INQUIRY

Compound Measure, Quadratics, Graphical, Quadratics, Algebraic & Further Graphs. Transformation.

Statement of INQUIRY

Probability, Statistics, Ratio, Growth & Decay.

Statement of INQUIRY

Pythagoras Review, Bearings & Scale Diagrams, Plans & Elevation.

Statement of INQUIRY

Right Angles, Trigonometry, Similar Shapes.

Statement of INQUIRY

Congruence, Construction & Loci, Vectors

Statement of Inquiry

Recognizing patterns and simplifying mathematical relationships allows us to solve problems and innovate in technical and scientific fields.

Statement of Inquiry

Understanding how we represent and measure space and data helps us solve real-world problems and make informed decisions through logical reasoning

Statement of Inquiry

Understanding how to model and represent relationships helps us make informed decisions and solve real-world problems logically and efficiently.

Statement of Inquiry

Mathematical representations and models help us understand patterns and relationships in the world around us.

Statement of Inquiry

Students will be given the opportunity to finish any of development using QLA sheets

Statement of Inquiry

Percentage change quantifies the relative impact of transformations, allowing us to understand and compare growth or decline in diverse contexts. By measuring the total area of a solid’s exterior, surface area informs design, material efficiency, and functional interactions in the real world

Approaches to Learning

  • Critical thinking (analyzing outcomes)
  • Communication (explaining probability concepts)
  • Research skills (collecting data)
  • Solve systems of linear equations algebraically and graphically Interpret solutions in real-world problems

Statement of Inquiry

Compound Measures, Quadratics – graphical, Quadratics – Algebraic, Further Graphs.

Approaches to Learning

  • Critical thinking (analyzing outcomes)
  • Communication (explaining probability concepts)
  • Research skills (collecting data)
  • Solve systems of linear equations algebraically and graphically Interpret solutions in real-world problems

Statement of Inquiry

Probability 2, Statistics 2, Cumulative Frequency & Box Plots

Approaches to Learning

  • Critical thinking (analyzing outcomes)
  • Communication (explaining probability concepts)
  • Research skills (collecting data)
  • Solve systems of linear equations algebraically and graphically Interpret solutions in real-world problems

Statement of Inquiry

Growth & Decay, Ratio 2, Ratio 3, Similar Shapes.

Approaches to Learning

  • Critical thinking (analyzing outcomes)
  • Communication (explaining probability concepts)
  • Research skills (collecting data)
  • Solve systems of linear equations algebraically and graphically Interpret solutions in real-world problems

Statement of Inquiry

Algetic Proportion, Surds, Right Anbragles Trigonometry

Approaches to Learning

  • Critical thinking (analyzing outcomes)
  • Communication (explaining probability concepts)
  • Research skills (collecting data)
  • Solve systems of linear equations algebraically and graphically Interpret solutions in real-world problems
Statement of Inquiry

By exploring various algebraic techniques, we can understand how mathematical relationships are modeled and transformed to solve complex problems, fostering logical reasoning and contributing to scientific and technical innovation

Approaches to Learning
  • Creative thinking (finding alternative ways to represent surds)
  • Transfer (applying surd rules to new contexts)
  • Thinking Skills: Critical thinking (evaluating the most efficient method for surd simplification)
  • Creative thinking (finding alternative ways to represent surds)
  • Transfer (applying surd rules to new contexts)
  • Communication Skills: Organizing and communicating information clearly and coherently, using appropriate mathematical language.
  • Research Skills: Finding and using information to understand the historical development or applications of irrational numbers.
Statement of Inquiry

By exploring various mathematical relationships, we can model and analyze complex systems and patterns in space and data, fostering critical thinking and contributing to scientific and technical innovation.

Approaches to Learning
  • Thinking Skills: Critical thinking (evaluating the most efficient method for a given system)
  • Logical reasoning (sequencing steps in solving systems)
  • Problem-solving (translating word problems into simultaneous equations)
  • Transfer (applying simultaneous equations to diverse contexts)
  • Communication Skills: Organizing and communicating solutions clearly, using appropriate mathematical notation, explaining graphical representations.
  • Self-Management Skills: Organization (maintaining neatness and clarity in multi-step solutions)
  • Time management (efficiently solving complex problems).
Statement of Inquiry

By exploring how mathematical relationships are modeled and transformed, we can understand complex systems, predict outcomes, and analyze patterns of change, fostering logical reasoning and contributing to scientific and technical innovation.

Approaches to Learning
  • Thinking Skills: Critical thinking (evaluating probabilistic scenarios, identifying assumptions)
  • Logical reasoning (constructing probability models)
  • Problem-solving (breaking down complex probability problems)
  • Communication Skills: Organizing and communicating probabilistic information clearly (e.g., through diagrams), using precise mathematical language.
  • Information Literacy Skills: Interpreting data presented in probabilistic contexts.
Statement of Inquiry

By exploring logical procedures, patterns, and representations, we can construct and validate mathematical arguments, develop models, and approximate solutions, contributing to the rigorous foundation of scientific and technical innovation.

Approaches to Learning
  • Thinking Skills: Logical reasoning (following iterative steps)
  • Problem-solving (applying iteration to specific equations)
  • Creative thinking (exploring different iterative forms)
  • Critical thinking (evaluating convergence)
  • Communication Skills: Organizing numerical data, explaining iterative processes
  • Self-Management Skills: Persistence (carrying out repetitive calculations accurately).
Statement of Inquiry

Students will be revising and preparing for their maths GCSEs

Teacher A:

Algebraic Expressions, Quadratics, Equations & Inequalities, Graphs & Transformations.

Teacher B:

Measures of Locations & Spread, Data Collection, Representation of Data, Correlation.

Statement of INQUIRY

Understanding mathematical patterns and representations helps us model and interpret real-world relationships.

Approaches to Learning
  • Baseline.
  • Measures of location & spread.
Teacher A:

Straight Line Graphs, Circles, Algebraic Methods, The Binomial Expansion.

Teacher B:

Probability, Statistical Distributions, Hypothesis Testing.

Statement of INQUIRY

Logical reasoning and algebraic patterns allow us to simplify expressions and make predictions in complex systems.

Approaches to Learning
  • Representation of Data and Correlation.
  • Hypothesis testing.
  • Circles.
  • Straight line graphs.
Teacher A:

Trigonometric Ratios, Trigonometric Identities & Equations, Differentiation.

Teacher B:

Hypothesis Testing, Modelling in Mechanics, Constant Acceleration.

Statement of INQUIRY

Mathematical representations of periodic relationships help us model and predict phenomena in space and time.

Approaches to Learning
  • Binomial Expansion.
  • Trigonometry.
Teacher A:

Differentiation, Integration.

Teacher B:

Forces & Motion

Statement of INQUIRY

Mathematical models allow us to analyze and approximate change in order to understand dynamic systems

Approaches to Learning
  • Differentiation.
  • Exponentials and Logarithms
Teacher A:

Integration, Exponentials & logarithms, Vectors.

Teacher B:

Variable Acceleration.

Statement of INQUIRY

Understanding relationships between rate and accumulation helps us model and predict complex systems over time.

Approaches to Learning
  • Variable acceleration.
  • Conditional probability.
  • Binomial Expansion
Teacher A:

Vectors, Algebraic Methods, Binomial Expansion.

Teacher B:

Conditional Probability.

Statement of INQUIRY

Understanding how vectors represent form and direction allows us to model movement and spatial relationships in real-world contexts.

Approaches to Learning
  • Sequences & series.
  • Vectors.
Teacher A

Conditional Probability, Regression, Correlation & Hypothesis Testing, The Normal Distribution, Binomial Expansion

Teacher B

Sequences & Series, Functions & Graphs, Radians.

Statement of Inquiry

Understanding alternative systems of measurement helps us describe and model circular and periodic relationships in mathematics and the real world

Approaches to learning
  • Conditional probability.
  • Functions & graphs
  • The normal distribution and Radians.
Teacher A

Trigonometric Functions, Trigonometric Modelling, Parametric Equations.

Teacher B

Forces and friction, Application of forces, Moments, Application of Forces

Statement of Inquiry

Mathematical and physical models of forces and friction allow us to predict and control movement in real-world systems.

Approaches to learning
  • Trigonometric functions.
  • Parametric equations.
Teacher A

Differentiation

Teacher B

Projectiles, Further Kinematics

Statement of Inquiry

Mathematical and physical models of projectile motion allow us to predict and optimize trajectories in various contexts

Approaches to learning
  • Differentiation
  • Moments
  • Applications of forces and projectiles
Teacher A

Integration

Teacher B

Mechanics 2, Mechanics 1 & Pure 1 Revision

Statement of Inquiry

Integration models the accumulation of quantities, allowing us to understand and predict complex phenomena.

Approaches to learning
  • Integration.
  • M1. M2, S1, P1 revision