Maths & Enterprise

Mathematics Curriculum Overview

Intent

The curriculum aims to develop resilient, motivated learners who possess metacognitive skills to support self-efficacy and independent learning. It seeks to foster the application of mathematical knowledge in diverse contexts, encouraging students to approach mathematics with confidence and curiosity, far beyond the confines of public examinations. By embedding cultural capital and literacy-enhancing opportunities within the curriculum, the school aims to provide all learners, regardless of their background, with the skills and knowledge necessary to achieve their aspirations and become confident, lifelong mathematicians.

Implementation

The curriculum is designed to build incrementally on prior knowledge, ensuring that pupils’ mathematical skills are developed progressively and effectively. It incorporates real-life problem-solving opportunities, allowing students to see the relevance of mathematics in various contexts. A focus on effective questioning encourages critical thinking, while ‘Awe and Wonder’ lessons expose students to mathematical concepts beyond the national curriculum, enhancing their cultural capital. A structured reading and comprehension programme, supported by a glossary of key terms, helps to deepen pupils' understanding and expand their vocabulary. Formative assessments are employed regularly, ensuring that progress is closely monitored and teaching is adapted to meet the needs of all learners. The curriculum is inclusive, with mixed-ability classes for middle and low prior attainters. Targeted support is provided to some pupils, including those with SEND and pupil premium, ensuring that every student can thrive in mathematics. Collaboration with the careers coordinator highlights the practical applications of mathematics in various careers, further engaging students in the subject.

Impact

The impact of the curriculum is evident in the high performance of students, both in terms of homework completion and success in extracurricular mathematics competitions. Learners apply their mathematical skills in real-world settings, including work experience, and show significant progress in their vocabulary and reading age. SEND and pupil premium students make progress in line with their peers due to adaptive teaching strategies. The ‘no opt-out’ approach to questioning encourages active participation and continuous formative assessment, ensuring all students are engaged. Additionally, ‘Awe and Wonder’ lessons broaden students' understanding of the practical applications of mathematics, expanding their career horizons and fostering a deeper appreciation of the subject. Overall, the curriculum is designed to equip students with the knowledge, skills, and confidence needed to succeed academically and professionally.

Computer Science (KS3) Curriculum Overview

Intent 

The Key Stage Three Computer Science curriculum is designed to provide students with a comprehensive foundation in essential computing concepts and skills. The aim is to equip students with the knowledge, practical abilities, and responsible digital behaviours needed to navigate and engage with modern technology. The curriculum covers a broad range of topics, including online safety, data representation, programming, computer systems, and computational thinking, ensuring students are well-prepared to thrive in a digital world.

Key aims include the development of digital literacy, promoting computational thinking, fostering creativity and innovation through practical tasks, ensuring online safety, and encouraging collaboration and communication using digital tools.

Implementation

The curriculum is structured around key topics that build progressively from foundational skills to more complex concepts. Students begin with online safety and responsible internet use, learning about privacy settings, cyberbullying, and malware. The curriculum then covers data representation, focusing on binary numbers and encoding, and extends to spreadsheet skills, where students learn data manipulation and visualisation. App development and programming are also integral components, with students introduced to various platforms and languages, including Python and visual programming tools.

Further topics include understanding computer systems, networking (e.g., LAN, WAN, IP addresses), and computational thinking strategies, such as abstraction and algorithm design. Students also engage in graphics design, where they create and edit digital images and animations. Cross-curricular links to Mathematics, Design and Technology, and PSHEE reinforce the practical and ethical aspects of technology, ensuring students apply their learning in relevant contexts.

Impact

The impact of the curriculum is measured through students’ ability to engage with and apply digital technologies confidently and responsibly. By the end of Key Stage Three, students will have developed core computational thinking skills, which enable them to solve real-world problems using abstraction, algorithms, and pattern recognition. Practical projects in app development and graphics design foster creativity and innovation, while the emphasis on online safety ensures students are prepared to navigate the digital world securely.

The curriculum also nurtures collaboration, as students work together on problem-solving tasks, enhancing their ability to communicate and share ideas effectively. Ultimately, the curriculum aims to produce students who are not only digitally literate but also critical thinkers, ready to pursue further studies or careers in technology-related fields. Through this balanced approach, the curriculum ensures that students are well-equipped to engage with the digital future confidently and responsibly.

Computer Science (KS4) Curriculum Overview

Intent

The Computer Science curriculum is designed to provide students with a deep understanding of computational thinking, programming concepts, and computing topics. We aim to develop students' ability to apply algorithmic techniques and solve problems using coded solutions grounded in programming principles. Our curriculum promotes reasoning and communication skills in computing, ensuring students are prepared for future study, careers, and active citizenship. We recognise the importance of equipping students with the vocabulary and reading skills necessary for effective communication, alongside computing knowledge. Furthermore, we seek to enhance students' cultural capital, particularly in relation to personal computing and workplace applications, through contextual learning and practical experiences such as taster sessions using Google Suite and programming tools.

Implementation

The curriculum is structured around 15 key areas of study, including systems architecture, memory and storage, data representation, network security, and programming techniques. This breadth of topics ensures that students gain a comprehensive understanding of computer systems and computational thinking. The scheme of learning builds progressively, supporting both Key Stage 3 and Key Stage 4 students in mastering essential concepts.

Regular half-term assessments are used to track student progress, with model answers provided to help students identify areas for improvement. Key Stage 4 students receive formative feedback through Knowledge Checks and targeted exam practice, which includes Question Level Analysis to guide independent revision. Retrieval practice is an integral part of the curriculum, with Key Stage 4 students engaging in activities such as Five-Marks-A-Day exercises, while Key Stage 3 students benefit from class discussions to reinforce prior learning. Homework for Key Stage 4 is set via platforms like Seneca (for Year 11) and Quizizz (for Year 10), covering the entire course content.

Impact

The impact of the curriculum is assessed through regular monitoring and evaluation of exam performance, including the analysis of 2024 exam data. Our quality assurance processes ensure the curriculum is being implemented effectively, with regular check-ins for non-specialist staff to provide support as needed. Students are becoming more familiar with the assessment process, receiving immediate feedback and being able to track their progress on platforms like Go4Schools. Additionally, students have the opportunity for after-school revision sessions, further supporting their learning. The overall impact is reflected in students' increasing confidence in Computer Science, their ability to independently revise and improve, and their preparedness for further study or careers in the digital sector.

DIT Curriculum Overview 

Intent

The Digital Information Technology (DIT) curriculum aims to equip students with the knowledge and skills outlined by the exam board specification, ensuring they develop both theoretical understanding and practical competencies. The course focuses on real-life contexts and local industry examples, fostering independent learning and preparing students for a Level 3 qualification or future careers in Cyber Security or IT. Students complete three components during the course, which include developing spreadsheet skills and knowledge of user interface software. The final component consolidates the learning from throughout the course, particularly in Year 11, where students are assessed through coursework and an external exam.

Implementation

The curriculum is structured across three components: Component 1 (coursework, 30% of the overall grade), Component 2 (coursework, 30%), and Component 3 (exam, 40%). In Year 10, students focus on Component 1 in the Autumn term, followed by Component 2. In Year 11, Component 2 is completed in the Autumn term, with the final external exam in the Spring. Throughout the course, students are encouraged to develop key skills, including data analysis, problem-solving, group work, independent research, and software-specific expertise. They make extensive use of IT tools, including Google online facilities.

Retrieval practice is a significant aspect of the curriculum, with Key Stage 4 students participating in activities such as Five-Marks-A-Day at the start of each lesson. Homework is set using platforms like Quizizz, covering a broad range of topics to reinforce learning. The curriculum is designed to support independent revision, with opportunities for students to receive feedback from Practice Paper Examinations (PPEs) and Question Level Analysis to guide their progress.

Impact

The impact of the DIT curriculum is regularly reviewed using exam data, including the results from 2023, to assess student progress and outcomes. A quality assurance programme ensures the curriculum is being implemented effectively, with regular check-ins for non-specialist staff to provide support where needed. Students complete half-term assessments and receive instant feedback, enabling them to track their progress on platforms such as Go4Schools. Additionally, students are offered after-school revision and catch-up sessions on Mondays to further support their learning. As a result, students develop the knowledge, skills, and confidence to succeed in their assessments and are well-prepared for further studies or careers in IT and Cyber Security.

Currently under review