Mathematics Key Stage 3

The Curriculum Purpose 

The Key Stage 3 mathematics curriculum at The Compton School provides knowledge, skills and understanding of each mathematical core concept. Students build on their Key Stage 2 knowledge to develop fluency, mathematical reasoning, and competence in solving increasingly sophisticated problems through developing deep, connected understanding of key ideas. We aim for students to find learning mathematics achievable, enjoyable, and stimulating to progress students into Key Stage 4.  

 

Key Concepts that underpin KS 3 Mathematics

Through the mathematics content, pupils should be taught to: 

Develop fluency 

• consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the number system and place value to include decimals, fractions, powers and roots 

• select and use appropriate calculation strategies to solve increasingly complex problems 

• use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships 

• substitute values in expressions, rearrange and simplify expressions, and solve equations 

• move freely between different numerical, algebraic, graphical and diagrammatic representations [for example, equivalent fractions, fractions and decimals, and equations and graphs] 

• develop algebraic and graphical fluency, including understanding linear and simple quadratic functions 

• use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics. 

 

Reason mathematically 

• extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations 

• extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically 

• identify variables and express relations between variables algebraically and graphically 

• make and test conjectures about patterns and relationships; look for proofs or counter-examples 

• begin to reason deductively in geometry, number and algebra, including using geometrical constructions 

• interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning 

• explore what can and cannot be inferred in statistical and probabilistic settings, and begin to express their arguments formally. 

 

Solve problems 

• develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems 

• develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics 

• begin to model situations mathematically and express the results using a range of formal mathematical representations 

• select appropriate concepts, methods and techniques to apply to unfamiliar and non- routine problems. 

 

Key features of learning in Key Stage 3 mathematics

The Mathematics curriculum at The Compton School is a cyclical curriculum, where topics interleave and build on others with increasing depth and understanding. We revisit topics throughout the years and during starters to ensure students maintain what they have learnt and so that students develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately, as well as explore relationships between topics. We build our Key Stage 3 curriculum on the foundations that students have learnt from primary school and deepen their mathematical thinking and reasoning, along with growing independency. In Key Stage 3 we promote the use of technology such as calculators and computers to aid students learning, so that they are able to take increasing responsibility for their own learning and the evaluation of their own Mathematical development and use their Mathematical skills and techniques to solve challenging problems. Students are encouraged to articulate their mathematical understanding through the use of key vocabulary which enables them to become fluent and tackle real life problems through Mathematical reasoning.  

 

What will you see in Maths Lessons? 

• Intelligent practise 

• Clear objectives 

• Strategies encouraging meta-cognition 

• Supportive maths conversations 

• An environment where mistakes are welcome as an opportunity to learn 

• Whole class questioning and dialogue 

• Differentiation that supports and challenges 

• Integration for inclusion 

• Responsive teaching to assess for learning 

• Use of responsive teaching to support pupil progress and, if required, to adjust learning throughout the lesson 

• Misconceptions are addressed 

• Qualified mathematicians who plan appropriately 

• Modelling through teacher demonstration- I do, We do, You do 

 

What will you see in Maths books? 

• Date and title 

• Clear understanding of learning objective 

• Keywords and definitions 

• Notes and exemplars 

• Self-assessment in green pen 

• Teacher feedback in red pen 

• Low stake maths quizzes 

• Intelligent practice and minimally different progressions Homework 

• Feedback from mistakes 

• Key skills tasks at the start of each lesson 

 

What formative assessment will you see in Maths? 

• Mini-white boards 

• Diagnostic questions 

• Open questions that are carefully scaffolded and targeted to support pupil progress 

• Cold calling 

• Targeted and specific verbal feedback 

• Present misconceptions encouraging meta-cognition 

• Opportunities for discussion 

• Differentiation by outcome allowing teachers to gauge progress 

• Mechanisms that allow teacher to gauge understanding (eg tallies, thumbs up/down etc) 

 

What extra-curricular is available in Maths? 

• Maths clinic after school every Monday in MG1 for all year groups