Key Stage 3 Mathematics

“A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.”

Mathematics National Curriculum 2014

The Key Stage 3 (KS3) mathematics team meets this aim by producing young mathematicians who are both fluent and proficient, and nurture a genuine passion for the discipline. The focus across the key stage is to help students build on their primary learning to achieve a strong foundation based on a depth of understanding in preparation for their GCSEs.  Students receive targeted support in areas where they are insecure in their mathematics knowledge and challenged and stretched in mathematics extensions in areas where they are.  A Numeracy Support Coach works to provide targeted intervention to enable students who have struggled with KS2 mathematics to fully access the KS3 curriculum.

Throughout KS3 students will strengthen their understanding of key mathematical concepts whilst developing the skills to be able to reason mathematically and solve problems. This will not only put students in a strong position ready for their continued learning through the Academy, but also ensure that they have both the ability and confidence to use these skills in their wider lives.    

Year 7

Term 1

Week 1: Place value; Integers; Decimals

Week 2: Four Operations – adding, subtracting, multiplying, dividing; Negative numbers

Week 3: Perimeter and area (basic shapes)

Week 4: Fractions

Week 5: Percentages; Equivalences in Fractions Decimals and Percentages

Week 6: Sequences

Week 7: Introducing algebra - Representing functions; Expressions

Term 2

Week 1: Shape Properties (2D and 3D); Angle facts and beginning to problem solve

Week 2: 2D co-ordinates

Week 3: Writing expressions; Collecting like terms

Week 4: Substitution (real life applications)

Week 5: Statistics - Mean, median, mode, range; Interpreting data from graphs

Week 6: Probability Intro - Probability scales; Investigating probability

Week 7: Termly Review and Math Project

Term 3

Week 1: Recap of the “4 operations”, Order of operations

Week 2: Rounding; Estimations (build on problem solving skills)

Week 3: Mental calculations; Solving multi-step problems

Week 4: Multiplication tables; Multiples, factors and primes

Week 5: Expressing and applying rules (e.g. in sequences, word problems)

Week 6: Measure lengths and angles; Use angle facts to solve problems

Term 4

Week 1: Nets of 3D shapes; Constructing triangles

Week 2: FDP equivalence; Percentage of amounts

Week 3: Introduce ratio and proportion

Week 4: Data sources and collection

Week 5: Algebraic manipulation; Solving equations

Week 6: Termly Review and Math Project

Term 5

Week 1: Transformations - Reflection, translation, rotation

Week 2: Symmetry, rotational symmetry, (mini project)

Week 3: Multiples, factors and primes - HCF, LCM

Week 4: Applying maths skills to solve problems

Week 5: Topic Reviews


Term 6

Week 1: Solve linear equations; Substitution

Week 2: Graphs and linear equations

Week 3: Solving geometrical problems

Week 4: Constructions

Week 5: Mean, median, mode and range from simple frequency table

Week 6: Representing data

Year 8 Scheme of Work

Term 1

Week 1: Place value, "The 4 operations – adding, subtracting, multiplying and dividing"

Week 2: Multiples, factors and primes

Week 3: Using angle facts to solve problems

Week 4: Constructions

Week 5: Fractions: equivalence, ordering, calculations

Week 6: Percentages

Week 7: Equivalences with Fractions, decimals and percentages

Term 2

Week 1: Collecting like terms, expanding brackets

Week 2: Substitution (involving indices)

Week 3: Converting between metric units

Week 4: Perimeter and area (+surface area)

Week 5: Representing probability

Week 6: Calculating probabilities

Week 7: Termly Review and Math Project

Term 3

Week 1: Multiplying and dividing by powers of 10

Week 2: Ordering and rounding decimals; Decimal Calculations

Week 3: Plotting coordinates; graphs

Week 4: Plotting linear functions

Week 5: Shapes facts and congruency

Week 6: Transformations – reflection, rotation, translation and enlargement

Term 4

Week 1: Decimal Review

Week 2: Data collection

Week 3: Data interpretation

Week 4: Solving linear equations

Week 5: Substitution

Week 6: Termly Review and Math Project

Term 5

Week 1: 3D shapes - nets, plans, elevations; Scale drawings

Week 2: Volume

Week 3: Fraction calculations

Week 4: Problem solving; BIDMAS

Week 5: Topic Reviews

Term 6

Week 1: Creating equations to solve problems

Week 2: Rearranging equations

Week 3: Ratio and proportion

Week 4: Ratio and proportion

Week 5: Representing data

Week 5: Termly Review and Math Project


Sub-Level 3 Targeted Intervention

(working directly with Numeracy Support Coach)

Autumn Term

a)       Count, read, write and order whole numbers to at least 100; know what each digit represents (including 0 as a place holder)

b)       Adding and subtracting using Numicon - Use knowledge that addition can be done in any order to do mental calculations more efficiently.

c)       Describe and extend simple number sequences (including odd/even numbers, counting on or back in 1’s or 10’s from any 2 or 3 digit number)

d)       Understand that subtraction is the inverse of addition; state the subtraction corresponding to a given addition and vice versa

e)       Introduce column addition.

f)        Understand the operation of multiplication as repeated addition or as describing an array.

g)       Know by heart facts for the 2, 5 and 10 multiplication tables

h)       To be able to apply methods to double and halve numbers. Understanding that doubling is the inverse of halving.

i)         To recognise simple fractions, and be able to represent them pictorially. Halves and quarters.

j)         Read a simple scale to the nearest labelled division, including using a ruler to draw and measure lines to the nearest centimetre

k)       Estimate, measure and compare lengths, masses and capacities, using standard units; suggest suitable units and equipment for such measurements.

l)         Use the mathematical names for common 2D and 3D shapes; sort and describe shapes

m)     Use mathematical vocabulary to describe position, direction and movement

n)       Choose and use appropriate operations to solve problems.

Spring Term

a)     Read, write and order whole numbers to at least 1000; Find one more/ less of a three digit number.

b)    Introduce column subtraction.

c)     Understand negative numbers – use a number line to add/ subtract and order.

d)    Recognise fractions such as ½, ¹⁄₃, ¼, ¹⁄₅, ¹⁄₁₀, and use them to find fractions of shapes and numbers

e)     Add and subtract mentally a ‘near multiple of 10’ to or from a 2 digit number

f)     Securely add and subtract two digit numbers. – Extend to three digit numbers.

g)    Know multiplication up to 10 x 10.

h)     Multiply and divide whole numbers and decimals by 10, 100, 1000.

i)      Identify right angles, acute and obtuse. EXT reflex.

j)      Use units of time and know the relationships between them

k)     Understand and use £.p notation and be able to add and subtract quantities of money.

l)      Choose and use appropriate operations (including multiplication and division) to solve word problems, explaining methods and reasoning

Summer Term

a)       Introduce place value of decimals.

b)       Order and compare decimals up to two decimal places.

c)       Use a uniform method to multiply two digit numbers by a single digit number.

d)       Know multiplication can be done in any order.

e)       Introduce the sharing method of division.

f)        Understand division and recognise that it is the inverse of multiplication

g)       Division - Begin to understand remainders.

h)       Be able to round whole numbers to the nearest 10, 100 and 1000.

i)         Identify lines of symmetry in simple shapes and recognise shapes with no lines of symmetry

j)         Work out the area and perimeter of rectangles.

k)       To be able to record and represent data – tally, pictogram, bar chart, frequency table.

l)        To be able to identify key information from tables and charts.