Curriculum Statement

The aim for Regents Park Community College Mathematics curriculum is to ensure that all learners develop fluency within the subject, are able to apply reasoning skills and core knowledge applied to solving a wide variety of practical problems.



Our intent is to provide a broad and balanced curriculum that is accessible to all students in addition to offering opportunities for all students to develop a high level of numeracy required for success in adult life. We strive to provide a wide ranging and engaging curriculum that builds on Key Stage 2 learning and prepares students for Key Stage 4 and beyond.  This is achieved though the design of our Key Stage 3 curriculum cementing competencies and developing skills from Key Stage 2 to equip pupils for Key Stage 4 and both key stages are underpinned by a mastery approach.  We offer SEND Provision to support access for all, including SEND schemes of work for Year 7 to support with their transition from Key Stage 2.

Our expectation is for students to respect the views of others when explaining processes and show pride in displaying workings clearly. They should creatively seek solutions to problems and apply learning in a variety of contexts.  Students should challenge themselves by tackling questions which take them towards the next step in their learning journey.  Literacy, in particular higher tier vocabulary, is used by staff and students effectively in lessons as part of Mathematics language.

Skills and processes in Mathematics are transferable across other subjects and close cross curricular links have been established especially in Science and Geography.



Mathematics is taught to every student over 5 lessons a week (4 for Year 8).  Each lesson is one component of a broader topic.  The lessons will always be a part of a sequence of lessons or learning experiences which will build mathematical understanding and problem solving capacity, improve fluency and develop mathematical reasoning skills.  The Mathematics scheme of work is cumulative and differentiated offering challenge and support for those that need it with a separate SEND scheme of work in Year 7.  The scheme of work builds on key skills where topics are revisited and retaught to strengthen and extend students’ skills, building in challenge and developing confidence.

To assess students in maths we conduct assessments that are carried out weekly these consist of low stake questions designed to test recent knowledge acquired.  Feedback is focused to offer support and challenge this is incorporated with students’ responses.  Students are also assessed with termly cumulative in class tests, these are designed to check progress over time. We use spaced retrieval to time a reteach week, where we use different approaches to address misconceptions.

To support the teaching of Mathematics within the department and across the school students are taught the same techniques and methods to standardise teaching for all.  There is a curriculum map that is followed with specific content and teachers plan and resource own lessons to suit the needs of the learners.



A full Monitoring and Evaluating schedule with key dates is published so all department members are fully aware of what will be monitored to develop a more open and positive ethos on drop ins and book looks.  All assessments are all now focused on personalised progress, through use of colour coding and student feedback.

Any under-performance of students is highlighted and interventions are put in place.  This takes the form of weekly and half termly class assessments as well as more formalised assessments in the examination hall for Key Stage 4.  All teaching standards are closely monitored through lesson drop ins, book sampling and student interviews.  This ensures that all aspects of the curriculum are being covered and that quality assessment and feedback is in place.

There are clear expectations for staff though development of clear expectations of department with all key policies including behaviour, marking and assessment and a full Monitoring and Evaluating schedule given to staff in Maths handbook.

A vigorous Question Levelling Analysis is completed for each class and year group after each half termly assessment that has been planned following a timely DDI schedule to support gaps in knowledge.  These are addressed during a carefully planned reteach weeks.  To ensure the re-teach weeks have the most effect we use spaced retrieval to time the re-teach weeks.