Mathematics
Intent
At Leighton Middle School, we believe that Mathematics should be ambitious, accessible and meaningful for every pupil. Our aim is to inspire young people to see the beauty, usefulness and power of Mathematics in the wider world, from science and technology to financial literacy, careers, problem solving and independent living.
We want pupils to become fluent, confident and resilient mathematicians who can recall key knowledge, make connections between topics, reason logically and apply their understanding to unfamiliar problems. Through our Year 5 to Year 8 curriculum journey, pupils revisit and build upon the key strands of number, geometry, data and algebra, developing increasingly secure understanding as they move through the school.
Mathematical language is central to our curriculum. Pupils are supported to use correct terminology, explain methods clearly, justify answers and discuss mathematical ideas with confidence. We explicitly teach vocabulary, model mathematical thinking and encourage verbal fluency so that pupils can communicate their reasoning accurately in both spoken and written form.
We are committed to supporting every pupil to make progress from their individual starting point. We recognise the importance of securing prerequisite knowledge, building confidence, providing regular opportunities for practice and ensuring that adaptation is planned in advance so that all pupils can access ambitious mathematical learning.
Implementation
Curriculum sequencing
Our mathematics curriculum is carefully sequenced from Year 5 to Year 8 to ensure progression, revisiting and readiness for the next stage of education. Pupils move through a coherent journey across number, geometry, data and algebra, with important knowledge revisited regularly so that pupils can strengthen, connect and apply their learning over time.
At Key Stage 2, the curriculum is informed by White Rose Maths, DfE Ready to Progress guidance and NCETM materials. At Key Stage 3, MyMaths textbook references support the curriculum structure, while teachers adapt resources and tasks to meet the needs of their classes.
Retrieval, fluency and interleaving
Key knowledge is deliberately revisited through retrieval practice and interleaving. Pupils regularly return to earlier learning so that knowledge is remembered, strengthened and applied in new contexts.
Fluency is developed through regular arithmetic, carefully chosen practice, questioning and low-stakes recall. Teachers prioritise secure understanding, accurate vocabulary, fluency and reasoning rather than simply moving through content quickly.
Teaching approaches and resources
Teachers use clear modelling, worked examples, representations, diagrams, bar models and structured questioning to help pupils understand the Mathematics behind a method, not just copy a process.
Pupils are encouraged to justify answers, compare strategies, analyse mistakes and explain why a method works. Resources such as White Rose Maths, NCETM materials, MyMaths, Times Tables Rock Stars, Google Classroom and teacher-designed activities are used where they best support learning.
Mathematical Terminology and verbal fluency
Mathematical talk is built into lessons through structured learning-partner work, discussion stems and collaborative reasoning. Pupils are taught how to listen, challenge respectfully, explain their thinking and improve their answers using precise mathematical vocabulary.
The Maths Word Wall, three-read protocol and sentence stems support pupils in accessing reasoning and problem-solving questions. Pupils are encouraged to speak and write like mathematicians, using correct terminology to explain, justify and refine their ideas.
Adaptive teaching and inclusion
Adaptive teaching is planned before the lesson begins. Teachers use assessment evidence, pupil profiles, prior knowledge and likely misconceptions to plan scaffolds, representations, support, challenge and extension.
This allows all pupils, including those with SEND, disadvantaged pupils, EAL pupils and pupils who need additional fluency support, to access the intended Mathematics while maintaining high expectations. Adaptation is not about lowering ambition; it is about removing barriers so that pupils can engage successfully with challenging mathematical ideas.
Assessment and responsive teaching
Assessment is used to inform teaching. Teachers use questioning, mini-whiteboards, classwork, homework, formal assessments and question-level analysis to identify strengths, gaps and misconceptions.
This information is used to plan retrieval, re-teaching, intervention and future adaptation. Pupils are given opportunities to respond to feedback, correct errors and understand the next steps in their learning.
Use of technology and AI
Technology and digital tools are used where they enhance learning, planning and adaptation. This may include MyMaths, Times Tables Rock Stars, Google Classroom and carefully selected teacher tools.
The department also encourages responsible and effective use of AI by teachers to support planning, retrieval design, scaffolding, task variation and adaptation. Professional judgement, mathematical accuracy, safeguarding and pupil confidentiality remain central at all times.
Impact
Pupils at Leighton Middle School develop as confident, fluent and resilient mathematicians. They become increasingly able to recall prior learning, select appropriate methods, explain their reasoning and make connections between mathematical ideas.
As pupils move through Years 5 to 8, they build secure foundations in number, geometry, data and algebra and are prepared for the mathematical demands of upper school. They learn that Mathematics is not just about finding an answer, but about explaining, proving, questioning and applying ideas.
Pupils become more confident in using correct terminology, speaking mathematically, working with learning partners and tackling unfamiliar problems with independence and perseverance. Teachers know their pupils well and use assessment information to identify next steps, close gaps and provide appropriate challenge.
The impact of our curriculum is seen in pupils’ confidence, progress, outcomes and attitudes towards Mathematics. Pupils leave Leighton Middle School ready for the next stage of their mathematical journey, with the knowledge, skills, vocabulary and confidence needed to continue progressing successfully.
KS2 Arithmetic Methods
Curriculum Overview
Year 5
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Autumn Term: First Half Term |
Autumn Term: Second Half Term |
Spring Term: First Half Term |
Spring Term: Second Half Term |
Summer Term: First Half Term |
Summer Term: Second Half Term |
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Topics:
Knowledge:
Skills:
Vocabulary:
Career examples: Game designer
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Topics:
Knowledge:
Skills:
Vocabulary:
Career examples: Carpenter
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Develop a knowledge of direction using a proportion of 360 degrees. Establishing links to shape properties and angles. Reviewing, consolidating and extending decimal knowledge through methods detailed below. Skills:
CAREER: Architect
• To measure angles in degrees with a protractor including reflex angles • To draw lines and angles accurately • To calculate angles on a line, around a point and in shapes • To describe properties of polygonsto calculate lengths and angles • To add and subtract decimals within 1 and greater than 1 • To find compliments to 1 • To add and subtract with the same and difference number of decimal places • Understand decimals in sequences
Vocabulary: Protractor/degrees Estimate Calculate Accurately Sketch Supplementary Regular/irregular polygons Difference Sequence |
Knowledge:
Autumn and Spring arithmetic skills reviewed, consolidated to increase fluency. Unit conversion interleaved throughout the year but is here formally consolidated to increase understanding of size, distance and weight. Perimeter and area is extended into understanding of 3 dimensions using volume and capacity. Knowledge of the properties of 3D shapes used to support the students making links with volume.
Skills: • Recap of the 4 formal methods of calculations, including fractions. CAREER: Chef • To convert between units of measurementmetric, imperial and time. • To read timetables- revisited • To explain what volume is • To find volume by counting cubes • To compare volumes of different objects • To estimate volumes and capacity • To write roman numerals up to 3,000
Vocabulary: Conversion Metric/imperial units 2 way table Volume Capacity Numerals
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Knowledge:
Knowledge: Year to date arithmetic skillsreviewed, consolidated to increase fluency. Bar modelling skillsrevisited and extended to represent all 4 operations. Review, revisit and consolidate mathematical terminology using the 3 read protocol. Teacher Assessed topics personalised to each class.
Skills: • Recap of the 4 formal methods of calculations, including fractions. • To represent a calculation using a bar model. • To understand and apply mathematical terminology. • To budget for an event • Teacher Assessed topics highlighted as areas to develop.
Vocabulary: Budget All from previous half terms.
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Year 6
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Autumn Term: First Half Term
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Autumn Term: Second Half Term
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Spring Term: First Half Term
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Spring Term: Second Half Term
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Summer Term: First Half Term
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Summer Term: Second Half Term
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Knowledge: To apply knowledge of place value to multiply and divide by 10, 100 and 1000, including decimals. Addition, subtraction, multiplication and division using formal methods, including decimals. Interpreting roman numerals. To define, understand and apply knowledge of factors and multiples to state HCF and LCM. To add, subtract, multiply and divide fractions, and utilise bar modelling to find fractions of amounts.
Skills: • To multiply and divide by 10, 100 and 1000, including decimals. • To add/subtract/multiply and divide using formal methods including decimals. • To read and write roman numerals up to 3000. • To find factors, multiples and primes, including common factors and multiples. • To find equivalent fractions and their decimal equivalents • To add/multiply/divide and subtract unit and non unit fractions and mixed numbers. • To use bar models to find a fraction of a quantity.
Vocabulary: Multiples and factors Highest common factor Lowest common multiple Equivalent Unit fractions/non unit fractions Mixed numbers |
Knowledge: Interpreting graphs and charts, including calculating averages from them and raw data. Converting between units of metric measures, time and distance. Finding quantities, temperature and mass on scales. Interpreting time difference on bus /train timetables and 2 way tables. Accurate use of a protractor and ruler to read and construct angles and lengths. Understanding angle rules that sum 180 and 360 degrees. Using percentage knowledge and factors of 100 to shade % of a grid, bar and various shapes. Using % knowledge to calculate simple and complex percentages, including increases and decreases.
Skills:
CAREER: Sport statistician
• To interpret graphs and charts • To calculate the mean average • To convert between units of measure and time. • To read various intervals on scales for length, mass, capacity, etc. • To read a range of timetables • To measure and draw angles using a protractor • To name and calculate angles on a straight line and at a point. • To use bar models to find a percentage of a quantity.
Vocabulary: Interpret Mean and average Convert Intervals Protractor and degrees To scale and not to scale measure/Calculate Accurately |
Knowledge: Stating the properties of polygons and circles. Naming parts and recognising parallel, perpendicular lines, including lines of symmetry. The understanding of perimeter and area, knowing how to calculate both in various shapes, including composite shapes. Introduction of algebra being the use of an unknown variable. Solving simple equations and substituting into expressions. Understanding of ratio and proportion through direct proportion situations and expressing ratio in words. Drawing pie charts, interleaving percentage and angle knowledge.
Skills: • To recap 4 operations including fractions • To recognise properties of polygons and non-polygons. • To use formal methods to calculate the perimeter of shapes. • To calculate the area of rectangles, triangles and parallelograms (including trapeziums) • To calculate the area of compound rectilinear shapes. • To find an unknown in a linear equation. • To substitute into formulae
CAREER: Chef
• To construct and simplify ratio from numerical and worded forms, using bar models. • To draw a pie chart.
Vocabulary: Polygon/regular and irregular Perimeter and area circumference Radius and diameter Rectilinear Parallelogram Trapezium equation substitute formulae (Direct) proportion Parts Simplify
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Knowledge: To revisit, review and recap primes, factors, multiples and squares and all 4 operations. Increase application of fraction manipulation. Utilising previous knowledge of parts of a whole to convert between, compare and order fractions, decimals and percentages. Calculating according to BIDMAS. Understanding of integers, decimals and fractions to recognise and continue sequences. Applying knowledge of shapes, whole and part turns to calculating missing angles. Plotting and interpreting coordinates and translating and reflecting shapes in 4 quadrants.
Skills: • To multiply and divide fractions • Recognising the meaning of ‘of’ • To shape a fraction of a shape • To convert between fractions, decimals and percentages with increased fluency. • To calculate adhering to BIDMAS • To recognise and continue sequences • To calculate missing angles • To plot coordinates in 4 quadrants and state missing coordinates. • To reflect and translate a shape.
Vocabulary: Order of operations (BIDMAS) Term to term Axis Quadrants Reflect and translate |
Knowledge: Exploring capacity to understand volume by counting cubes and by calculation. Extension of the use of algebra. Advice and guidance through bespoke revision packages for each class prior to the SATs. Support in recall methods, revisiting key skills and use of CGP packs to further familiarise the students with the question style. Exploration of tessellating shapes. Investigations using mixed number skills.
Skills: • Revisit and consolidate unit conversion and reading scales • To find the volume of shapes by counting and calculation. • To simplify an expression • To find pairs of numbers to satisfy an equation. • Revision sessions based upon lesson, homework and assessment feedback. • Retention of knowledge through repetition and regular revisiting of core knowledge. • Fluency of number skills through questioning, procedural variation of the questions and use of SATs style questions. • To explore tesselating shapes and link to angle knowledge. • Mixed number investigations.
Vocabulary: All previous vocabulary. Mass, volume and capacity Simplify Tessellation Hypothesis Investigation Assumptions Conclusion |
Knowledge: To begin the transition into KS3 style questioning using units 1, 2 and 3 from the MyMaths scheme of work. Sequencing of numbers can be described in words and algebraically using the nth term. Understanding of algebraic form by collecting like terms and simplifying expressions. Solving equations to state the unknown and exploring constructing equations from worded problems. Substituting into an expression, including negative values. Money Matters Topic
Skills: • To describe a term to term rule and state the nth term. • To construct a sequence from an nth term. • To simplify an expression. • To construct and solve an equation. • To substitute into an expression. • To explore money in the real world, how to save it, spend it and the various ways of managing it. • To recap 4 operations including fractions
Vocabulary: Sequence Term to term nth term to term Expression Equation Substitute |
Year 7
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Autumn Term: First Half Term
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Autumn Term: Second Half Term
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Spring Term: First Half Term
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Spring Term: Second Half Term
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Summer Term: First Half Term
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Summer Term: Second Half Term
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Knowledge: Understanding the magnitude of measurements and converting. Using a timeline to workout time changes. Defining the difference between area and perimeter and calculating both. Recognising and calculating surface area and volume of a 3D shape. Ordering and completing all 4 operations with fractions. Calculating a fraction or percentage of an amount. Interpret and calculate averages from raw data. Reading various forms of graphs and diagrams. Adhering to the rules of questionnaires.
Skills: • To convert between units of measure- metric and imperial • To calculate forward and backwards in time. • To find the area and perimeter of shapes • To calculate surface area and volume • To compare and order fractions • To add and subtract fractions • To find fractions of amounts • To find percentages of amounts • To collect like terms • To expand and simplify expression • To multiply and divide terms • To write algebraic expressions and substitute into formulae • To plot coordinates, substitute values, draw straight line graphs and find gradients
Vocabulary: Convert Metric and imperial units Perimeter and area Circumference Compound Ascending and descending Interpret Mean/median/mode The range/spread Axis Bias |
Knowledge: Manipulation of algebraic terms and integers, including constructing expressions. To plot linear functions on a 4 quadrant cartesian grid. Estimating by rounding up to 2 d.p. Use of the various functions on a calculator, including ensuring adherence to BIDMAS with and without a calculator. Applying knowledge of scale to use a protractor to measure and draw angles. Using prior knowledge of angles to calculate missing angles. Recognising and describing various 2D shapes.
Skills:
CAREER: Data analyst
• To organise raw data into a frequency table. • To calculate 3 types of average and range. • To read and interpret different types of graphs • To design a questionnaire • To round to estimate to 2 d.p. • To recap formal methods of the 4 operations. • To use a calculator for worded calculations. • To use BIDMAS within calculations • To measure and draw angles • To calculate internal and external angles • To calculate angles in various contexts (triangle/quadrilaterals/parallel lines) • To describe the qualities of quadrilaterals.
Vocabulary: Term Expressions Construction Formula Substitution Plot Linear Gradient Intercept BIDMAS Indices/index number External angles Supplementary angles Alternate and corresponding
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Knowledge: To compare and list factors and multiples including HCF and LCM. Understanding square and square rooting and larger roots. To complete a prime factor decomposition. Gaining familiarity with the functions on a calculator. Increasing algebraic fluency by completing all 4 operations with terms and integers. To find the value of a variable by solving. To transform shapes and coordinates.
Skills: • To find factors and multiples of given numbers • To find squares and square roots • To use prime factors to find HCF and LCM • To use a calculator to solve calculations • To solve simple, two step and three step equations • To reflect in a given axis • To rotate and understand rotational symmetry • To translate • To tessellate • To enlarge from a point
Vocabulary: Roots-positive and negative Prime factors decomposition Like terms Inverse operation Reflection Rotation Translation Enlargement Transformations Tessellation |
Knowledge: Utilising previous understanding of fractions, decimals and percentages to increase fluency converting between them. To increase dexterity and accuracy with a pencil, ruler, compass and protractor. Increased understanding of a 3D shape shown in 2D, listing properties. Understanding of the capacity of a container/object through a volume investigation.
Skills: • To convert between FDP • To apply functional skills using real life Problems
CAREER: Architect
• To construct triangles, scale drawings and isometric drawings • To identify the properties of 3D shapes • To draw plans and elevations • To investigate volume in the project 24 town
Vocabulary: Equivalent Functional Construction Accurate To scale/not to scale Isometric drawings Plans Elevations Prism Explore Investigate |
Knowledge: To place events on a probability scale using words, decimals, fractions and percentages. Defining the difference between probability in theory and ‘real’ life outcomes. Representing a sequence using term to term or an algebraic expression: nth term. To recognise when 2 variables are in direct proportion and link to ratio and recipe amounts.
Skills:
CAREER: Game designer
• To label correctly on a probability scale and use correct language • To use theoretical and experimental probability • To find term to term and nth term rules • To follow a rule for sequences • To find direct proportion • To solve ratio and proportion questions
Vocabulary: Probability Likely Certain Impossible Unlikely Theoretical Experimental term to term nth term Sequences direct proportion Ratio |
Knowledge: To explore multiplying decimals using various methods. Applying multiplying decimal methods to worded KS3 style questioning. Exploring the use of a calculator including fraction, indices and application of BIDMAS. Comparing real world examples of best value to explore proportion. Money Matters Topic
Skills: • To multiply decimals • To recap and consolidate the use of calculators to solve problems
CAREER: Event planner
• To explore money in the world, including ways of saving money, methods of investing and mediums of spending. • To calculate the best value deal and ways of researching for a good deal. •To allow the students to explore what type of spender they are.
Vocabulary: Accuracy Inverse S-D button |
Year 8
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Autumn Term: First Half Term
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Autumn Term: Second Half Term
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Spring Term: First Half Term
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Spring Term: Second Half Term
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Summer Term: First Half Term
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Summer Term: Second Half Term
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Knowledge: To utilise knowledge of number to categorise, manipulate and estimate. Use of basic algebra to manipulate, simplify and utilise expressions and formulae. Applying previous fraction knowledge in algebraic form.
Skills: • To complete a prime factor decomposition • To calculate the HCF and LCM of 2 or more integers • To estimate a calculation using rounding to tens, whole or decimal places • To use trial and improvement to square root integers to 1 decimal place • To understand, manipulate and simplify using rules of indices • To utilise index laws algebraically • To expanding brackets- single and double • To factorise an expression • To substitute into and rearrange formulae • To add and subtract algebraic fractions
Vocabulary: Decomposition Evaluate Indices Iteration Term Coefficient Equations/expression Expanding/factorising Substitution |
Knowledge: Using angle knowledge to calculate unknown angles, then utilising these skills to prove congruency. The ability to recall formulae to calculate area. The fluency of unit conversion applied to area conversion, taking into accord the additional dimension. Understanding of primary and secondary data, how to display and interpret data. Using knowledge of term to term rules to specify a sequence as an nth term.
Skills: • To calculate angles in parallel lines and in polygons • To recognise conditions of congruency • To calculate area and perimeter of various polygons and compound shapes including circles. • To convert units of area
CAREER: Sport statistician
• To plan data collection and display in various forms • To plot a cumulative frequency graph, scatter graph and stem and leaf diagram • To calculate and interpret averages and spread. • To state the nth term rule
Vocabulary: Alternate/corresponding Supplementary Co-interior Polygon/compound shape Exterior angles Raw data Frequency Cumulative Averages and spread (range) Term to term |
Knowledge: Using complex FDP knowledge to state magnitude. To calculate fractions and percentages of an amount and change. Increased fluency in mental skills to reduce limbic friction. Increased dexterity through construction methods with mathematical instruments.
Skills: • To order fraction, decimals and percentages • To complete all 4 operations with fractions • To find percentages and fractions of amounts • To develop mental calculation with all 4 operations • To use powers of ten (basic standard form) • To construct bisectors and perpendiculars, scale drawings and loci • To calculate a bearing
Vocabulary: Of (means X) Standard form Common denominator Bisectors (relate to dissect) Perpendicular Loci/Locus Scale Bearing Clockwise/anti-clockwise |
Knowledge: Discovery of the link between an equation, real life and graphs. Increasing fluency in written methods by increasing complexity of questioning. The ability to invert several steps to solve complex equations.
Skills:
CAREER: Game designer
• To plot linear and quadratic equations and state the equation of a line • To interpret real life graphs • To revisit, review and consolidate written calculations, the application of BIDMAS and decimal calculations, with and without calculators. • To solve multi-step equations
Vocabulary: Plot Linear Quadratic/Cubic Axis (horizontal/vertical) BIDMAS Invert/inverse Solve |
Knowledge: To understand ratio as a way of sharing according to a specific proportion. To transform a shape in various ways ensuring the shape remains either congruent or similar. Increased understanding of possible outcomes by analysing the likelihood of an event occurring, and displaying this information.
Skills: • To divide by a ratio and find a total when given a part • To recognise amount in direct proportion and find unknowns • To utilise proportion knowledge with algebraic parts • To transform shapes through reflection, stating or being given a mirror line • To transform shapes by scale enlargements and find the centre of enlargement • To list outcomes and state probabilities- displaying them on a tree diagram and utilising venn diagrams • To compare experimental and theoretical probability
Vocabulary: Shared Proportion (direct/indirect) Transformations Reflection, rotation, translation Enlargement Probability-likely,unlikely,certain, impossible Experimental/theoretical |
Knowledge: Dexterity development through accurate or scale drawing. Increased lateral observation through the use of 3D shapes and nets. Interleave and consolidate KS3 algebraic manipulation skills. Understanding of financial matters to support students going onto the next step in their educational journey. Money Matters Topic. Skills:
CAREER: Architect
• To draw the plan and elevation of a shape and visa versa • To calculate the surface area of complex prisms • To calculate the volume of complex prisms including capacity conversion and problem solving • To revisit and consolidate algebraic manipulation • To develop reasoning, problem solving and fluency using functional investigations • To complete a Money Matters unit for functional skills
Vocabulary: Elevation Surface area Prism Cross-section Capacity/volume Mortgage ISA Variable/fixed Credit (limit/check) |
British Values
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Democracy |
The Rule of Law |
Individual Liberty |
Mutual Respect |
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Students listen and discuss each other’s ideas, working in learning partners and investigating in groups. We discuss the importance of opinion and the rules of questioning when designing questionnaires and collecting data. |
Students follow class rules safely during tasks and activities to benefit everyone, as well as understanding the consequences if rules are not adhered to. |
Students work within boundaries to make a safe and personal choice from a given selection during activities that require a self-reflection upon their own individual level of confidence in each topic area. |
Students behave appropriately, allowing everyone involved the opportunity to work to the best of their ability. They take turns, sharing equipment, reviewing each other’s work respectfully and working collaboratively on projects whilst helping others. They learn from and with each other. |
Careers
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Year 5 |
Year 6 |
Year 7 |
Year 8 |
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Autumn term |
Autumn term |
Autumn term |
Autumn term |
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Spring term |
Spring term |
Spring term |
Spring term |
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Summer term |
Summer term |
Summer term |
Summer term |
Spiritual, Moral, Social and Cultural Development (SMSC)
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Spiritual |
Moral |
Social |
Cultural |
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Students use 'frame it to claim it' to reflect on their learning and to celebrate their achievements, challenges and progress. Statistical data used in lessons is taken from a variety of sources and interests to explore various aspects of the world around us. |
Class and learning partner discussions are encouraged to explore ideas and debate possible outcomes, providing the students an opportunity to deal with disagreement constructively i.e. worded probability. |
Learning partners are utilised to discuss and explore ideas with the importance placed upon working, participating and cooperating with each other. Coaching opportunities are utilised to extend the application of a skill through peer-to-peer support. Listening and engaging with others are placed hand in hand with individual mind set and tenacity. |
Students are taught the origins of the imperial and metric systems and the use of different measuring systems. Area and perimeter is linked to the world around them through patterns and tessellation. Applying probability justification using understanding of the world around us without stereotyping Graphical data explores differences between areas of the world i.e. population, temperature, rain fall, etc. The origin of Roman numerals and its use in modern day life is discussed. |
