GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.

Mathematics

Our Maths curriculum aims to equip students with both the knowledge and skills necessary to solve a variety of complex problems both in and beyond the classroom. We seek to develop students' mathematical fluency and reasoning through teaching lessons that are challenging, engaging and inspirational. We want to create outstanding mathematicians who think analytically, logically and creatively, encouraging students to be curious and reflect on the interconnectedness of the subject to make links between concepts. We aim to pass on our passion for mathematics to the next generation such that they leave Glyn with a positive experience of the subject that stands them in good stead for the rest of their lives.

Please click the following link to see the Maths Learning Journey 

Head of Mathematics Mr A Coleman A.Coleman@glynschool.org
Key Stage 3 Coordinator Mr J MacGregor J.Macgregor@glynschool.org
Key Stage 5 Coordinator Mr S Yap S.Yap@glynschool.org
Lead Practitioner Miss S Jackson S.Jackson-Hussain@glynschool.org
Lead Practitioner Miss L Stokes L.Stokes@glynschool.org 

Why study this subject?

Mathematical thinking is important for all members of a modern society as a habit of mind for use in the workplace, business and financial worlds, and for personal decision-making.  Mathematics is fundamental to national prosperity in providing tools for understanding science, engineering, technology and economics.  It is essential in public decision-making and for participation in the knowledge economy.

Mathematics equips students with uniquely powerful ways to describe, analyse and change the world. It can stimulate moments of pleasure and wonder for all students when they solve a problem for the first time, discover a more elegant solution, or notice hidden connections. Students who are functional in Mathematics and financially capable are able to think independently in applied and abstract ways, can reason, solve problems and assess risk.  Mathematics is a creative discipline.  The language of Mathematics is international. The subject transcends cultural boundaries and its importance is universally recognised. Mathematics has developed over time as a means of solving problems and also for its own sake.

How is this course assessed at GCSE?

Three written exams.  Each paper is 1 hour 30 minutes and equally weighted towards the final grade.

Further education opportunities after GCSE?

Mathematics GCSE leads on to A Level Mathematics or Further Mathematics. These A Levels open the door to a large number of degree courses including Mathematics, Engineering, Computer Science, Physics, Finance and Economics.

Career opportunities?

If you have a particular interest in Mathematics, you could consider careers in Engineering, Financial Services, Teaching, Market Research, Economics, Accountancy or Quantity Surveying.

Year 7 sequence of lessons

Half Term 1 - Algebraic Thinking

Our maths curriculum begins with algebra, a vital component of secondary mathematics that is built upon throughout their learning journey. We begin by introducing the fundamentals through pattern spotting, understanding and using algebraic notation and exploring ideas of equality and equivalence. Algebra is also a relatively new concept for students, providing an excellent starting point for students’ maths experience at Glyn.

Half Term 2 - Place Value and Proportion

Students consolidate their understanding of the number system and place value, including fractions, decimals and percentages. Establishing these important concepts early is useful in preparing students for topics to come. Students also explore applications of these skills in areas such as range, median and interpreting pie charts.

Half Term 3 - Applications of Number

Students revisit the four operations of addition, subtraction, multiplication and division, with emphasis for this half term on application of skills, including financial maths, tables and charts, and area and perimeter. Concepts of factors and multiples are also revisited, extending to highest common factors, lowest common multiples and links to algebraic expressions. Students also begin to look at fractions and percentages, extending their primary knowledge to consider fractions greater than one and percentages greater than 100%. 

Half Term 4 - Directed Number and Fractional Thinking

Students have a limited exposure to negative numbers at primary school, meaning this half term provides an opportunity to strengthen students’ understanding through various representations of directed numbers. The four operations, order of operations and algebraic expressions revisited earlier in the year are now applied to negative numbers. Students’ understanding of addition and subtraction of fractions from primary school is reviewed and built upon, including application of fractions in algebraic contexts.

Half Term 5 - Lines and Angles

Students use measuring equipment such as rulers and protractors at primary school, and this unit aims to revisit these skills alongside the introduction of correct mathematical notation for lines and angles. Students are also taught to use pairs of compasses for the first time to construct triangles. Angle rules around points, on straight lines and in triangles and quadrilaterals are explored, with application of forming and solving linear equations possible due to concepts taught earlier in the year. 

Half Term 6 - Reasoning with Number

Arithmetic strategies are explored with an emphasis on learning to choose the most efficient methods to solve problems, be it mental, written or calculator methods. Students are also introduced to working in the cartesian plane starting with simple straight line graphs. This also presents an excellent opportunity for students to investigate graphs using technology, allowing students to identify patterns and make hypotheses. Finally, students end the year looking at sets and probability, a concept no longer taught at key stage 2, establishing foundations that will be built upon in their following years of mathematics education.

Year 8 sequence of lessons

Half Term 1 - Reasoning with Number and Algebraic Techniques

Students begin by building on their number work from Year 7, applying their knowledge of sets when exploring common factors and multiples using Venn diagrams. Students use algebraic notation when solving problems with indices, exploring powers to be further developed with standard index form later this year. This leads on to expansion and factorisation using brackets, applying index laws to do so. Students extend their knowledge of solving equations to solving inequalities, including representing solutions on a number line. Student finish the half term by multiplying and dividing fractions, building on previous work with fractions from Year 7.

Half Term 2 - Representations and Reasoning with Data

Working in the cartesian plane builds on from the previous year, extending to plotting graphs of the form y=mx+c as well as drawing links between linear sequences and linear graphs. Students then look at representing data in detail, building on their knowledge of bar charts, pictograms and tables from KS2 and extending to other representations such as scatter graphs, pie charts, frequency tables and two-way tables. With little exposure to data handling at KS2 this topic allows students to investigate the data handling cycle, designing questionnaires and choosing how best to represent their results. The half term finishes by building on probability studied in Year 7 and tables studied earlier this half term.

Half Term 3 - Algebraic Techniques and Proportional Reasoning

Students revisit sequences seen at the beginning of Year 7, applying their knowledge of algebra to find the nth term of linear sequences. Students build on finding fractions and percentages of amounts in Year 7 to increasing and decreasing amounts by percentages and calculating percentage change in year 8. Ratio notation and its meaning, including links to proportion, are explored. Applications of direct proportion seen here include scaling recipes and converting currencies.

Half Term 4 - Developing Geometry

Students review the concepts of perimeter and area with more complex shapes such as trapezia and explore circles, including understanding the value of π. There is a strong emphasis on new key vocabulary when exploring angles on parallel lines which provides an excellent opportunity to develop students' ability to talk like mathematicians. This leads on to angles in polygons, applying prior knowledge such as the sum of angles in triangles as well as substitution into formulae to solve increasingly complex missing angle problems. This block allows students to discover special properties and investigate regular and irregular shapes.

Half Term 5 - Developing Number, Algebra and Data

Students are taught standard form which builds on from indices studied earlier in the year. The use of context is important to help students make sense of the need for the notation and when it is useful. Students then move onto application of equations which builds on from one and two step equations to solving equations with unknowns on both sides. This leads on to forming and solving equations using contextual problems such as area and perimeter, sequences and angles in parallel lines and polygons. Students complete the half term by looking at measures of location and spread which is built on from Year 7, introducing the mode and looking at why and when each average should be used. 

Half Term 6 - 2D and 3D Geometry

Students finish year 8 with a focus on shapes. Concepts of symmetry and reflection from primary school are reviewed and extended to make use of students’ understanding of the cartesian plane. Knowledge of 2D shapes is extended to 3D shapes, allowing students to calculate the volume and surface area of cuboids, prisms and cylinders. Further exploration of the properties of 3D shapes is studied in Year 9.

Year 9 sequence of lessons

Half Term 1 - Constructions and Proportional Reasoning 

Students begin the year reviewing their ability to use construction equipment from Year 7 and build towards introducing the concept of congruence. Other types of constructions are introduced, including the idea that a perpendicular is the shortest distance from a point to a line. These constructions also form the basis of solving loci problems in Year 10. Students then compare and contrast the ideas of congruence and similarity through learning how to enlarge shapes using positive, negative and fractional scale factors. The idea of proportion in similar shapes leads nicely into further study of ratio and proportion, applying this to new contexts such as best buy problems, graphs and algebra.

Half Term 2 - Numerical, Proportional and Geometric Reasoning

Students build on their understanding of standard index form from Year 8, applying calculations to contextual problems such as area, perimeter, volume and measures of location and spread. Following this students explore compound measures such as speed, distance and time and density, mass and volume. These topics allow students to utilise a range of core skills such as substitution and conversion of units within real life contexts. Students extend rounding and estimation to contextual problems, deciding on appropriate degrees of accuracy and using inequality notation for error intervals. Geometric reasoning completes this half term where students apply and combine the knowledge learnt in Years 7 and 8 to solve complex problems and prove results previously introduced.

Half Term 3 - Continuing Geometric Reasoning

Students build on their knowledge of transformations of shapes extending to rotations and translations. This includes solving problems in the cartesian plane covered in Years 7 and 8 and recaps vector notation first introduced in enlargements and prepares students for more in depth study of vector geometry in Year 10. Next comes an introduction to Pythagoras’ Theorem, a fantastic opportunity to look at the life of one history’s most famous mathematicians. Students explore various ways of proving the theorem, applying the theorem to a range of contexts. This also prepares students for studying trigonometry in Year 10.

Half Term 4 - Reasoning with Algebra

Students revisit forming and solving multi-step equations and inequalities, bringing together knowledge of expanding brackets and solving equations with unknowns on both sides. This topic is extended to use of negative coefficients for inequalities and applications to concepts such as measures of location and spread and volume and surface area. Straight line graphs are extended from plotting graphs using y=mx+c to quantifying and interpreting the meaning of gradients and intercepts. Students work out the equation of lines from a graph and explore links between parallel lines and perpendicular lines in preparation for working out the equation of parallel and perpendicular lines in Year 10. Using inverse operations to solve equations is linked to rearranging formulae, including equations of straight line graphs to decide if lines are parallel, perpendicular or neither.

Half Term 5 - Reasoning with Number

Students revisit fundamental number skills in a broad range of contexts and explore the infinite nature of integers, real numbers and rational numbers. They also get their first look at the concept of irrational numbers before working with these in greater depth in Year 10. Percentage calculations lead into a fascinating insight into applications of maths in money including tax rates, mortgages, rent, inflation, bank statements and budgeting. Students also spend time developing their understanding of spreadsheet tools to support these concepts to prepare them for managing their finances in adulthood.

Half Term 6 - Data and 3D Shapes

Students review how to calculate measures of location and spread, learning to interpret their implications to compare distributions and explore the concept of outliers. Finally students explore 3D shapes, reviewing knowledge of how to calculate volume and surface area from year 8 and extending to a more in depth investigation of the components of these shapes. Nets, plans and elevations are explored using manipulatives which can include tangible objects and use of technology.

Year 10 sequence of lessons

Half Term 1 - Developing Algebra 

Year 10 begins with an important review of students’ ability to solve equations and inequalities, including representing inequalities and regions on graphs. Working with graphs leads students into working out the equations of straight lines given gradients and coordinates on a line. Students extend their understanding of expansion and factorisation with single brackets to now work with quadratic expressions. This is also the first point where students are introduced to quadratic graphs. The half term finishes with solving simultaneous equations, building on the work completed on linear and quadratic equations.

Half Term 2 - Similarity and Constructions 

Students recall their knowledge of similarity and congruence from year 9 and build on this to construct proofs for whether or not shapes are congruent. Right-angled trigonometry is introduced next, building on the study of Pythagoras’ Theorem from the previous year. Students are encouraged to interpret questions to decide which formula is needed in each case. Next students extend their knowledge of constructions to solve loci problems, deciding which construction is appropriate to represent a particular scenario.

Half Term 3 - Proportions and Proportional Change 

Links between ratios and fractions are emphasised to allow students to move fluently between these concepts. Students also solve problems involving ratio and algebra for the first time, preparing them for studying direct and inverse proportion. This includes forming equations, including with powers and roots, and identifying graphs for direct and inverse proportion. Percentage problems such as compound interest studied in year 9 are extended to repeated percentage change, growth and decay problems. 

Half Term 4 - Geometry

Volume and surface area links back to similar shapes and ratios but also introduces new shapes such as pyramids, cones and spheres. Angles and bearings provide the students with an opportunity to recall their understanding of angles in parallel lines as well as exploring Pythagoras’ theorem and trigonometry in different circumstances. Representing vectors visually and performing calculations with them builds on vector notation learnt previously and extends further to vector geometry problems.

Half Term 5 - Delving into Data

Collecting, representing and interpreting data builds on KS3 and year 9 topics including bar charts, scatter graphs and box plots by enabling students to understand how data is collected, including sampling methods, and introduces more representations of data such as cumulative frequency diagrams and time series graphs. Students explore how sample sizes affect the reliability of theoretical probabilities before learning to construct and use probability tree diagrams to solve problems involving sequential events.

Half Term 6 - Using Number

Students explore the number line outside rational numbers, and the concept of using exact values as solutions. At foundation level this is consolidated with working with non-calculator problems such as exact trigonometric values and problems involving circles. At the higher tier this extends to working with surds and recurring decimals. Students then review numbers and sequences, recapping concepts such as factors and multiples from key stage 3, and building to include non linear sequences and finding nth term of quadratic sequences at the higher tier. The final topic is indices and roots which builds on squares, cubes, roots and rules of indices as well as standard index form by working on large, negative and non-integer powers, including the concept of raising a term to the power of zero.

Year 11 sequence of lessons

Half Term 1 - Algebra and Geometry

Students review their key algebra skills including expanding, simplifying, factorising and rearranging in the area of quadratics. This extends to forming quadratic equations using quadratic graphs to find approximate solutions. Higher students will learn more ways of solving a quadratic equation by completing the square and using the quadratic formula. Next, students review their understanding of solutions from linear graphs into solving simultaneous equations, a concept first seen in year 10. The focus here will be on students forming and then solving simultaneous equations from various contexts. Students move on to solving more complex inequalities than seen previously, including quadratic inequalities for the higher tier. Finally, students extend their understanding of circles to work out problems involving sectors of circles. Those on the higher tier also learn about circle theorems and the equation of a circle.

Half Term 2 - Probability and Geometry

The half term begins with exploring systematic approaches to listing outcomes, including a discussion on the product rule for counting possibilities. Understanding of probability learnt throughout their time at Glyn is extended to Venn diagrams, including use of set notation and terminology, as well as independent, dependent and conditional probability. Students at foundation level then spend time refining their ability to work with right-angled triangles using Pythagoras’ theorem and trigonometry, while those working at higher tier extend this to non right-angled triangles. This can also be extended to working out areas of segments in circles and solving more complex bearing problems.

Half Term 3 - Graphs and Shapes

Students explore the concepts of functions in more detail, moving from basic function machines and substitution into formulae seen earlier in their education to working with function notation as well as composite and inverse functions, which builds on their ability to rearrange formulae. Transformations of shapes and graphs come next, with students able to combine the transformations they have learned in previous years to perform or describe a series of transformations. Higher tier students also look at transformations of graphs including reflections and translations of a function in the cartesian plane. All students then spend time refining their understanding of straight line graphs, pulling together all the concepts they have learnt to solve more complex problems and build greater fluency. Real life graphs such as distance-time and speed-time graphs are explored, with higher tier extending this to make estimates about areas underneath and gradients of non linear graphs. This includes studying the instantaneous rates of change.

Half Term 4 - Data and Reasoning

Students from both tiers study geometric proofs: how to construct basic mathematical arguments geometrically e.g. proof by deduction, geometrically (building from their knowledge of angles in polygons and circles), and algebraically e.g. operations with even and odd numbers and disproof statements using counter-examples. For higher students, they will construct algebraic proofs such as interpreting the completed square form studied in the first half term of year 11. In addition, higher tier students study iterations, applying their skills on rearranging equations, substitution and approximation to finding iterating solutions.

Finally, students at higher tiers will also look into constructing and interpreting histograms, using this along with their understanding of other statistical diagrams to compare distributions.  

Half Term 5 - Algebra and Revision

Students studying the higher tier will look into algebraic fractions and their operations, including expanding, factorising, simplifying, and solving them.

All students at this stage will be preparing towards their GCSE Exams: practising their exam techniques and applying their knowledge and skills into a broad range of questions. 

Half Term 6 - Exams

Students sit their GCSE Exams during this half term. All that waits is to receive results in the summer and, for many, to complete summer induction material in preparation for studying A Level mathematics.

Year 12 sequence of lessons

Subject

Half Term 1 (Sept- Oct)

Half Term 2 (Nov - Dec)

Half Term 3 (Jan - Feb )

Half Term 4(March - April)

Half Term 5 (April - May)

Half Term 6 (June - July)

Mathematics
















 

Baseline Test 

 

Algebra and Functions

 

Coordinate Geometry in the x-y plane
















 

Assessment 

 

Sequences and Series

 

Trigonometry 

 

Statistical Sampling 

 

Data Presentation and Interpretation

 

Probability 

 

Proofs








 

Vectors

 

Probability 

 

Statistical Distributions and Hypothesis Testing 

 

Quantities and Units in Mechanics

 

Kinematics: Motion Graphs and Equations

 

Pre-Public Examinations (PPE)





 

Calculus: Differentiation

 

Kinematics :Application of Motion Equations with Constant Acceleration

 

Forces and Newton’s Laws












 

Calculus: Integration

 

Exponentials and Logarithms

 

Kinematics: Variable Acceleration
















 

Review and Pre-Public Examinations (PPE) Preparation 

 

Algebra and Functions (Year 2)

 

Trigonometry (Year 2)













 

Why we sequence the scheme of work this way





 

Revisit, consolidate and extend algebraic techniques, concepts, skills and processes from GCSE.

 

Teach and encourage the use of mathematical notations and symbols in presenting solutions and arguments.

 

Deepen understanding of 2D spaces, and geometry.

Revisit, consolidate and extend concepts, skills and processes from GCSE.

 

Encourage and apply higher order thinking and reasoning in logic, sense of proportion and use of powerful statistical representations 



 

 

Stretch understanding of 2D space and geometry.

 

Encourage higher order spatial awareness through the study of vectors and motion graphs (kinematics)

 

Connecting concepts e.g. mathematical approximations and estimations with mathematical models e.g. abstractions of real-world problem

Connect and apply  more mathematical concepts, skills and processes with mathematical and scientific models and phenomena 

 

Further develop mathematical modelling skills

Further develop analytical reasoning through the study of calculus;

 

Look into growth and decay functions e.g. exponentials and Logarithms; 

 

Apply calculus (rates of change) in the study of kinematics;

 

Further develop mathematical modelling skills



 

Equip and train  students with ‘exam literacy’

 

Prepare students for A level content in Year 2.

 

The topics are sequenced based on students’ prior knowledge, in order of difficulty and complexity, and exposure to relevant mathematical concepts, skills and processes in order to promote coherence and depth in understanding, fluency in skills and processes, retrieval of knowledge and better problem solvers.

Year 13 sequence of lessons

Subject

Half Term 1 (Sept - Oct)

Half Term 2 (Nov -Dec)

Half Term 3 (Jan - Feb)

Half Term 4 (March - April)

Half Term 5 (April - May)

Half Term 6 (May - July)

Mathematics













 

Baseline Test

 

Proofs

 

Algebra and Functions 

 

Coordinate Geometry in x-y Plane

 

Sequences and Series 

 

Trigonometry

 

Assessment 

Calculus: Differentiation

 

Vectors  (3D) 

 

Data presentation and interpretation 

 

Moments









 

Calculus: Differentiation and Integration 

 

Probability

 

Applications of Kinematics  

 

Forces and Newton’s Laws

 

 Pre-Public Examinations (PPE)




 

Integration

 

Numerical Methods

 

Further Kinematics  

 

Statistical Distribution 

 

Review and Exam Preparation







 

Statistical Distribution and Hypothesis Testing 

 

Review and Exam Preparation












 

A Level Examinations















 

Why we sequence the scheme of work this way


















 

Extend and apply  Year 1’s knowledge and processes.

 

Develop more advanced algebraic techniques; concepts in geometry and trigonometry.












 

Extend and apply Year 1’s knowledge, processes, more advanced algebraic techniques and concepts. 

 

Make connections between real-world phenomena and kinematics.

 

Encourage higher order of analysis through interpreting and working with regression models with data.



 

Extend and apply the previous terms’ and/or year’s knowledge, skills and processes.
















 

Extend and apply the previous terms’ and/or year’s knowledge, skills and processes.

 

Exam Preparation














 

Extend and apply the previous terms’ and/or year’s knowledge, skills and processes.

 

Exam Preparation














 
 
 

The topics are sequenced based on students’ prior knowledge, in order of difficulty and complexity, and exposure to relevant mathematical concepts, skills and processes in order to promote coherence and depth in understanding, fluency in skills and processes, retrieval of knowledge and better problem solvers.

Further Mathematics - Year 12 sequence of lessons

Curriculum: Further Mathematics - Year 12 

Subject

Half Term 1 (Sept- Oct)

Half Term 2 (Nov - Dec)

Half Term 3 (Jan - Feb )

Half Term 4(March - April)

Half Term 5 (April - May)

Half Term 6 (June - July)

Further Mathematics

(Consecutive Delivery: A level Mathematics in Year 1)















 

Baseline Test

Algebra and functions 

Coordinate geometry in x-y plane

Statistical Sampling

Data Presentation and Interpretation

Quantities and Units in Mechanics

Kinematics:Constant Acceleration




 

Trigonometry

Vectors 

Calculus: Differentiation and Integration

Exponentials and Logarithms

Probability

Statistical Distributions and Hypothesis Testing

Forces and Newton’s Laws

Kinematics: Variable Acceleration

Assessment


 

Algebra and Functions

Series and Sequences

Trigonometry

Proof

Data Presentation and Interpretation

Probability

Moments

Forces and Newton’s Laws

Applications of Kinematics

Pre-Public Examination

Trigonometry

Coordinate Geometry in x-y plane

Calculus:Differentiation and Integration

Numerical Methods

Statistical Distributions

Forces and Newton’s Laws

Further Kinematics




 

Integration

Vectors (3D)

Data Presentation and Interpretation

Review/ Pre-Public Examination Preparation











 

Pre-Public Examination

Complex Numbers (Core Pure)

Series(Core Pure)

Poisson and Binomial Distributions

 (Further Statistics 1)








 

Why we sequence the scheme of work this way



 

Further maths builds and extends from A level maths. We adopt the consecutive delivery path: further maths being taught after maths because all content in maths are mostly prerequisites before starting further maths. Therefore, any prior knowledge and foundational understanding needed in further maths from maths are covered - which better promotes coherence and depth  in understanding, retrieval in knowledge, fluency in skills and processes.

Further Mathematics - Year 13 sequence of lessons

Year 13 

Subject

Half Term 1 (Sept - Oct)

Half Term 2 (Nov -Dec)

Half Term 3 (Jan - Feb)

Half Term 4 (March - April)

Half Term 5 (April - May)

Half Term 6 (May - July)

Further Mathematics

(Core Pure, Further Statistics 1 and Further Mechanics 1)











 

Baseline Test

 

Algebra and Functions

 

Further Calculus:Integration

 

Matrices 

 

Discrete Probability Distributions

 

Momentum and Impulse

 

Work Energy and Power

 

Assessment 







 

Matrices

 

Proof

 

Further Vectors 

 

Geometric and Negative Binomial Distributions

 

Statistical Hypothesis Testing

 

The Central Limit Theorem

 

Work, Energy and Power

 

Elastic Strings and Springs and Elastic Energy

Complex Numbers

 

Further Algebra and Functions

 

Chi-squared Test

 

Elastic Strings and Springs and Elastic Energy

 

Elastic Collisions in 1D

 

 Pre-Public Examinations (PPE)










 

Further Calculus

 

Polar Coordinates

 

Hyperbolic Functions

 

Probability Generating Functions

 

Elastic Collisions in 2D

 

Review and Exam Preparation













 

Differential Equations 

 

Quality of Tests

 

Elastic Collisions in 2D

 

Review and Exam Preparation


















 

A Level Examinations

























 

Why we sequence the scheme of work this way






 

Most  of the Core Pure, Further Statistics 1 and Mechanics 1 topics are built on, and extended from the A level maths.

The further maths content/topics are sequenced in order of complexity and difficulty that builds from either the A level maths or the previous topics. This again aims to promote coherence and depth in understanding, retrieval in knowledge, fluency in skills and processes and for students to be better problem solvers.