Skip to content ↓


Year 7 Learning about Buoyancy

Curriculum Intent

Here at GEMS, we stand by our Ethos ‘In the Pursuit of Excellence’, which is embedded in our maths curriculum. We fully support that everyone can achieve great things. By following the ‘4Rs’ in maths, all our students are encouraged to become resilient, resourceful and reflective learners who work together as a team. Mistakes are viewed as learning points, not failures.  

Our Maths Intent  

  • Become fluent in the fundamentals of mathematics, through varied and frequent practice of increasingly complex problems over time. Thus, allowing pupils to develop problem solving skills, deepen understanding, and further their ability to recall and apply knowledge quickly and confidently, both in familiar and new situations. 
  • Become confident readers of mathematical problems, allowing exploration of different strategies, allowing students to apply their preferred methods to reason and solve problems accurately.  
  • Reason mathematically, conjecture relationships and develop an argument confidently. Discuss and question to aid understanding.  
  • Apply methods to solve problems to routing and non-routine questions, including breaking problems into smaller steps and persevere in finding the solutions.  

Our students recognise that when they are willing to invest effort and time in mathematics and persist at trying to solve problems, they are able to see their progress and celebrate it.

How students are supported in Maths

Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned to include supporting students who may have SEND. All students are challenged to achieve to the best of their ability, to make good or outstanding. 

Specific approaches which are used within the curriculum areas include: 

  • Targeted and well-thought-out seating plans 
  • Considered and tailored use of ICT 
  • Tailored pictorial resources used 
  • Recall tasks tailored to the individual needs 
  • Focus on individual student needs when planning interventions and directed LSA support 
  • Appropriate levels of scaffolding provided 
  • Ensuring resources are suitable for individual learning needs such as overlays 
  • Group work and discussion 
  • Clear teacher/student communication including quick feedback  
  • Targeted and well-thought-out questioning techniques 
  • Feedback that allows all students to make progress, whether written or verbal 
  • Tailored pace when moving between concrete and abstract concepts 
  • Using strategies best suited to addressing individual needs 


Year 5 - half termly White Rose Assessments 

Year 6 – half termly SAT practise Assessments 

Year 7 – Termly AQA year 7 tests. Topic tests at the end of a unit.  

Year 8 – Termly AQA year 8 tests. Topic tests at the end of a unit. 

Enrichment Opportunities

Resources to support (including weblinks/apps etc) 

Curriculum Overview

  Autumn Spring Summer
Year 5
  • Number-Number and place value 
  • Number – addition and subtraction 
  • Statistics – graphs and tables 
  • Number – multiplication and division 
  • Measurement – area and perimeter 
  • Number – multiplication and division 
  • Number- fractions (including decimals and percentages) 
  • Number – fractions (including decimals and percentages) 
  • Geometry – properties of shapes 
  • Geometry – position and direction 
  • Measurement – converting units 
  • Measurement – volume and capacity 
Year 6
  • Number-Number and place value 
  • Number – addition and subtraction, multiplication and division 
  • Number – fractions 
  • Geometry – position and direction  
  • Number – fractions (including decimals and percentages) 
  • Algebra  
  • Measurement – imperial and metric 
  • Measurement – perimeter, area and volume 
  • Ratio and proportion 
  • Geometry – properties of shapes 
  • Number – number and place value 
  • Statistics 
Year 7
  • Numbers and the number system – (including primes, factors and multiples) 
  • Calculating – apply the four operations to integers and decimals (priority of operations) 
  • Checking – rounding, estimating and inverse 
  • Counting and comparing – order and compare positive, negative and decimal numbers. 
  • Visualising – Explore geometrical conventions 
  • Properties of shapes – derive and apply the properties of special shapes 
  • Algebraic proficiency 
  • Exploring fractions, decimals and percentages 
  • Proportional reasoning 
  • Patterns and sequences 
  • Measuring space 
  • Angles 
  • Calculating with fractions, decimals and percentages 
  • Solving equations 
  • Calculating space – area, surface area ad volume 
  • Mathematical movement – rotation, reflection, translation, vectors 
  • Calculation and presentation of data 
  • Analysing data 
Year 8
  • Numbers and the number system – including prime factorisation and standard form 
  • Calculating – with negative numbers and fractions 
  • Visualising and constructing – enlargement, scale and bearings 
  • Risk – probability 
  • Algebraic proficiency – including factorisation, expressions and formulae 
  • Exploring fractions, decimals and percentages  
  • Proportional reasoning 
  • Investigating patterns and sequences, including nth term 
  • Angles in parallel lines and polygons 
  • Calculating with fractions, decimals and percentages – simple and compound interest, comparing amounts, percentage change  
  • Solving equations and inequalities – including graphical methods 
  • Calculating space – circles including segments, cylinders, prisms 
  • Algebraic proficiency – graphs 
  • Risk – frequency trees and Venn diagrams, expected outcomes 
  • Presenting and measuring data