Fully resourced KS3

curriculum programme,
helping students
achieve in maths
Student success through empowered teaching
 Student success through Success for all
We believe that education has the power
empowered teaching to help every young person excel – and
it all starts with you.
By enriching the curriculum to move
Teachers hold the key to unlocking students’ potential, and we are here to beyond achieving grades alone, we
help you on that journey. create a learning structure that
Grown out of Ark Schools, one of the highest achieving academy groups constantly builds contextual and
in the UK, our team of well researched and highly skilled curriculum conceptual knowledge.
designers and expert trainers partner with you and your team to provide Our holistic approach helps you to
consistent, high-quality education for all students. identify and support specific needs.
We help you provide your best teaching to all students, working with you As a result, we help to narrow the
to close the attainment gap. We’ve seen the impact on disadvantaged attainment gap, ensuring no child is left
students through our Ark Schools (making nearly half a grade more behind.
progress than their peers nationally) and are here to give all students the
opportunities that an excellent education provides. Teachers make the difference
Our programmes are built for teachers, because you are the people who can
make a real difference to a young person’s understanding.
Personal development is central to our approach. We build teachers’ subject
and pedagogical expertise without taking time away from the classroom.
We also ensure that teachers remain in control. You choose the material
and topics, but can access pre- and post-teaching assistance to make the
most impact with every lesson.

Evidence meets practice

When creating our programmes, we conduct in-depth research into the
latest curriculum designs and pedagogical theories. This approach means
our support is always grounded in evidence-based principles.
Teachers also help to develop and test our curriculum in the classroom,
meaning you can be confident that our programmes are accessible, easy
to implement and make a tangible difference to the teacher and student
experience.

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 Proven impact
Driving progress A Fischer Family Trust (FFT) Education Datalab
impact report showed that our programme had a
positive impact on helping to lift GCSE maths
Ark Curriculum Plus is already having an impact in hundreds of grades.
secondary schools across the UK.
Another study run by the Education Endowment
Foundation (EEF) drew similar conclusions. It found
Our Mathematics Mastery programme offers:
that students made an average of one months’
→ A meticulously sequenced and interlinked Key Stage 3 maths curriculum additional progress after one year on the programme.

→ Integrated professional development and planning tools to support

Teachers in our partner schools repeatedly tell us what a difference our
teachers’ curriculum and pedagogical knowledge
programme is making:
→ Fully resourced classroom materials, allowing students of all abilities to
make explicit, observable progress throughout Key Stage 3
Mathematics Mastery has transformed the teaching and
learning of maths in our school.”
Judith Woodfield | Headteacher | Bordesley Green Girls’ School

It’s very cool to see how students really get into

The Mathematics Mastery programme is also the material. We’re in a city school with some very
available for Key Stages 1 and 2 difficult students and now they are engaged and
having arguments about maths.”
Find out more details on our website.
Tom Vinten | Head of Maths | Ark All Saints Academy

Visit our website to hear more about the positive impact

Mathematics Mastery has had in other secondary schools:
www.arkcurriculumplus.org.uk/case-studies

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 Our approach
We are committed to our partnership Launch Develop Sustain
together, knowing the journey to full- 1 YEAR 1–3+ YEARS ONGOING
school transformation takes dedication
and a consistent approach over time. Building on your team’s
Laying the foundations
subject and pedagogical Making the programme
for impactful
understanding to develop your own
implementation
Providing integrated, their practice

consistent professional PD to lay foundations: PD to hone classroom On-demand PD:

development, helping you skill:

improve students outcomes → Whole-school and 1:1 → Teacher training → Regular webinars and
training on subject covering planning embedded training
We work with a goal in mind – to knowledge and and adaptation of within resources to
pedagogy lessons, diagnosing and refine your teachers’
help your teachers deliver their best
→ Dedicated training for responding to learning classroom practice
teaching possible. Our style of support gaps, providing
responds to your team’s growing your Mastery Lead → Annual summative
challenge, assessment, assessment tracks
confidence and expertise. → Dedicated support and more
from our team of students’ progress and
Development Leads → Further training identifies development
to help determine of Mastery Lead, areas
Stage 1: Launch your areas of focus for equipping them to → Option to add-on
greatest impact provide in-house personalised support
Stage 2: Develop training
Stage 3: Sustain → Annual 360 review
ensuring you’re on
track in transforming
pupil outcomes

. Classroom resources . Subject knowledge development . Teaching guidance

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www.arkcurriculumplus.org.uk
 Developing deep
understanding
The programme is carefully sequenced to enhance pupils’
understanding of maths. It is underpinned by the Dimensions
of Depth, which address conceptual understanding, language &
communication and mathematical thinking.
These support mathematical problem solving and enable students
to make connections between topic areas, draw on representations
to support their thinking and be prepared to articulate, justify and
explain this thinking.

Route to recovery
To help support your school’s route to recovery after the pandemic, the
Mathematics Mastery programme includes:

→ Additional booster units for the start of the school year, focusing on
critical content from the previous year
→ Start of unit quizzes to identify gaps in learning
→ Pre-teach guidance, outlining the prior learning that will be revisited
and drawn upon, with intervention signposts to address gaps and
help adapt planning
→ Specific retrieval practice tasks within each lesson to enhance and
boost learning
→ KS4-ready resources for Year 9, helping prepare students for GCSEs

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 What do I get when I join the Teaching support

programme? Teaching overview

videos are provided for
every lesson – giving a
quick recap of the key
Mastery Curriculum
content and learning
The Mathematics Mastery curriculum is cumulative, building on covered.
learning and allowing students to make deep connections across topics.
We sequence concepts so that established ideas can be linked to new
learning, supporting students in developing mastery by understanding
the coherent and connected nature of the subject.

Full suite of resources, accessed online

The MyMastery learning platform offers
Before you start … Year 7 Unit 1: Place value
‘anytime, anywhere’ access to the full suite of Mathematics Mastery is a spiral curriculum where ideas are revisited and built upon. This document outlines key ideas that children have already met and which will be reinforced during this unit

guidance shows the

• Opportunities to revisit these ideas are built into the lesson
Ideas students will be seeing again: • Further practice is provided in the Do Now and Explore tasks

Mathematics Mastery content. This includes all (Long) addition and subtraction Base 10 representations Base 10 place value Inequality notation Decimals

overarching week-long
of the teaching support, assessment materials
learning objectives,

Before you start…

and lesson resources needed to deliver the
lesson and unit Response signposts

programme.
Start of unit quiz • You can use this quiz to help inform your planning for the unit • Use these resources to help you plan how to respond to the quiz

Intervention materials

narratives, and lesson-

Step-by-step
Y7A Pack 1 Number

Integrated Professional Development by-lesson learning Coaching

Y7L2 Unit conversions

objectives. KS4 Ready Practice Packs

Throughout, your team can make use of videos, tutorials and workshops
N01 Integer place value

to grow their subject and teaching expertise.

Our partnership packages offer a range of additional support, from
one-to-one coaching to developing a subject lead.
Weekly departmental Year 7 Unit 1: Place value
Year 8
You choose the level of support that your school needs – with dedicated Departmental workshops are a dedicated time for teachers to ‘do the maths’ together and discuss important curricular and pedagogical aspects of the upcoming week of learning.

workshops offer
• How is this topic a development of ideas learners have already met? • Do the maths and discuss the opportunities for developing the
Concept connections • What future learning is this topic a foundation for?
Task for teachers dimensions of depth

subject experts to help you.

Connected prior learning Connected future learning

dedicated time for

Departmental Workshop
Place value Insert task of your choice

teachers to ‘do the maths’

together and discuss PD tool •

Key aspect from PD tool framework

Use the PD tool to prompt your discussion of the task for teachers and wider learning

Mathematical concepts can be represented in many ways.

Prompt question
What are the mathematical concepts in this unit? How can they be
represented?

important curricular and

Learners must create connections between concepts. Representations can
What opportunities will I provide for learners to move between representations?

Understanding
help them to make these connections.

Conceptual
Learners must activate prior understanding to connect it to new ideas. How will learners use the representations in these lessons to link to prior
Representations can support this. understanding?
Teacher example and task choice is important in creating a conceptual What will I vary / keep the same in my lessons? What does this draw attention
narrative. to?

pedagogical aspects of the

Learners must ultimately be able to use the representations as independent
How will learners use the representations in my lessons as independent tools for
tools for thinking, rather than becoming reliant on a specific representation to
thinking?
solve a ‘type’ of problem.
What ideas will learners meet for which they will need to clarify meaning
Learners must actively participate in communication of mathematical ideas.
through talk?
A classroom ethos that encourages and supports meaningful communication is

Communication
upcoming week
How will I structure the talk tasks in my lessons?

Language and
essential.
What does correct mathematical language sound like in this unit? Are there
Mathematics has a precise and formal language that is distinct from everyday
maths-specific words? How will I support learners to develop their spoken
language.
language so they speak with precision?
Language is a form of representation but also supports making connections
What verbal structures will I use to represent and connect ideas?
between representations and between concepts.

of learning.
Language and communication reveal current understanding to inform What (types of) questions will I ask so that learners’ verbal responses will reveal
teaching. their current understanding?
How will my lessons support all learners to engage in mathematical thinking?

Mathematical Thinking
All learners can think mathematically. (e.g. compare, contrast, imagine, express, conjecture, justify, specialise,
generalise…)
An important skill of the mathematics teacher is being able to recognise and
How will I recognise when learners are thinking mathematically?
plan for the mathematical thinking learners will need.
What are the difficulty points? What will I do to avoid ‘thinking for’ my students?
Mathematical thinking requires effort.
What prompts will I use to empower them to think?
What maths is there in this unit that could (and should) reshape learners’
Thinking mathematically often involves reshaping previously held ideas.
previously held ideas?
Mathematicians develop ‘habits of mind’ to think mathematically. What opportunities will learners have to develop mathematical habits of mind?

See page 14 for full details of our partnership package options.

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 Lesson resources Assessment and intervention
Fully
Slide decks are provided editable There are 10 x in a .
The programme features formative assessment throughout, including
for each lesson, including There are 10 x in a .
Quick checks to get immediate feedback on understanding and
notes and guidance to There are 10 x in a .
Exit ticket questions to check students have mastered the lesson’s
support delivery. learning objectives.

Talk Task
Cala Esther Marva Phil
Complete the table:

We use a base 10 number system. Base 10 blocks Place value grid Number in base 10
Each block has ten times as many yellow blocks as the next smallest.
If the Maths Mastery students exchanged all their blocks for , who Thousands Hundreds Tens Ones

would have the most?

1 3 2 2

New Learning
Sort these cards into the

Exit ticket
Cala place value grid to form
thousands hundreds tens ones
a number equal to: Thousands Hundreds Tens Ones
Thousands Hundreds Tens Ones
1 1 0 7 Cala has 1107 x
3284 8023

Develop Learning
Phil
0 8 20 14 Does Phil have 82014 x ?
14384 3148

How many would Phil have if he exchanged all his blocks for ? 2953 3304 Thousands Hundreds Tens Ones

4444 11034 1054

You can put a maximum
of 1 card in each
column.

Student Y7U1 Lesson 1 Exercise P1 Y7U1 Lesson 1 Exercise P2

resources Concept Corner

3. Using all four number cards below:

The number system we use most is ___________ ten. This means each column has value
_________ times greater than the column to its right.
͹ Ͷ ͵ ͸
a) What is the largest number you can make?
The position of each __________ in a number tells you about its value. b) What is the largest even number you can make?
ten c) What is the smallest number you can make?

PDF Student Thousands Hundreds Tens Ones base

d)
e)
f)
What is the smallest even number you can make?
What is the closest number to 4500 you can make?
What is the closest number to 4000 you can make?

Books provide a Multiple-choice quizzes, specifically

4 7 3 2 g) Is it possible to make a number closer to 6000 or closer to 7000 with the four cards?
digit
Explain your answer.

range of activities to written for the Mathematics Mastery

The number above in words is …………….………………………….……………………….
4. Insert either <, > or = symbols in the boxes to make these statements correct:
Write the number two thousand and ninety-six in the empty row.
a) 40 tens 4 hundreds

support independent b)

c)
23 hundreds

2570 tens
2 thousand

260 hundreds
curriculum, are available on Eedi.
tasks or homework. These support teachers in identifying
1. Copy and complete the sentences filling the spaces below by looking at the number in
the grey box: d) 400 tens 4 thousands
2708

and addressing misconceptions, with

e) 26 hundreds 26 tens
a) The digit ………is in the thousands place.
b) The digit 7 is in the …………….…………………… place.
c) The digit 0 is in the …………….…………………… place. f) 134 thousands 1300 hundreds

2. Write the numbers shown in the place value table in words:

5. Rewrite these tables so they still give the same number but with a single digit in each row: detailed analytics to inform teaching
1000s 100s 10s 1s 1000s 100s 10s 1s

and planning.
e.g. a)
Ten
Thousands Hundreds Tens Ones In words
thousands 12 53 6 3 2 14
1 2 5 3
3 0 9 6
b) 1000s 100s 10s 1s c) 1000s 100s 10s 1s
8 18 16 15 5 26 41 20
9 9 0 7

Questions for depth:

1 2 3 0 4 1. How many tens less than 4000 is 1390?
How many tens more than 50 170 is 53 290?
How many hundreds less than 234 000 is 22 000?

8 5 0 3 0 2. Three cards each have a single digit written on them. The digits are in consecutive
order. The three cards are used to form three-digit numbers.
a) What can you say about the greatest and smallest numbers it is possible to form? What
if the cards were sequential even digits? Or odd digits?

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 Customise the level of
support for your school
Our partnerships team will be happy to talk you
through the programme and help you decide on the
right approach and package for your school.

To book a demo, or sign up for a free trial, contact us on:

E: [email protected]
T: 020 3116 6363

Or book a call online at

www.arkcurriculumplus.org.uk/book-a-demo

Pricing
Based on the strength of pedagogy We are a non-profit organisation. The schools that
Mathematics Mastery brings, I’ve we work with are charged a financial contribution
certainly seen better structured talk, which goes towards delivering and developing the
more resilience to problem solving programmes. You can find pricing information on
and many more students getting our website – but do get in touch to receive a quote
started on harder problems.” for your specific setting.
Tom Vinten | Head of Mathematics at
Ark All Saints Academy https://www.arkcurriculumplus.org.uk/join-us

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Also available at Key Stage 3:

The Yellow Building

1 Nicholas Road
London
W11 4A

020 3116 6363

[email protected]