[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-207689-en":3,"doc-seo-207689-105":30,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},207689,18829141979164,"Cart","https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8",4,"Exam","Mathematics programmes of study - key stage 4 - National curriculum in England - July 2014","Provides the key stage 4 mathematics programme of study within the national curriculum in England (July 2014). Sets out the study’s purpose and aims: fluency in core fundamentals through varied practice, mathematical reasoning through enquiry, conjecture, generalisation, and justification, and problem solving by applying mathematics to routine and non-routine contexts. Specifies that pupils consolidate connections across distinct domains, progress according to secure understanding, and that content includes both standard statutory material and additional material for higher attainers.","Mathematics programmes of study: key stage 4  \nNational curriculum in England  \nJuly 2014  \nContents  \nPurpose of study 3  \nAims 3  \nInformation and communication technology (ICT) 4  \nSpoken language 4  \nWorking mathematically 5  \nDevelop fluency 5  \nReason mathematically 5  \nSolve problems 6  \nSubject content 7  \nNumber 7  \nAlgebra 7  \nRatio, proportion and rates of change 9  \nGeometry and measures 9  \nProbability 10  \nStatistics 10  \nPurpose of study  \nMathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.  \nAims  \nThe national curriculum for mathematics aims to ensure that all pupils:  \n􀂃 become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.  \n􀂃 reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language  \n􀂃 can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.  \nMathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programme of study for key stage 4 is organised into apparently distinct domains, but pupils should develop and consolidate connections across mathematical ideas. They should build on learning from key stage 3 to further develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge wherever relevant in other subjects and in financial contexts.  \nThe expectation is that the majority of pupils will move through the programme of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.  \nThis programme of study specifies:  \n􀂃 the mathematical content that should be taught to all pupils, in standard type; and  \n􀂃 additional mathematical content to be taught to more highly attaining pupils, in bold type and braces { } .  \nTogether, the mathematical content set out in the key stage 3 and key stage 4 programmes of study covers the full range of material contained in the GCSE Mathematics qualification. Wherever it is appropriate, given pupils’ security of understanding and readiness to progress, pupils should be taught the full content set out in this programme of study.  \nInformation and communication technology (ICT)  \nCalculators should not be used as a substitute for good written and mental arithmetic. In secondary schools, teachers should use their judgement about when ICT tools should be used.  \nSpoken language  \nThe national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of lan","cbCairL7iDu0KQZ5","https://ap.wps.com/l/cbCairL7iDu0KQZ5","pdf",319478,1,11,"English","en",105,"# Contents\n## Purpose of study\n## Aims\n## Information and communication technology (ICT)\n## Spoken language\n## Working mathematically\n### Develop fluency\n### Reason mathematically\n### Solve problems\n## Subject content\n### Number\n### Algebra\n### Ratio, proportion and rates of change\n### Geometry and measures\n### Probability\n### Statistics","[{\"question\":\"What are the key aims of the key stage 4 mathematics national curriculum?\",\"answer\":\"Pupils should become fluent in mathematical fundamentals, reason mathematically using enquiry and justification, and solve problems by applying mathematics to routine and non-routine situations.\"},{\"question\":\"How does the programme expect pupils to develop mathematical reasoning and communication?\",\"answer\":\"It emphasizes reasoning by following a line of enquiry, making conjectures and generalisations, and developing arguments or proofs using mathematical language, supported through discussion to address misconceptions.\"},{\"question\":\"How is the subject content structured for different attainment levels?\",\"answer\":\"The programme specifies mathematical content taught to all pupils in standard type, plus additional content for more highly attaining pupils shown in bold type and braces.\"}]","Mathematics programmes of study - key stage 4 - National curriculum in England - July 2014 | PDF",1788600613,28,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":85,"head_meta":87,"extra_data":89,"updated_unix":28},"mathematics-programmes-of-study-key-stage-4-national-curriculum-in-england-july-2014","",{"@graph":36,"@context":84},[37,53,67],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/exam/",3,{"item":52,"name":13,"@type":43,"position":11},"https://docshare.wps.com/document/mathematics-programmes-of-study-key-stage-4-national-curriculum-in-england-july-2014/207689/",{"url":52,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":23,"description":14,"dateModified":61,"datePublished":61,"encodingFormat":60,"isAccessibleForFree":62,"interactionStatistic":63},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-09-05",true,{"@type":64,"interactionType":65,"userInteractionCount":4},"InteractionCounter",{"@type":66},"ViewAction",{"@type":68,"mainEntity":69},"FAQPage",[70,76,80],{"name":71,"@type":72,"acceptedAnswer":73},"What are the key aims of the key stage 4 mathematics national curriculum?","Question",{"text":74,"@type":75},"Pupils should become fluent in mathematical fundamentals, reason mathematically using enquiry and justification, and solve problems by applying mathematics to routine and non-routine situations.","Answer",{"name":77,"@type":72,"acceptedAnswer":78},"How does the programme expect pupils to develop mathematical reasoning and communication?",{"text":79,"@type":75},"It emphasizes reasoning by following a line of enquiry, making conjectures and generalisations, and developing arguments or proofs using mathematical language, supported through discussion to address misconceptions.",{"name":81,"@type":72,"acceptedAnswer":82},"How is the subject content structured for different attainment levels?",{"text":83,"@type":75},"The programme specifies mathematical content taught to all pupils in standard type, plus additional content for more highly attaining pupils shown in bold type and braces.","https://schema.org",{"og:url":52,"og:type":86,"og:title":13,"og:site_name":58,"og:description":14},"article",{"robots":88,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":91},[92,96,100,103,108,113,118,123,128,131,135],{"id":20,"doc_module":4,"doc_module_name":46,"category_name":93,"show_sort_weight":94,"slug":95},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":97,"show_sort_weight":98,"slug":99},"Literature",80,"literature",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":101,"slug":102},70,"exam",{"id":104,"doc_module":4,"doc_module_name":46,"category_name":105,"show_sort_weight":106,"slug":107},5,"Comic",60,"comic",{"id":109,"doc_module":4,"doc_module_name":46,"category_name":110,"show_sort_weight":111,"slug":112},6,"Technology",50,"technology",{"id":114,"doc_module":4,"doc_module_name":46,"category_name":115,"show_sort_weight":116,"slug":117},7,"Healthcare",40,"healthcare",{"id":119,"doc_module":4,"doc_module_name":46,"category_name":120,"show_sort_weight":121,"slug":122},8,"Research & Report",30,"research-report",{"id":124,"doc_module":4,"doc_module_name":46,"category_name":125,"show_sort_weight":126,"slug":127},9,"Religion & Spirituality",20,"religion-spirituality",{"id":126,"doc_module":4,"doc_module_name":46,"category_name":129,"show_sort_weight":126,"slug":130},"World Cup","world-cup",{"id":132,"doc_module":4,"doc_module_name":46,"category_name":133,"show_sort_weight":132,"slug":134},10,"Lifestyle","lifestyle",{"id":136,"doc_module":4,"doc_module_name":46,"category_name":137,"show_sort_weight":104,"slug":138},19,"General","general"]