You’ve never seen the GCSE Maths curriculum like this before…

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39 Responses

  1. Niki Di Palma says:

    Great stuff!
    You mention importance of mastering the skills at KS3 – just as, if not more important is developing and mastering those skills at KS2 (and even 1). As a primary school teacher, the topics look oh so familiar . . .

  2. Bruno Reddy says:

    Excellent analysis Will, thanks for taking the time to make it and share. It adds support to the idea of slowing things down in KS3 and focusing deeply on a shorter list of essentials. At KSA, the weightings we give to various maths topics in our KS3 curriculum matches your findings above.

  3. @TSLAMaths says:

    This is one of best pieces of work I’ve ever seen when it comes to maths teaching! Thank you for the ingenuity and sheer effort it must have took to put this together!

    • It did take a few hours but I was really pleased with the result. It confirms how important numeracy skills are. Thanks for your comments 🙂

  4. Bob Jackson says:

    Absolutely brilliant and your timing couldn’t be better as I’ve been trying to get across to SLT how students lack of numeracy skills has a major impact on subsequent progress. How can I get a large scale poster of this?

    • Hi Bob. Thanks for your comments. If you download the pdf from the link in the post that will be a start. Then I think the Posterazor software which is free to download from the net can cut it up into sections that print on individual pages to make a large poster. Hope that helps.

  5. John Peterson says:

    Hi William,

    Than you for taking the time to put this together. I think KS3 and 2 should aim to cover/master/achieve the biggest nodes. I will definitely be sharing this article with my department at school.

    Great work!

  6. Justin Dodd says:

    I love this! As the comments above, this is exactly this issue with current secondary mathematics. Students are not comfortable nor confident with the basic understanding of number. This is a key research theme of the forthcoming China visit by NCTL.

  7. Dan File says:

    This is great and amazingly similar to what I am trying to put together for the new Primary and Secondary curriculum – just not been able to find the right software. Thank you!

    Some thoughts:

    1) The theme of numeracy mastery particularly when re-deigning the curriculum for KS3 to take in to account new GCSE keeps recurring whenever I am planning for next year and beyond. I still don’t have it straight in my head but I am convinced that getting it right will be extremely beneficial.

    2) What I think would be really amazingly useful for teachers at Primary/Secondary is to be able click on a particular topic node and then all linked nodes (prior and subsequent) would be highlighted and the rest of the graph disappears. This would become an amaingly powerful tool for planning, teaching, AfL, curriculum design…Is the software able to do this?? Also the ability to dynamically zoom and navigate the map. Sorry this sounds ungrateful, but just my mind wandering.

    • Hi, thanks for your comments and suggestion. I think there is a plugin that gives the map the functionality you requested. I shall look into it when I get a minute and get back to you.

  8. Daniel Stevenson says:

    Impresive stuff!!
    Which version of the curriculum has this been created for? (We are all, I guess, looking forward to the 2013/2014+ version).
    Are you willing to share the source GEPHI file? (if so can you send me a copy)

  9. Raj Kumar says:

    Cooltastic! An excellent way of showing the importance of interconnections and how we must promote conceptual understanding in order to develop deep learning for our future mathematicians.

  10. Jill todd says:

    It’s great! I’ve taught my lessons, over the past 2 years, by aiming to get the students to see/make the connections. It would by great to show them – if only I was still teaching kids!

  11. Nicki P says:

    This is amazing and so interesting. Thank you!

  12. Gary Owen says:

    This is an amazing piece of work. If possible could you upload a non pdf version of the high res images. As posterazor will not open pdf files.

  13. Joe Cooper says:

    This is absolutely fantastic! Is there any chance you could provide a link to the gephi file of the network? That would be amazing.

  14. Julia Upton says:

    Hi Will

    I think this diagram is great – so powerful to see how things build on each other in Maths. I would like, with your permission and obviously appropriate referencing, to use your diagram in a book I have written aimed at trainee maths teachers. Could you drop me a line to have a chat about this.


  15. Claire Hobbs says:

    Thank you – what am amazing way of seeing what we know to be true. The power is in sharing with the students as well I think. We are now (like many others) doing a root and branch curriculum rethink – it would be really handy to have a list of all those topics starting from the maximum number of links and going down to the least. I would use it to underpin my planning. Thanks.

  16. Monika says:

    Hi Will

    What a Fab piece of work!! Thank you so much for sharing ….. I think this is where I shall be starting my departments next CPD session from…..cann’t appreciate enough!!

  17. Monika says:

    And ….Will….is it possible to have a link to the Gephi file please?


  18. nicky says:

    Hi, I have looked at your work with great interest, I was sent a link by a colleague I was chatting to about this very thing!

    The bit that interests me the most is the number of links, is a list of all topics and number of links available?

    Thanks for putting in so much hard work, it really is a great piece of creativity.


  19. Hi Will,

    Is this the same for the new GCSE curriculum also?

    • Hi, not done it for the new curriculum yet. Am certain the underlying foundations won’t have changed… The big message will be the same. The top 20ish nodes need to be learned to mastery…

  20. IndieP says:

    I believe the analysis undervalues the significance of fractions.

    True, they’re not normally a prerequisite for topcs such as shape/space but that’s because of ‘teaching to the test’ – assuming that ‘angle facts’ Qs will always involve intergers because ‘they always do’.

    Lack of confidence with fractions is very limiting at A level and we should be including fractions (&decimals, &surds) everywhere and not just as that last special ‘challenging’ question for extension.

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