Quillattice services · UK education

Curriculum development

Develop a bespoke curriculum pathway from your brief, connecting topics, learners, teaching context and intended outcomes.

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The offer

A clear brief, shaped for its audience.

Curriculum development is shaped around each client’s brief. Depending on the question, the work can map progression and prerequisite connections, structure a year or unit plan, and develop lesson sequences, checks for understanding or supporting resources. The scope and format are agreed for the project; this is not a fixed package.

Illustrative mathematics example

From fractions to ratio and proportion

One possible progression shows how multiplicative ideas can connect across key stages, then take shape in a short Year 7 sequence.

Topic progression map

Build from equal parts to proportional relationships.

  1. Key stage 2

    Build multiplicative foundations

    Connect multiplication and division with fractions, decimals and percentages. Pupils work with fractions of quantities; year 6 can introduce ratio through simple scaling.

    ConnectionEqual groups and scaling prepare learners to compare quantities multiplicatively.

  2. Key stage 3

    Make ratio and proportion explicit

    Use and simplify ratio notation, divide quantities in part:part and part:whole ratios, and connect ratio with fractions and proportional relationships.

    ConnectionThe same multiplicative relationship can be represented as a ratio, fraction, table or graph.

  3. Key stage 4

    Apply relationships across contexts

    Extend ratio and proportion into algebraic and graphical relationships, scale factors, measures and compound units in increasingly involved problems.

    ConnectionLearners choose a representation and justify why it fits the quantities and context.

This is one illustrative route, not universal curriculum coverage or a settled Quillattice format. It uses England’s mathematics programmes of study as a reference point; local sequencing and the agreed brief should shape any developed map. Read the Department for Education programmes of study.

A sample Year 7 sequence

Four lessons that put the map into practice.

The sequence moves from equivalent ratios to part-to-whole fractions and percentages, then applies the connection to a simple context.

  1. Scale an equivalent ratio

    Learning goal
    Use one multiplicative scale factor to make an equivalent ratio, such as 2:3 becoming 4:6.
    Check for understanding
    Which is equivalent to 2:3, 4:6 or 4:5? Explain how you know.
    Common misconception
    Adding the same amount to both parts keeps a ratio equivalent.
    Possible support
    Build the ratio with two-colour counters, then record it in a ratio table.
    Greater depth
    Compare ratios with different totals and justify equivalence using a common scale factor.

  2. Move from parts to the whole

    Learning goal
    For red:blue = 2:3, identify red as 2/5 and blue as 3/5 of the combined total.
    Check for understanding
    If there are 25 counters altogether, how many are red? State the fraction first.
    Common misconception
    Reading the part:part ratio 2:3 as 2/3 of the whole.
    Possible support
    Draw five equal boxes, label two red and three blue, then mark the total as five parts.
    Greater depth
    Work backwards from a known part to find the total, then verify the ratio.

  3. Connect fractions and percentages

    Learning goal
    Use equivalent fractions to express 3/5 of a whole as 60%.
    Check for understanding
    In the 2:3 example, what percentage of the counters are blue? Show the fraction first.
    Common misconception
    Treating the numerator or denominator alone as the percentage.
    Possible support
    Use a fraction strip or hundred-square to make 3/5 = 60/100 visible.
    Greater depth
    Compare two part-to-whole shares by choosing equivalent fractions with a common denominator.

  4. Use the connection in a context

    Learning goal
    For concentrate:water = 1:4, identify concentrate as 1/5 of the drink, or 20%.
    Check for understanding
    For 500 ml of the mixed drink, how much is concentrate? Explain why it is not 1/4 of the total.
    Common misconception
    Using the second ratio term as the total number of parts.
    Possible support
    Label one part concentrate and four parts water on a bar model before adding the parts.
    Greater depth
    Find a missing total from one known part and check that both quantities keep the same ratio.

These lesson-level adaptations are options to consider for this Year 7 example. They do not imply that every key stage uses tiers or the same adaptation format.

How the work can take shape

What the work can include

  1. Map how ideas connect, build and draw on prior learning across agreed key stages.

  2. Structure a year or unit plan around intended learning, sequence and opportunities to revisit ideas.

  3. Develop lesson outlines with learning goals, examples, checks for understanding and likely misconceptions.

  4. Consider possible access supports and greater-depth extensions for the learners and setting in the brief.

AI-assisted · Human-reviewed

AI supports the process. People shape the work.

AI supports exploration and drafting; mathematical judgement, classroom context and human review shape the deliverable.

Mathematical and classroom judgement shape the sequence, prerequisite links, stage suitability and checks. Alignment with a local curriculum or specification depends on the scope and materials agreed in the brief.

Learning access and inclusion

Keep the learning goal in view. Check what helps access it.

A resource may need to account for a particular learner, barrier or setting. Our inclusion approach starts with individual evidence and learner voice rather than assumptions about a group.

Read Every Student Matters

A good place to begin

Tell us about the work you have in mind.

The project brief helps set out the audience, context and questions behind the request.

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