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Curriculum Plan

SUBJECT: Maths 

 

CURRICULUM PLAN 

 

Mathematics department curriculum statement 

 

The Mathematics Department at St Edmunds Catholic School is dedicated to inspiring each and every student to achieve their academic potential. It also seeks to help young people develop life skills, through reasoning, helping them to become fluent in the universal language of numbers. Alongside curricular teaching, the department encourages students to learn how to find numbers and aspects of mathematics in every subject and all aspects of their lives. We will provide a broad and balanced curriculum that is accessible to all pupils. All students will have the opportunity to develop a high level of numeracy required for success in adult life. We will ensure that all pupils are able to thrive and develop as healthy individuals. 

 

The National Curriculum: we have not deviated from the National Curriculum in this subject. 

 

By the end of Key Stage 2 

 

Pupils have studied: 

 

They can: 

add, subtract, multiply and divide, as well as doing mental calculations and solving problems using time, measure or money. 

 

By the end of Year 6 the children should have a secure grasp of their times tables up to 12. 

 

 

MATHS KEY CONCEPTS / COMPOSITES 

 

 

Key Stage 3 

 

Integers, Powers and Roots, Sequences, Functions and Graphs, Lines, Angles and Shapes, Construction and Loci, Probability, Ratio and Proportion, Equations, Formulae, Identities and Expressions, Measures and Mensuration, Transformations, Processing and Representing Data; Interpreting and Discussing Results, Fractions, Decimals and Percentages, Place Value, Ordering and Rounding, Coordinates. 

 

Key Stage 4 

Foundation 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Higher Tier  

Number, powers, decimals, HCF and LCM, roots and rounding, Expressions, substituting into simple formulae, expanding and factorising, Drawing and interpreting graphs, tables and charts, Fractions and percentages, Equations, inequalities and sequences, Angles, polygons and parallel lines 

Statistics, sampling and the averages, Perimeter, area and volume, Real-life and algebraic linear graphs, Transformations, Ratio and Proportion, Right-angled triangles: Pythagoras and trigonometry, Probability  

Multiplicative reasoning: more percentages, rates of change, compound measures, 

Constructions: triangles, nets, plan and elevation, loci, scale drawings and bearings, Algebra: quadratic equations and graphs, Perimeter, area and volume 2: circles, cylinders, cones and spheres, More fractions, reciprocals, standard form, zero and negative indices, Congruence, similarity and vectors,  

Rearranging equations, graphs of cubic and reciprocal functions and simultaneous equations Number, powers, decimals, HCF and LCM, roots and rounding, Expressions, substituting into simple formulae, expanding and factorising 

Drawing and interpreting graphs, tables and charts, Fractions and percentages, Equations, inequalities and sequences 

Angles, polygons and parallel lines, Statistics, sampling and the averages, Perimeter, area and volume, Real-life and algebraic linear graphs, Transformations, Ratio and Proportion,  

Ratio and Proportion, Right-angled triangles: Pythagoras and trigonometry, Probability, Multiplicative reasoning: more percentages, rates of change, compound measures, Constructions: triangles, nets, plan and elevation, loci, scale drawings and bearings, Algebra: quadratic equations and graphs 

Perimeter, area and volume 2: circles, cylinders, cones and spheres, More fractions, reciprocals, standard form, zero and negative indices, Congruence, similarity and vectors 

Rearranging equations, graphs of cubic and reciprocal functions and simultaneous equations 

 

 

Powers, decimals, HCF and LCM, positive and negative, roots, rounding, reciprocals, standard form, indices and surds, Expressions, substituting into simple formulae, expanding and factorising, equations, sequences and inequalities, simple proof, averages and range, collecting data, representing data, Fractions, percentages, ratio and proportion. Angles, polygons, parallel lines; Right-angled triangles: Pythagoras and trigonometry 

Real-life and algebraic linear graphs, quadratic and cubic graphs, the equation of a circle, plus rates of change and area under graphs made from straight lines 

Perimeter, area and volume, plane shapes and prisms, circles, cylinders, spheres, cones; Accuracy and bounds. Transformations; Constructions: triangles, nets, plan and elevation, loci, scale drawings and bearings 

Algebra: Solving quadratic equations and inequalities, solving simultaneous equations algebraically 

Probability 

Multiplicative reasoning: direct and inverse proportion, relating to graph form for direct, compound measures, repeated proportional change 

Similarity and congruence in 2D and 3D 

Sine and cosine rules, 1/2 ab sin C, trigonometry and Pythagoras’ Theorem in 3D, trigonometric graphs, and accuracy and bounds 

Statistics and sampling, cumulative frequency and histograms 

Quadratics, expanding more than two brackets, sketching graphs, graphs of circles, cubes and quadratics 

Circle theorems and circle geometry  

Changing the subject of formulae (more complex), algebraic fractions, solving equations arising from algebraic fractions, rationalising surds, proof 

Vectors and geometric proof 

Direct and indirect proportion: using statements of proportionality, reciprocal and exponential graphs, rates of change in graphs, functions, transformations of graphs 

 

 

CURRICULUM PLAN: KEY STAGE 3 

 

Year 7 

Year 8 

Year 9 

Knowledge 

Pupils will know: 

Number skills 

  • 4 operations including decimals, order of operations  

  • Round to an appropriate degree of accuracy. 

  • Factors, multiples and primes 

  • Simplify fractions.  

 

Algebra skills 

  • Understand algebra notation and be able to manipulate expressions and solve equations. 

  • Plot and read co-ordinates in all 4 quadrants, understand y=mx + c 

 

Geometry and measures 

  • Properties of angles, triangles, quadrilaterals, parallel lines 

 

 

 

 

 

 

 

 

 

Statistics skills 

  • Know basic data collection techniques and how to represent data in a graphical format. From this be able to calculate averages and range to compare sets of data.   

Pupils will know: 

Number skills 

  • Operations with fractions and mixed numbers 

  • Calculating Percentages and Interest 

  • Converting Between Fractions decimals and Percentages 

 

 

 

 

 

Algebra skills 

  • Rules for linear Sequences 

  • Understanding inequalities 

 

 

 

 

 

 

 

 

Geometry and measures 

  • Transforming shapes 

  • Properties of 3D shapes 

  • Mensuration of 2d and 3d shapes 

  • Properties of circles 

  • Drawing 2d views of 3d shapes 

 

 

 

 

 

 

Statistics skills 

  • Listing outcomes of events 

  • Drawing and interpreting probability diagrams 

 

Pupils will know: 

Number skills 

  • Ratio and proportion 

  • Laws of indices up to fractional and negative 

  • Working with numbers in standard form. 

 

 

 

 

 

 

Algebra skills 

  • Forming and solving equation 

  • Binomials up three brackets 

  • Rearranging formulae 

 

 

 

 

 

 

Geometry and measures 

  • Properties of Polygons 

  • Parallel Lines 

  • Bearing 

  • Congruence and similarity 

  • Using and applying Pythagoras 

  • Measures 

  • Construction and Loci 

 

Statistics skills 

  • Displaying and interpreting data. 

.  

 

 

 

Skills 

Pupils will be able to: 

  • Do calculations with the 4 operations 

  • Do calculations with decimals 

  • Use BIDMAS for the correct order of operations 

  • Rounding to a given degree of accuracy 

  • D calculations with negative numbers 

  • Know basic algebra notation 

  • Simplify expressions 

  • Expand a single bracket 

  • Solving 1 and 2 step equations  

  • Substitute into expressions 

  • Angle facts 

  • Calculate angles on a straight line, around a point 

  • Know types of triangle 

  • Calculate missing angles in shapes and parallel lines 

  • Collecting and representing data 

  • Drawing charts and tables  

  • Averages and range 

  • Coordinates – plot and read in all 4 quadrants 

  • Calculate the midpoint of a line 

  • Drawing linear graphs from an equation 

  • Finding the equation of a line 

  • Calculating powers 

  • Identify factors, multiple, primes 

  • Calculate the HCF, LCM 

  • Express a number a sa product of its prime factors 

  • Be able to simplify fractions 

  • Be able to recognise equivalent fractions 

  • Be able to calculate fractions of an amount 

Pupils will be able to: 

 

  • Do all 4 operations with fractions up to mixed numbers 

  • Do all 4 transformations – including describing them 

  • Do combined transformations 

  • Calculate area and perimeter of shapes including compound shapes 

  • Name 3d shapes 

  • Calculate the number of faces, edges, vertices in 3d shapes 

  • Calculate the volume of prisms 

  • To be able to calculate a percentage of an amount 

  • Calculate a percentage increase/decrease 

  • Express one number as a percentage of another number 

  • Be able to calculate simple interest 

  • Be able to calculate compound interest 

  • Can convert between FDP 

  • Can list all outcomes 

  • Can calculate simple probabilities 

  • Will be able to draw and interpret two-way tables, Venn diagrams, tree diagrams and frequency trees.  

  • Find the rule of a sequence 

  • Continue a sequence 

  • Calculate and use the nth term 

  • Generate a sequence from the nth term 

  • Recognise the < and > symbols 

  • Write and draw inequalities on number lines, solve and listing integers 

  • Name parts of a circle 

  • Calculate the area and circumference of circles and part circles 

  • Calculate the volume of cylinders 

  • Recognise views of a shape 

  • Draw views of a shape 

  • Make nets 

  • Calculate the surface area of 3d shapes.  

Pupils will be able to: 

  • Simplify ratio 

  • Share an amount in a given ratio 

  • Use proportion for recipe questions 

  • Calculate which item is better value 

  • Exchange money from different countries 

  • Work on real life ratio problems 

  • To calculate basic indices 

  • To calculate fractional and negative indices 

  • Can calculate angles in quadrilaterals 

  • Will know the names of polygons and be able to calculate both the interior and exterior angles in any polygon 

  • To be able to calculate angles in parallel lines and give reasons for their answer 

  • To understand congruence and the conditions of congruence 

  • To understand similarity and be able to calculate side lengths, area and volume 

  • To use Pythagoras’ Theorem to calculate a missing side length 

  • To be able to convert between different units of measure 

  • To know what a bearing is and be able to draw and measure them accurately 

  • To be able to calculate speed, density and pressure 

  • To be able to construct triangles and draw the loci of points 

  • To be able to multiply by powers of 10 

  • Write numbers in standard form and ordinary numbers 

  • Perform calculations in standard form 

  • To be able to draw and interpret time distance graphs including calculating speed.  

  • Can draw and interpret pie charts, cumulative frequency graphs, box plots and histograms 

  • To be able to solve equations including brackets 

  • To be able to form and solve equations 

  • Will be able to expand up to triple brackets, change the subject of a formula and rearrange equations 

Cultural Capital 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/the composites]: 

  • Multicultural methods of multiplication 

  • Eratosthenes of Cyrene and the origin of the ancient algorithm “The Sieve of Eratosthenes” 

  • History of Indian mathematics and the origin of zero  

  • Origins of algebra “al jabr” 

 

 

This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others.  

Pupils will all have been exposed to [the ideas of/the texts/the concepts/the composites]: 

  • the origin of “pi” and its uses 

  • Euclid “The father of geometry” 

  • Etymology of mathematical terms (percent, circumference, polygons, octagons, tetrahedrons  

 

 

 

 

 

 

 

This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others. 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/the composites]: 

  • Florence Nightingale and Coxcomb graphs 

  • Greek philosopher, mathematician and musician Pythagoras  

  • Etymology of mathematical terms (hypotenuse, equation, quadrilaterals, formula) 

 

This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others. 

Assessment: 
Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination. 

Pupils will have been assessed on: 

Their understanding on the previous 3 weeks work. They will complete a topic- based assessment every 3 weeks, these will include spot the mistake, worded questions related to real life problems, apply questions. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on MathsWatch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally.  

Pupils will have been assessed on: 

Their understanding on the previous 3 weeks work. They will complete a topic- based assessment every 3 weeks, these will include spot the mistake, worded questions related to real life problems, apply questions. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on MathsWatch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally.  

Pupils will have been assessed on: 

Their understanding on the previous 3 weeks work. They will complete a topic- based assessment every 3 weeks, these will include spot the mistake, worded questions related to real life problems, apply questions. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on MathsWatch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally. 

 

CURRICULUM PLAN: KEY STAGE 4 

 

Year 10 Foundation 

Year 10 Higher 

Knowledge 

Pupils will know: 

Number skills 

  • 4 operations revisit and extend 

  • Operations with fractions revisit and extend 

  • Operations with decimals revisit and extend  

  • Indices revisit and extend 

  • Factors, multiples, primes revisit and extend 

  • Working with fractions revisit and extend 

  • Rounding with error intervals revisit and extend  

  • Negative numbers revisit and extend 

 

Ratio and proportion 

  • Ratio revisit and extend 

 

 

Algebra skills 

  • Simplifying, expanding, factorising revisit and extend 

  • Equations – form and solve revisit and extend 

  • Simultaneous equations 

  • Graphs – constructing linear and non-linear graphs from equations 

  • Sequences revisit and extend 

 

        

 

 

 

 

 

Geometry and measures 

  • Mensuration of 2d shapes revisit and extend 

  • Combined transformations revisit and extend 

  • Circles, cylinders, spheres 

 

 

 

 

 

 

Statistics 

  • Probability diagrams and calculations revisit and extend 

  • Averages and range including from grouped data 

 

 

Pupils will know: 

Number skills 

  • Operations with fractions revisit and extend 

  • Operations with decimals revisit and extend 

  • Repeated percentage change, compound interest 

  • Surds and bounds 

  • Indices  

  • Recurring decimals 

  • Inverse and composite functions 

 

 

 

 

 

 

 

 

Ratio and proportion 

  • Ratio revisit and extend 

  • Direct and inverse proportion 

 

Algebra skills 

  • Equations – form and solve revisit and extend 

  • Simultaneous equations 

  • Iteration 

  • Graphs – constructing linear and non-linear graphs from equations 

  • Expand and factorise revisit and extend up to 3 binomials 

  • Expanding and factorising quadratics 

  • Simplifying algebraic fractions 

  • Algebraic fractions all 4 operations 

  • Change the subject multi step problems 

  • Inequalities revisit and extend to shading regions 

 

 

Geometry and measures 

  • Trigonometry revisit and extend 

  • 3d trigonometry 

  • Sine, cosine, area of a triangle rules 

  • Combined transformations revisit and extend to negative scale factors 

  • Vectors 

  • Similarity and congruence revisit and extend up to area and volume 

  • Circles, cylinders, spheres revisit and extend to circle theorems 

 

Statistics 

  • Cumulative frequency and box plot draw and interpret revisit and extend to comparisons and drawing box plots from a cumulative frequency graph 

  • Histograms revisit and extend to interpreting and finding the median 

  • Probability revisit and extend to triple tree diagrams, triple Venn diagrams, more complex questions 

Skills 

Pupils will be able to: 

  • Calculate 4 operations with numbers and fractions 

  • Perform the 4 operations with decimals 

  • Simplify, expand and factorise expressions 

  • To form and solve equations up to simultaneous equations 

  • Be able to calculate probability and draw and interpret probability diagrams 

  • Be able to find side lengths using Pythagoras’ Theorem 

  • Be able to find missing side lengths and angles using trigonometry 

  • Be able to find the area and perimeter of 2d shapes and compound shapes 

  • Be able to draw linear and non-linear graphs from equations 

  • Working with percentages 

  • Calculate averages and range, including from tables and grouped data 

  • Perform all 4 transformations and describe them up to combined transformations 

  • Continue a sequence, find the rule and find and use the nth term 

  • Indices – simplify up to fractional and negative 

  • Calculate simple vectors, add and subtract column vectors 

  • Circles, cylinders spheres area and volume 

  • Identify factors, multiples and primes, calculate the LCM and HCF from Venn diagrams 

  • Be able to round and write error intervals 

  • Do calculations with negative numbers 

  • Ratio and proportion  

Pupils will be able to: 

  • Calculate 4 operations with number and fractions 

  • Equations - revisit and extend to simultaneous equations 

  • Iteration 

  • Repeated percentage change and compound interest 

  • Direct and inverse proportion 

  • Be able to find side lengths using Pythagoras’ Theorem 

  • Be able to find missing side lengths and angles using trigonometry 

  • Be able to identify which rule to use - Sine, cosine rule and area of a triangle 

  • Statistical diagrams – to be able to draw and interpret 

  • Solving quadratics using factorisation and the formula 

  • Transformation enlarge with a negative scale factor 

  • Working with Surds  

  • Solve problems involving bounds 

  • Evaluating harder indices 

  • Be able to calculate vectors  

  • Identify and use congruence and similarity to find side lengths, area and volume 

  • Area / circumference of a circle and part circles 

  • Identify and use circle theorems 

  • Calculate volume of spheres, cones, cylinders 

  • Binomials up to triple brackets 

  • Working with recurring decimals into fractions 

  • Inverse and composite functions 

  • Forming and solving equations using ratio 

  • Simplify algebraic fractions 

  • Calculating using all 4 operations algebraic fractions 

 

Cultural Capital 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/the composites]: 

  • Leonardo Pisano - better known by his nickname Fibonacci (Fibonacci sequences)  

  • Descartes "invented" (or at least popularized) the superscript notation for showing powers or exponents. Example: 24 to show 2 x 2 x 2 x 2 = 16 

  • Eratosthenes of Cyrene and the origin of the ancient algorithm “The Sieve of Eratosthenes” 

 

This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. 

Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others. 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/the composites]: 

  • Pascal's Triangle 

  • History of development of trigonometry and the etymology 

  • Who Thales was and the development of circle theorems 

 

 

 

 

 

 

 

 

 

 

 

 

This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others. 

Assessment: 
Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination. 

Pupils will have been assessed on: 

 

Their understanding on the previous 3 weeks work. They will complete a topic- based assessment every 3 weeks, these will include spot the mistake, worded questions related to real life problems, apply questions. They will also complete a past paper every cycle.  After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on MathsWatch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally. 

 

Pupils will have been assessed on: 

 

 

Their understanding on the previous 3 weeks work. They will complete a topic- based assessment every 3 weeks, these will include spot the mistake, worded questions related to real life problems, apply questions. They will also complete a past paper every cycle. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on MathsWatch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally. 

 

 

 

CURRICULUM PLAN: KEY STAGE 4 

 

Year 11 Foundation 

Year 11 Higher 

Knowledge 

Pupils will know: 

Students will begin revision, preparing for their GCSE examination. They have finished all of the topics. 

We have identified 24 Grade 1 topics which we will repeatedly teach as active recall material at the beginning of each lesson. 

We will then revise all grade 2/3 topics for all 5 curriculum areas until Christmas. After this will revise Grade 4/5 topics, problem solving questions and past papers. We will complete a WTM. 

 

We have chosen to teach this knowledge because Year 11 have finished the course and we will go back to the basic Grade 2 and 3 content as we have found in previous years that they have forgotten this material. Once they have a secure knowledge of this, we will move onto Grade 4 and 5 topics.  

Pupils will know: 

Students will complete Grade 8/9 topics up till January, they will also be working on all grade 4/5 topics as starters as they may have lost some of this information. 

Students will then begin revision of grade 6/7 topics, preparing for their GCSE examination. After this will revise problem solving questions and past papers. We will complete a WTM. 

 

 

 

 

 

 

 

 

We have chosen to teach this knowledge because in Year 10 they worked up to Grade 7, so we need to teach grade 8/9 topics at the beginning of year 11. We have chosen starter of grade 4/5 because students in the past years have often forgotten these topics. Once the grade 8/9 topics have been taught, we will revise grade 6/7 topics as set out below and continue to do the grade 4/5 starters.  

Skills 

Pupils will be able to: 

Starters: Weeks 1-9 

Add and subtract, multiply 2/3-digit numbers, divide numbers, worded problems on the 4 operations, round to 10, 100, 1000, round to d.p, sf, calculations with time/timetables, calculations with negative numbers, use BIDMAS, calculate powers and roots. 

 

Starters: Weeks 10-18 

Recognise factors and multiples, calculate the LCM, HCF, order fraction, decimals, percentages, ordering decimals, plot and read co-ordinates, form expressions, simplify expressions, expand a single bracket, expand and simplify, simplify ratio. 

 

Starters: Weeks 19-27 

Share an amount by a given ratio, calculate percentages, calculate a fraction of an amount, convert between FDP, calculate a percentage increase and decrease, to write simple vectors, add and subtract column vectors, draw and interpret bar charts, draw and interpret pictograms. 

 

Revision topics 

Grade 2 Number revision 

  • Using a calculator efficiently 

  • To be able to write error intervals/truncation 

  

Grade 3 number 

  • To be able to do 4 operations with fractions 

  • To be able to estimate answers 

  • Problem solving questions grade 1-3 number 

  

Grade 3 algebra revision 

  • To be able to solve 1/2 step equations 

  • To be able to solve equations with brackets 

  • To be able to solve equations with unknowns both sides 

  • To be able to substitute into expressions 

  • To be able to draw straight line graphs y=8 

  •  To be able to draw linear graphs 

 

Grade 2 Statistics revision 

  • To be able to calculate the mode, mean median and range 

 

Grade 3 statistics revision 

  • To be able to draw and interpret pie charts 

 

Grade 3 Ratio revision 

  • To be able to use proportion on recipe questions 

  • Foreign exchange 

  • Better value 

  • Worded ratio problems 

 

Grade 2 Geometry revision 

  • Know the names of angles 

  • Calculate angles on a straight line, point, triangle 

  • To be able to calculate the area and perimeter of shapes 

  • To be able to find the area of compound shapes  

 

Grade 3 Geometry 

  •  To be able to calculate the area of a circle 

  •  Find the circumference of a circle 

  •  To be able to reflect shapes 

  • To be able to rotate shapes 

  • To be able to translate shapes 

  • To be able to enlarge shapes 

  • To be able to do combined transformations 

 

Grade 2 Probability 

  • Using words and a scale 

  •  Listing outcomes 

  • Draw interpret 2- way tables and frequency trees 

 

Grade 4/5 number 

  • Compound interest 

  • Indices 

  • Standard form 

  • Speed, density, pressure,  

 

Grade 4/5 algebra 

  • Forming and solving equations 

  • Inequalities 

  • Nth term 

  • Change the subject of a formula 

  • Factorise and solve quadratics 

  • Drawing quadratic graphs 

  • Solving simultaneous equations 

  • Drawing inequalities 

  • Solving inequalities 

  • Listing all the integers that satisfy an inequality 

  • Equation of a line 

 

Grade 4/5 statistics 

  • Draw and interpret real life graphs 

  • Draw and interpret scatter graphs 

  • Averages from a table 

 

 

Grade 4/5 ratio 

  • Direct and inverse proportion 

  • Ratio fraction problems 

  • Forming and solving equations using ratio 

  • Real life ratio problems 

 

 

Grade 4/5 Geometry 

  • Using Pythagoras’ Theorem 

  • Using trigonometry to find a side length and an angle 

  • Angles in parallel lines 

  • Angles in polygons 

  • Plans and elevations 

  • Calculate the volume of prisms 

  • Calculate the surface area of prisms 

  • Similar shapes 

  • Compound measures 

  • Bearings 

 

 

Grade 4/5 Probability  

  • Tree diagrams 

  • Frequency trees 

  • Venn diagrams 

 

Exam practice – problem solving and past papers 

Pupils will be able to:  

Starters: Weeks 1-9 (Grade 4/5 topics) 

Compound interest, Indices, standard form, Pythagoras, Trigonometry, real life graphs, forming and solving equations, Inequalities, nth term, change the subject, factorise and solve quadratics. 

 

 

 

 

 

 

Starters: Weeks 10-18 (Grade 4/5 topics) 

Drawing quadratic graphs, solving simultaneous equations, angles in parallel lines, angles in polygons, inequalities, scatter graphs, plans and elevations, volume and surface area, equation of a line,  

 

 

 

 

Starters: Weeks 19-27 (Grade 4/5 topics) 

Tree diagrams, Venn diagrams speed, density, pressure, HCF and LCM, plans and elevations, bearings, direct and inverse proportion, compound measures, cubic/reciprocal graphs 

 

 

Set 1 Higher will initially work on all of the grade 8/9 topics as set out below 

 

 Weeks 1-3 

  • To be able to solve simultaneous equations 

  • To be able to solve quadratic simultaneous equations 

  • To be able to solve quadratic simultaneous equations including circles 

  

Weeks 4-6 

  • Transforming graphs 

  • Algebraic Proof 

  

Weeks 7-9 

  • Solving quadratics by factorising and using the formula 

  • Completing the square 

  • Nth term quadratic sequence 

  

Weeks 10-12 

  • Velocity time graphs 

  • Circle theorems 

  • Circle theorems proof 

 

Weeks 13-15 

  • Solving quadratic inequalities 

  • Perpendicular lines 

  • Vectors 

  • Vectors proof 

 

Revision topics 

Grade 6 Number 

  • Recurring decimals to fractions 

  • Negative and fractional indices 

  • Product rule for counted 

  • Repeated percentage change 

 

Grade 6 Algebra 

  • Expanding triple brackets 

  • Parallel and perpendicular lines 

  • Inequalities on a graph 

 

Grade 6 Geometry and measures 

  • Similar shapes 

  • Enlarging with a negative scale factor 

  • Circle theorems 

 

Grade 6 Statistics 

  • Cumulative frequency 

  • Boxplots 

 

Grade 7 Number 

  • Surds 

  • Bounds 

 

Grade 7 Ratio 

  • Direct and inverse proportion 

 

Grade 7 algebra 

  • Quadratic formula 

  • Factorising harder quadratics 

  • Algebraic fractions 

  • Rearranging harder formulae 

  • Harder graphs trig/exponential 

  • Composite/inverse functions 

  • Iteration 

 

Grade 7 Geometry and measures 

  • Area of any triangle 

  • Sine rule 

  • Cosine rule 

  • 3d Pythagoras 

  • Congruent triangles 

 

Grade 7 Statistics 

  • Histograms 

 

Grade 7 probability 

  • Venn diagrams 

 

Exam practice – problem solving and past papers 

 

 

 

Cultural Capital 

Pupils will all have been exposed to  

  • Leonardo Pisano - better known by his nickname Fibonacci (Fibonacci sequences)  

  • Descartes and the superscript notation for showing powers or exponents. Example: 24 to show 2 x 2 x 2 x 2 = 16 

This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. 

Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others. 

Pupils will all have been exposed to  

  • Pascal's Triangle 

  • History of development of trigonometry and the etymology  

  • Who Thales was and the development of circle theorems 

 

 

This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. 

Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others. 

 

 

Assessment: 
Formative – classwork and homework. 

Summative – end of cycle assessments and end of year examination. 

Pupils will have been assessed on: 

They will complete a topic- based assessment after each grade of work is completed, for example Grade 4 Number. These will include spot the mistake, worded questions related to real life problems, apply questions. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on MathsWatch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally. The students will do a complete set of past papers every cycle, they will have a mock examination with a set of 3 papers in January, they will also complete a walking talking mock before their exam.  

Pupils will have been assessed on: 

They will complete a topic- based assessment after each grade of work is completed, for example Grade 4 Number. These will include spot the mistake, worded questions related to real life problems, apply questions. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on MathsWatch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally. The students will do a complete set of past papers every cycle, they will have a mock examination with a set of 3 papers in January, they will also complete a walking talking mock before their exam. 

 

 

YEAR GROUP PLANS 

Year 7 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

  • 4 operations including decimals, order of operations  

  • Round to an appropriate degree of accuracy. 

  • Understand algebra notation and be able to manipulate expressions and solve equations. 

 

Pupils will be able to: 

  • Do calculations with the 4 operations 

  • Do calculations with decimals 

  • Use BIDMAS for the correct order of operations 

  • Rounding to a degree of accuracy  

  • Basic Algebra notation 

  • Simplify expressions 

  • Expand a single bracket 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • Multicultural methods of multiplication 

  • History of Indian mathematics and the origin of zero  

  • Origins of algebra “al jabr” 

 

Pupils will have been assessed on topics below by formative assessment 

 

Their understanding on the previous 3 weeks work. They will complete a topic-based assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.  

 

Weeks 1-3  

  • 4 operations with numbers  

  • 4 operations with decimals, negative numbers 

 

 

 

 

 

 

Weeks 4-6 

  • BIDMAS, rounding 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Weeks 7-9 

  • Algebraic notation 

  • Forming 

  • Simplifying 

  • Expanding brackets 

 

Pupils will know: 

  • Understand algebra notation and be able to manipulate expressions and solve equations. 

Properties of angles, triangles, quadrilaterals, parallel lines 

 

 

 

 

Pupils will be able to: 

  • Solve 1 and 2 step equations 

  • Solve 2 step equations with brackets 

  • Form and solve equations 

  • Substitute into expressions 

  • Substitute into formulae 

  • Angle facts 

  • Drawing and measuring angles 

  • Calculate angles on a straight line, at a point, vertically opposite 

  • Know types of triangles 

  • Calculate angles in shapes 

  • Calculate angles in quadrilaterals 

  • Angles in parallel lines 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • Origins of algebra “al jabr” 

 

 

 

 

 

 

Pupils will have been assessed on topics below by formative assessment 

 

Their understanding on the previous 3 weeks work. They will complete a topic-based assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area.  

 

 

Weeks 10-12 

  • Solving 1 and 2 step equations 

  • Solving 2 step equations with brackets 

  • Substituting into expressions 

  • Substituting into formula 

 

 

Weeks 13-15 

  • Angle facts 

  • Calculating missing angles on a straight line, around a point, vertically opposite angles 

  • Drawing and measuring angles 

 

 

 

 

 

 

 

 

Weeks 16-18 

  • Types of triangle 

  • Calculating interior and exterior missing angles in a triangle 

  • Calculating missing exterior/interior angles in a quadrilateral 

  • Calculating angles in parallel lines and giving reasons for your answer 

 

 

 

Pupils will know: 

  • Know basic data collection techniques and how to represent data in a graphical format. From this be able to calculate averages and range to compare sets of data.  

 

 

 

Pupils will be able to: 

  • Draw a tally table 

  • Draw and interpret several charts and tables 

  • Students will know the definition of mode, mean, median and range 

  • Students will be able to calculate averages and range from discrete data 

  • Students will be able to calculate averages from a frequency table and from grouped data 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • Etymology of averages 

 

 

 

 

 

 

Pupils will have been assessed on topics below by formative assessment 

 

Their understanding on the previous 3 weeks work. They will complete a topic-based assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 

 

Weeks 19-21 

  • Drawing and interpreting tally tables 

  • Drawing and interpreting bar charts, dual bar charts, composite bar charts 

  • Draw and interpret pie charts 

 

Weeks 22-24 

  • Students can draw and interpret line graphs 

  • Students can draw and interpret simple 2-way tables  

  • Students will know the types of correlation 

  • Students can draw and interpret scatter graphs 

  • Understand what makes a good questionnaire  

 

Weeks 25-27 

  • Students can calculate the mode mean median and range from discrete data 

  • Students can calculate the mode, median and range from a stem and leaf diagram 

  • Students can calculate averages from frequency tables and grouped data 

Pupils will know: 

  • Plot and read co-ordinates in all 4 quadrants, understand y=mx + c 

  • Factors, multiples and primes 

  • Simplify fractions.  

 

 

 

 

 

Pupils will be able to: 

  • Plot and read co-ordinates in all four quadrants 

  • Find the midpoint of a line  

  • Plot simple linear graphs from an equation  

  • Calculate the equation of a line 

  • To be able to calculate powers 

  • To recognise factors, multiples and primes and calculate the HCF, LCM using a Venn diagram 

  • Working with fractions including simplifying, equivalent and fraction of an amount 

 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

 

 

 

Pupils will have been assessed on topics below by formative assessment 

 

Their understanding on the previous 3 weeks work. They will complete a topic-based assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 

 

 

Weeks 28-30 

  • Plot and read co-ordinates in all four quadrants 

  • Find the midpoint of a line  

  • Plot simple linear graphs  

  • Calculate the equation of a line 

 

 

Weeks 31-33 

  • To be able to calculate powers 

  • To recognise factors, multiples and primes 

 

 

 

 

 

 

 

 

 

 

 

 

Weeks 34-36 

  • Working with fractions including simplifying, equivalent and fraction of an amount 

 

Literacy 

Key terms: 

Add, subtract, multiply, divide, difference, total, share, more than, evaluate, increase by, less than, sum, decrease, product, lots of, decimal point, Expression, simplify, equations, expand, brackets, multiply out, form 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Literacy 

Key terms: 

Equation, expressions, balanced, solve, angle, obtuse, reflex, degrees, protractor, measure, equilateral, isosceles, scalene, exterior, interior, parallel, alternate, corresponding, allied, equivalent 

 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Literacy 

Key terms: 

Axis, tally, vertical, horizontal, key, picture, symbol, dual, correlation, positive, negative, plot, line of best fit, estimate, mode, mean, median, range, spread, average, grouped data, discrete data, questionnaire 

 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Literacy 

Key terms: 

Equation, gradient, co-ordinate, axis, powers, prime, square, cube, factor, multiple, HCF, LCM, decomposition, equivalent, simplifying, fraction 

 

 

 

 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Connections 

We have identified these connections to other subject areas:  

  • MFL - Multicultural methods of multiplication. Notation used for money. Y7 C1, Y8 C3 IN MFL 

  • History - Indian mathematics and the origin of zero Y7 /C2 

  • Origins of algebra “al jabr” Y7 /C2 

Connections 

We have identified these connections to other subject areas: 

  • History - Indian mathematics and the origin of zero Y7 /C2 

  • Origins of algebra “al jabr” Y7 /C2 

 

Connections 

We have identified these connections to other subject areas: 

  • Geography – Collection, representation and analysis of data. Y10/11 every cycle 

  • Science - Collection, representation and analysis of data. Y7 C3/C4 Y8 C1/C2 

 

Connections 

We have identified these connections to other subject areas: 

  • Performing arts – spacial awareness. Every cycle, every year 

  • Art – spacial awareness Y8 /C4 

  • Science – Plotting graphs and charts and using and understanding axis. Y7/C4 

Learning at home 

Consolidation of learning will take place at home By completing weekly MathsWatch tasks 

Learning at home 

Consolidation of learning will take place at home by completing weekly MathsWatch tasks  

Learning at home 

Consolidation of learning will take place at home by completing weekly MathsWatch tasks 

Learning at home 

Consolidation of learning will take place at home by completing weekly MathsWatch tasks 

Sequencing 

Due to the fact that many other subjects require mathematical knowledge of some sort we decided to cover the four main branches of mathematics in each year: Number, Algebra, Shape and Statistics & Probability.  

 

We have chosen this method of sequencing in Year 7 because pupils require Number skills, BIDMAS and basic knowledge of algebra in order to access all following topics in mathematics. Pupils begin the year by learning and revising number skills to be able to complete algebraic manipulations and solve equations, giving pupils the confidence to use these skills in science. This knowledge is then linked into solving basic shape related problems in the angles and properties of shape topic. Once pupils have consolidated their knowledge of number and algebra, they are introduced to different methods of representing data which will help them to read and interpret graphs in geography lessons. In science lessons pupils need to know how to draw graphs therefore in cycle 4 we move on to drawing line graphs using their existing algebra skills.  

 

It builds on the work done in Year 6 (previous year) by continually developing and building upon their number, algebra and statistics knowledge.  

 

It leads to the work that will be done in Year 8 (next year) by giving pupils the basic skills needed in number, algebra, shape and statistics which are then built upon in more applied topics such as fractions, percentages, transformations, 2D and 3D shapes and statistical charts.  

 

 

YEAR GROUP PLANS 

Year 8 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

  • Operations with fractions and mixed numbers 

  • Transforming shapes 

  • Mensuration of 2d and 3d shapes 

 

 

 

 

 

Pupils will be able to: 

  • Perform 4 operations with fractions and mixed numbers 

  • Transform shapes 

  • Describe transformations 

  • Perform combined transformations 

  • Calculating the area and perimeter of all 2d shapes 

  • Calculating the area and perimeter of compound shapes. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • the origin of “pi” and its uses 

  • Euclid “The father of geometry” 

  • Etymology of mathematical terms (percent), circumference, polygons, octagons, tetrahedrons 

 

 

 

 

 

Pupils will have been assessed on topics below by formative assessment 

 

 

Their understanding on the previous 3 weeks work. They will complete a topic-based assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 

 

 

 

 

 

 

 

Weeks 1-3 

  • 4 operations with fractions  

 

Weeks 4-6 

  • Transformations 

 

Weeks 7-9 

  • 2d shapes 

 

Pupils will know: 

  • Properties and mensuration of 3D shapes 

  • Calculating Percentages and Interest 

  • Converting Between Fractions decimals and Percentages 

 

Pupils will be able to: 

  • Know the names of all 3d shapes 

  • Identify properties of 3d shapes 

  • Be able to calculate the volume by counting cubes 

  • Be able to use the formula to calculate the volume of triangular prisms and cuboids. 

  • Be able to calculate the percentage of an amount 

  • Be able to increase/decrease by a given percentage 

  • Find one number as a percentage of another 

  • Simple interest and compound interest 

  • Convert between FDP 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • Etymology of mathematical terms (percent, 3d shapes) 

 

 

 

 

 

Pupils will have been assessed on topics below by formative assessment 

 

Their understanding on the previous 3 weeks work. They will complete a topic-based assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 

 

 

Weeks 10-12 

  • 3d shapes 

 

Weeks 13-15 

  • Percentages 

 

Weeks 16-18 

  • FDP 

 

Pupils will know: 

  • Listing outcomes of events 

  • Drawing and interpreting probability diagrams 

  • Rules for linear Sequences 

 

 

Pupils will be able to

  • To describe event using words or a probability scale 

  • Calculate simple probabilities 

  • Listing all outcomes 

  • Drawing and interpreting probability tables 

  • To be able to use a rule to continue a sequence 

  • Generate a sequence from a given rule 

  • Find and use the nth term  

 

 

 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • Understanding of the risks of gambling 

  • Etymology of probability 

 

 

 

 

Pupils will have been assessed on topics below by formative assessment 

 

Their understanding on the previous 3 weeks work. They will complete a topic-based assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 

 

Weeks 19-21 

  • Probability 

 

Weeks 22-24 

  • Statistical charts 

 

Weeks 25-27 

  • Sequences 

 

Pupils will know: 

  • Understanding inequalities 

  • Properties of circles  

  • Properties and mensuration of 3D shapes 

  • Drawing 2d views of 3d shapes 

 

 

Pupils will be able to: 

  • To know and use inequality signs to compare amounts 

  • To draw inequalities on a number line 

  • To read inequalities from a number line 

  • To list integers that satisfy inequalities 

  • To be able to solve 2 step inequalities 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • Origins of algebra “al jabr” 

  • Historical development of inequalities by English Mathematician Thomas Harriot 

  • Thomas Harriot also introduced parallel lines to form the equals sign 

 

Pupils will have been assessed on topics below by formative assessment 

 

 

Their understanding on the previous 3 weeks work. They will complete a topic-based assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 

 

 

 

 

 

Weeks 28-30 

  • Inequalities 

 

Weeks 31-33 

  • Circles 

 

Weeks 34-36 

  • Plans, elevations and surface area 

Literacy 

Key terms: 

Fraction, denominator, numerator, mixed number, improper fraction, top heavy, reciprocal, division, lowest common multiple, highest common factor, reflect, rotate, enlarge, translate, single transformation. Origin, image, mirror line, axis, co-ordinate, combined transformation, centre of rotation, centre of enlargement, scale factor, vector, area, perimeter, units, compound shape. Mensuration, formula 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

 

 

 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Literacy 

Key terms: 

Faces, Edges, Vertices, 3d, Sphere, cuboid, cube, triangular prism, tetrahedron, square based pyramid, cylinder. Volume, units, formula, mensuration. Prism, length, width, height, percentage, increase, decrease, multiplier, interest 

 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Literacy 

Key terms: 

Impossible, certain, even chance, likely, unlikely, event, outcomes, scale, likelihood, frequency trees, two-way tables, tree diagrams, Venn diagrams, notation, universal set, set, sequence, term, term-to-term rule, nth term, generate 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Literacy 

Key terms: 

More than, less than. More than or equal to, less than or equal to, integer, satisfy, solve, number line, linear, brackets, Circle, radius, diameter, chord, tangent, arc, sector, segment, area, circumference, pi, volume, cylinder, cross section, height, plan, side, front, view, elevation, sketch, net, surface area 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Connections 

We have identified these connections to other subject areas:  

  • MFL – need to be able to calculate half and a quarter with food. Y8 C3 SPANISH / Y9 C3 FRENCH 

  • Performing arts- Transformations of shapes Y8/C2 

  • Science - units for distance and area ALL YEARS 

  • Art – Names of 2d shapes Y9/C2/C3, Y8/C4 

  • RE – Islamic patterns/Rangoli patterns Y7/C4 

Connections 

We have identified these connections to other subject areas: 

  • Science - units for distance and area, percentages of amounts ALL YEARS 

  • Art – Know the names and properties of 3d shapes Y9/C2/C3, Y8/C4 

  • Performing Arts – Know the names and properties of 3d shapes Y8/C2 

  • PE – KS4 BTEC Percentages of amounts Y10/C1/C2 

  • RSE – Percentages – debt Y11/C1 

Connections 

We have identified these connections to other subject areas: 

  • Art – Sequences, Fibonacci Sequence and ‘Golden Ratio’ Y8 C1/2/3/4 

  • RSE – Probability, risks of Gambling 

  • Performing arts – Outcome of rolling a die to choose stage position sequence. Y8/C2 

 

Connections  

We have identified these connections to other subject areas: 

  • Art – Drawing 3d shapes, perspective, Similar shapes Y8/C2 

  • Science – Using circle formulas, units for area and circumference. Y9 /C3 

  • History - Indian mathematics and the origin of zero Y7/C2 

  • Origins of algebra “al jabr” Y7/C2 

 

Learning at home 

Consolidation of learning will take place at home by MathsWatch 

Learning at home 

Consolidation of learning will take place at home by MathsWatch 

Learning at home 

Consolidation of learning will take place at home by MathsWatch 

Learning at home 

Consolidation of learning will take place at home by MathsWatch 

Sequencing 

Due to the fact that many other subjects require mathematical knowledge of some sort we decided to cover the four main branches of mathematics in each year: Number, Algebra, Shape and Statistics & Probability. 

 

The Year 8 curriculum builds on the work done in Year 7 by developing pupils' ability to carry out four operations by introducing fractions and mixed numbers. Pupils basic knowledge of shape is then applied to transformations, 2D and 3D shapes. It is then essential for pupils to be able to convert between fractions, decimals and percentages to prepare pupils for the next topic “Probability”. Pupils are then introduced to “Sequences”, a topic which develops both number and algebra skills. As pupils have previously learned how to solve equations in Year 7 we add further depth by teaching them how to solve inequalities. Pupils then use their previous knowledge of area and perimeter as well as their substitution skills to tackle the “Circles” and “Surface area” topics.  

 

It leads to the work that will be done in Year 9 by providing pupils with the skills they need to cover more advanced topics in all four areas.  

 

 

 

YEAR GROUP PLANS 

Year 9 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

  • Ratio 

  • Ratio and proportion 

  • Indices 

 

 

 

 

 

 

Pupils will be able to: 

  • Simplify ratio 

  • Share an amount in a given ratio 

  • Use direct proportion for recipe problems 

  • Foreign currency 

  • To be able to decide better value 

  • Form ratio worded problems 

  • Form an equation involving ratio 

  • Apply ratio to real life problems 

  • Use power notation 

  • Simplifying powers 

  • Calculate simple powers 

  • Perform operations with index numbers 

  • Fractional / negative indices calculations 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • Florence Nightingale and Coxcomb graphs 

  • Etymology of mathematical terms (hypotenuse, equation, quadrilaterals, formula) 

 

 

 

 

 

Pupils will have been assessed on the topics below by formative assessment  

 

 

Their understanding on the previous 3 weeks work. They will complete a topic-based assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 

 

 

 

 

 

Weeks 1-3 

  • Ratio and proportion 

 

 

Weeks 4-6 

  • Ratio and proportion 

 

 

 

 

Weeks 7-9 

  • Indices 

 

Pupils will know: 

  • Angles in parallel lines and polygons 

  • Similarity, congruence 

  • Using and applying Pythagoras 

  • Measures and scale drawings 

 

Pupils will be able to: 

  • Name all quadrilaterals 

  • Angles in quadrilaterals 

  • Finding missing angles in parallel lines 

  • Name all polygons up to 10 sides 

  • To be able to find the interior/exterior angles in regular polygons 

  • Find the number of sides in regular polygons 

  • Use the formula to calculate interior angles of irregular polygons 

  • To be able to understand and identify congruence 

  • To be able to understand and calculate missing lengths and angles of similar shapes 

  • Use their knowledge of similarity to calculate area and volume 

  • To be able to use Pythagoras to find missing side lengths 

  • To be able to apply Pythagoras’ Theorem to real life problems. 

  • To be able to read scales 

  • To be able to measure accurately 

  • To be able to convert between metric units 

  • Draw and measure bearings.  

  • To be able to draw and use conversion graphs 

  • To be able to complete questions on speed, density and pressure.  

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • Greek philosopher, mathematician and musician Pythagoras 

  • Etymology of mathematical terms (hypotenuse, equation, quadrilaterals, formula) 

 

Pupils will have been assessed on the topics below by formative assessment 

 

 

Their understanding on the previous 3 weeks work. They will complete a topic-based assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 

 

 

Weeks 10-12 

  • Angles in parallel lines and polygons 

 

Weeks 13-15 

  • Congruence, similarity and Pythagoras’ Theorem 

 

Weeks 16-18 

  • Measures and scale drawings 

Pupils will know: 

  • Construction and Loci 

  • Standard form 

  • Statistical charts 

 

 

 

 

 

Pupils will be able to: 

  • To be able to use a pair of compasses and a protractor 

  • To be able to construct triangles 

  • To be able to construct a perpendicular bisector 

  • To be able to bisect a line or angle 

  • To be able to solve problems using Loci 

  • Multiply/ divide by powers of 10 

  • Convert between ordinary numbers and standard form 

  • Perform calculations using standard form 

  • To be able to draw and interpret time distance graphs 

  • To be able to calculate speed 

  • To be able to draw a real-life journey on a time distance graph 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • Students will understand that standard form is used to calculate distances between planets and the size of atoms 

 

 

 

 

Pupils will have been assessed on the topics below by formative assessment 

 

 

Their understanding on the previous 3 weeks work. They will complete a topic-based assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 

 

 

Weeks 19-21 

  • Construction and Loci 

 

Weeks 22-24 

  • Standard Form 

 

 

 

 

Weeks 25-27 

  • Statistical charts 

 

Pupils will know: 

  • Statistical charts 

  • Forming and solving equations 

  • Expanding brackets 

  • Change the subject of a formula

 

Pupils will be able to: 

  • To be able to draw and interpret pie charts 

  • To be able to draw and interpret frequency polygons 

  • Draw and interpret cumulative frequency graphs 

  • Draw and interpret box plots 

  • Draw and interpret histograms 

  • To be able to form and solve 1 and 2 step equations 

  • To be able to form and solve 1 and 2 step equations including brackets 

  • To be able to expand up to triple brackets 

  • To be able to rearrange formula 

  • To be able to rearrange y=mx + c 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • Florence Nightingale and Coxcomb graphs 

  • Origins of algebra “al jabr” 

 

 

 

 

 

 

Pupils will have been assessed on the topics below by formative assessment 

 

Their understanding on the previous 3 weeks work. They will complete a topic-based assessments every 3 weeks. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 

 

Weeks 28-30 

  • Statistical charts 

 

 

Weeks 31-33 

  • Form and solve equations 

 

 

 

Weeks 34-36 

  • Binomials and change the subject 

Literacy 

Key terms: 

Ratio, proportion, simplify, recipe, foreign currency, better value, direct proportion, indices, powers, index number, base, fractional, negative, brackets, value of, evaluate 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Literacy 

Key terms: 

Angle, quadrilaterals, properties, interior, exterior, square, rectangle, parallelogram, trapezium, rhombus, kite, parallel, corresponding, alternate, allied, vertically opposite, reason, transversal, quadrilateral, pentagon, hexagon, heptagon, octagon, nonagon, decagon, regular, irregular, congruence, similarity, scale factor, area, volume, Pythagoras, hypotenuse, square, square root, scales, units, bearings, metric, speed, density, pressure 

 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Literacy 

Key terms: 

Pair of compasses, protractor, construct, perpendicular, bisect, bisector, loci, standard form, ordinary numbers, convert, related calculations, calculations, compare, order, Conversion graphs, interpret, draw, time distance, overall journey, interpret, axis, journey 

 

 

 

 

 

 

 

 

 

 

 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Literacy 

Key terms: 

Pie charts, angle, protractor, key, frequency polygon, midpoint, frequency, cumulative frequency, lower quartile, median , upper quartile, minimum, maximum, IQR, Range, box plot, skew ness, positive skew, negative skew, symmetrical skew, histogram, frequency density, 

Equation, triangle, brackets, quadrilateral, form, solve, evaluate, largest angle, expand, simplify, double brackets, triple brackets, rearrange, subject of, inverse, parallel, y=mx+c, gradient 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Connections 

We have identified these connections to other subject areas:  

  • MFL – Exchange rates, foreign currency, spending money abroad, Holiday planning. Y8 C2, Y10 C1 FRENCH / Y8 C3, Y9 C1, Y10 C3 SPANISH 

  • Art – Ratio and proportion Y7/C1/C2/C3 

 

Connections 

We have identified these connections to other subject areas: 

  • Art – Similarity, congruence and perspective Y7/C2 

  • Performing Arts – spacial awareness, names of shapes Y8/C2 

  • Music – Reading different scales Y7 C1/2/3/4, ALL YEARS 

Connections 

We have identified these connections to other subject areas: 

  • Geography – Loci, data collection, representation and analysis Y10/11 every cycle) 

  • Science – standard form for large and small numbers, data collection, Y7 C3/4 Y8 C1/2 representation and analysis Y7 C3/4 

 

Connections 

We have identified these connections to other subject areas: 

  • Geography – Data collection, representation and analysis Y10/11 every cycle 

  • Science – Data collection, representation and analysis Y7C3/C4 

  • History - Indian mathematics and the origin of zero Y7/C4 

  • Origins of algebra “al jabr” Y7/C4 

Learning at home 

Consolidation of learning will take place at home by MathsWatch 

Learning at home 

Consolidation of learning will take place at home by MathsWatch 

Learning at home 

Consolidation of learning will take place at home by MathsWatch 

Learning at home 

Consolidation of learning will take place at home by MathsWatch 

Sequencing 

Due to the fact that many other subjects require mathematical knowledge of some sort we decided to cover the four main branches of mathematics in each year: Number, Algebra, Shape and Statistics & Probability. 

 

In year 9 pupils move on to applying the basic skills previously learnt in year 7 and 8 to more advanced problem solving. To prepare pupils for GCSE we begin the year by introducing “Ratio and Proportion” which will provide pupils with essential knowledge for other subject areas such as geography and food technology. Pupils then learn index laws which enhances their algebraic manipulation skills. We then continue to build on their knowledge of shape by introducing conditions of congruence and Pythagoras theorem which introduces them to the concept of mathematical proof forms one of the higher topics of GCSE. Shape skills are also applied to construction topics and measurement. At this stage pupils can confidently work with indices and have the number skills to tackle the topic “Standard form” used in both geography and science. Statistics skills are also built upon at this stage with work on more advanced data representation. At this point we revisit equations which ensures pupils have the confidence to begin rearranging formula. This is needed in many other problem-solving topics involving shapes and ratio as well as forming an important part of the science key stage 4 curriculum.  

  

 

YEAR GROUP PLANS 

Year 10 Foundation 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

  • 4 operations with fractions and number 

  • Simplify, expand and factorise 

  • Form and solve equations 

  • Probability 

  • Pythagoras’ Theorem 

  • Trigonometry 

 

 

 

 

 

Pupils will be able to: 

  • Calculate 4 operations with numbers and fractions 

  • Perform the 4 operations with decimals 

  • Simplify, expand and factorise expressions 

  • To form and solve equations  

  • Calculate probability and draw and interpret a range of probability diagrams 

  • Be able to find side lengths using Pythagoras’ Theorem 

  • Be able to find missing side lengths and angles using trigonometry 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • To know about the Greek Mathematician, Musician and Philosopher Pythagoras 

  • Origin of algebra (al jabr) 

  • To understand the risks of gambling 

 

 

 

 

 

 

 

Pupils will have been assessed on the topics above by formative assessment for 2 of the assessments and a past GCSE paper for the 3rd assessment – summative assessment

 

 

 

 After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 

Pupils will know: 

  • Mensuration of 2d shapes 

  • Graphs – constructing linear and non-linear from an equation 

  • Operations with decimals 

  • Working with fractions 

  • Simultaneous equations  

 

 

Pupils will be able to: 

  • Solve simultaneous equations 

  • Find the area and perimeter of 2d shapes and compound shapes 

  • Draw linear and non-linear graphs from equations 

  • Work with decimals – 4 operations and ordering 

  • Work with percentages 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • Etymology of percentage 

  • Origin of algebra (al jabr) 

  • Development of the decimal system 

 

 

 

 

 

 

 

 

 

 

Pupils will have been assessed on the topics above by formative assessment for 2 of the assessments and a past GCSE paper for the 3rd assessment – summative assessment 

 

 

 After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 

Pupils will know: 

  • Averages and range 

  • Transformations 

  • Sequences 

  • Indices 

  • Vectors 

  • Fractions 

  • Circles, cylinders, spheres 

 

 

 

 

 

 

Pupils will be able to: 

  • Find averages and range including tables and grouped data 

  • Perform and describe transformations up to combined transformations 

  • Continue sequences, find the rule, find and use the nth term 

  • Calculations with Indices including fractional and negative 

  • Working with fractions – fraction of an amount, ordering fractions and equivalent fractions 

  • Calculating simple vectors 

  • Circles, cylinders spheres area and volume 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • Development of fractions in Ancient Egypt 

  • Etymology of fractions 

  • The word fraction comes from the Latin “fractio” meaning to break 

 

 

 

 

 

 

 

 

Pupils will have been assessed on the topics above by formative assessment for 2 of the assessments and a past GCSE paper for the 3rd assessment – summative assessment 

 

 

 

 After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 

Pupils will know: 

  • Factors, multiples and primes 

  • Expand and factorise quadratics 

  • Rounding and error intervals 

  • Probability diagrams 

  • Negative numbers 

  • Indices 

  • Ratio 

 

Pupils will be able to: 

  • Identify factors, multiples, primes and find the HCF and LCM using Venn diagrams 

  • Rounding to an appropriate degree of accuracy including writing error intervals 

  • Calculations with negative numbers 

  • Ratio and proportion 

  • Simplify, expand and factorise expressions 

  • Probability diagrams – drawing and calculating probabilities 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • To understand the risks of gambling 

  • Historical development of negative numbers by Brahmagupta and the Chinese rod system (positive numbers in red and negative numbers in black) 

 

Pupils will have been assessed on the topics above by formative assessment for 2 of the assessments and a past GCSE paper for the 3rd assessment – summative assessment 

After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 

Literacy 

Key terms: 

Add, subtract, multiply, divide, fraction. Numerator, denominator, mixed number, improper fraction, LCM, HCF, simplify, expression, brackets, multiply out, factorise. Equation, solve, probability, outcome, event, Venn diagram, frequency tree, Pythagoras, hypotenuse, right angle, opposite, adjacent, inverse  

 

 

 

 

 

 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

Past Papers 

Revision Booklets 

Tracking tests 

 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Literacy 

Key terms: 

Area, units, formula, base, length, compound, graphs, axis, equation, co-ordinate, quadratic, square, cubic, cube, reciprocal, fraction, decimals, ordering, add, subtract, multiply, divide, percentage, increase, decrease, reverse, compound interest, depreciation, simultaneous, substitute, eliminate 

 

 

 

 

 

 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

Past Papers 

Revision Booklets 

Tracking tests 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Literacy 

Key terms: 

Averages, mode, mean, median and range, frequency, estimated mean, stem and leaf, key, ordered, transformations, reflect, rotate, translate, enlarge, scale factor, vector, image, mirror line, combined, single transformation, sequence, term, term to term rule, nth term, generate, indices, simplify, index number, base, evaluate, vector, column vector, cylinder, pi, height, cross section 

 

 

 

 

 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

Past Papers 

Revision Booklets 

Tracking tests 

 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Literacy 

Key terms: 

Factor, multiple, prime, HCF, LCM, product, decomposition, Venn diagram, expand, brackets, multiply out, expression, quadratic, triple, simplify, rounding, nearest, decimal place, significant number, error, interval, inequality signs, frequency trees, Venn diagrams, tree diagrams, interpret, probability, negative, minus, better value, foreign exchange, currency, ratio 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

Past Papers 

Revision Booklets 

Tracking tests 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Connections 

We have identified these connections to other subject areas: 

  • RSE – To understand the risks of gambling 

  • History - To know about the Greek Mathematician, Musician and Philosopher Y7/C4 

  • Science – To be able to use a formula. Y7C3/4 Y8 C1/C2 

Connections 

We have identified these connections to other subject areas: 

  • History - Development of the decimal system Y10/11  

  • Science – Linear and non-linear graphs Y7 C/4 Y11 C1/2 

  • PE – calculating percentages (BTEC) Y10/C1/C2 

Connections 

We have identified these connections to other subject areas: 

  • Geography – Data collection, representation and analysis Y10/11 every cycle 

  • Performing arts – Transformations Y8/C2 

  • Science – Vectors, forces Y10/C4 

Connections 

We have identified these connections to other subject areas: 

  • Science - Rounding, error intervals. Negative numbers Y7 C1 ALL YEARS 

  • RSE - To understand the risks of gambling Y11/C1 

 

Learning at home 

Consolidation of learning will take place at home by MathsWatch 

Learning at home 

Consolidation of learning will take place at home by MathsWatch 

Learning at home 

Consolidation of learning will take place at home by MathsWatch 

Learning at home 

Consolidation of learning will take place at home by MathsWatch  

Sequencing 

Due to the fact that many other subjects require mathematical knowledge of some sort we decided to cover the four main branches of mathematics in each year: Number, Algebra, Shape and Statistics & Probability. 

 

For foundation pupils, we begin year 10 by revisiting grades 1-3 topics covered in Key stage 3 in a similar order for the first two terms.  We then move on to grade 4-5 topics. The remaining topics are interleaved and delivered so that each of the four strands are revisited at intervals throughout the year. 

 

It builds on the work done in Year 9 by ensuring pupils have a secure knowledge of number, shape, algebra and Statistics & Probability.  

 

It leads to the work that will be done in Year 11 by moving pupils onto more advanced exam style questions on these topics. 

  

 

YEAR GROUP PLANS 

Year 10 Higher 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will know: 

Number skills 

  • Operations with fractions revisit and extend 

  • Operations with decimals revisit and extend 

  • Repeated percentage change, compound interest 

 

Ratio and proportion 

  • Direct and inverse proportion 

 

Algebra skills 

  • Equations – form and solve revisit and extend 

  • Simultaneous equations 

  • Iteration 

 

 

 

 

 

 

Geometry and measures 

  • Trigonometry - revisit and extend 

  • 3d trigonometry 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Perform all operations with fractions 

  • Order and working with decimals 

  • Form and solve equations, including simultaneous equations 

  • Find repeated percentage change 

  • Compound interest and depreciation 

  • Direct and inverse proportion problems 

  • Pythagoras Theorem 

  • Right angled trigonometry problems 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • Etymology of percent 

  • To know about the Greek Mathematician, Musician and Philosopher Pythagoras 

  • Origin of algebra (al jabr) 

 

Pupils will have been assessed on the topics above by formative assessment for 2 of the assessments and a past GCSE paper for the 3rd assessment – summative assessment 

 

 

 

 

After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 

Pupils will know: 

Number skills 

  • Calculating percentages  

  • Ratio and proportion 

 

 

 

 

 

 

 

 

 

 

Algebra skills 

  • Simultaneous equations 

  • Graphs – constructing linear and non-linear graphs from equations 

  • Expanding and factorising quadratics 

 

Geometry and measures 

  • Sine, cosine, area of a triangle rules 

 

 

 

 

 

 

 

 

 

 

 

 

Statistics 

  • Cumulative frequency and box plot draw and interpret revisit and extend to comparisons and drawing box plots from a cumulative frequency graph 

  • Histograms revisit and extend to interpreting and finding the median 

 

 

Pupils will be able to: 

  • Sine, cosine rule and area of a triangle 

  • Drawing non-linear graphs from equations 

  • Statistical diagrams – draw and interpret 

  • Solve Simultaneous equations 

  • Solving quadratic expressions using factorising and the formula 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • Origin of algebra (al jabr) 

 

 

 

 

 

 

 

Pupils will have been assessed on the topics above by formative assessment for 2 of the assessments and a past GCSE paper for the 3rd assessment – summative assessment 

 

 

 

After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 

Pupils will know: 

Number skills 

  • Surds and bounds 

  • Indices 

 

 

 

 

 

 

 

 

 

 

 

 

Algebra skills 

  • Inequalities revisit and extend to shading regions 

 

 

 

 

 

 

 

 

Geometry and measures 

  • Combined transformations revisit and extend to negative scale factors 

  • Vectors 

  • Similarity and congruence revisit and extend up to area and volume 

  • Circles, cylinders, spheres revisit and extend to circle theorems 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pupils will be able to

  • Perform combined transformations 

  • Negative enlargements 

  • Simplify surds 

  • Expand brackets with surds 

  • Rationalise the denominator 

  • Identify upper and lower bounds 

  • Solve maximum and minimum problems 

  • Evaluate all the laws of indices including fractional and negative 

  • Calculating simple vectors 

  • To identify congruence and use similarity to solve area and volume problems 

  • To find the area of circles then the volume of cylinders and spheres 

  • To know and use circle theorems 

 

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • Origin of pi 

 

 

 

 

 

 

 

 

Pupils will have been assessed on the topics above by formative assessment for 2 of the assessments and a past GCSE paper for the 3rd assessment – summative assessment 

 

 

After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 

 

Pupils will know: 

Number skills 

  • Indices  

  • Recurring decimals 

  • Inverse and composite functions 

 

 

 

 

Ratio and proportion 

  • Ratio revisit and extend 

 

Algebra skills 

  • Expand and factorise revisit and extend up to 3 binomials 

  • Change the subject multi step problems 

 

 

 

 

Geometry and measures 

  • Vectors 

  • Circles, cylinders, spheres revisit and extend to circle theorems 

 

 

 

 

 

 

 

 

Statistics 

  • Probability revisit and extend to triple tree diagrams, triple Venn diagrams, more complex questions 

 

 

 

 

 

 

 

Pupils will be able to: 

  • Expand up to triple brackets 

  • Solving quadratics by factorisation and formula 

  • Calculate negative and fractional indices 

  • To convert recurring decimals to fractions 

  • Inverse and composite functions 

  • Statistical diagrams – draw and interpret 

  • Evaluate vectors 

  • To find the area of circles then the volume of cylinders and spheres 

  • Ratio real life problems 

  • Algebraic fractions  

 

Pupils will all have been exposed to [the ideas of/the texts/the concepts/ the composites]: 

  • Origin of algebra (al jabr) 

  • Historical development of the decima; system  

 

Pupils will have been assessed on the topics above by formative assessment for 2 of the assessments and a past GCSE paper for the 3rd assessment – summative assessment 

 

After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. 

Literacy 

Key terms: 

Fraction, numerator, denominator, mixed number, improper fraction. Equation, simultaneous, eliminate, substitution, compound, multiplier, depreciation, direct, inverse, Pythagoras, hypotenuse, square, adjacent, opposite, trigonometry, inverse 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

Past Papers 

Revision Booklets 

Tracking tests 

 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Literacy 

Key terms: 

Sine rule, cosine rule, area triangle, matching pair, formula, graphs, axis, equation, co-ordinate, gradient, midpoint, y intercept, quadrant, cumulative frequency, lower quartile, median, upper quartile, IQR, box plot, skewness, histogram, frequency density, estimate, area, median, simultaneous, eliminate, substitute, quadratic, roots, formula, brackets, factorise 

 

 

 

 

 

 

 

 

 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

Past Papers 

Revision Booklets 

Tracking tests 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Literacy 

Key terms: 

Transformations, reflect, translate, enlarge, rotate, scale factor. Vector, negative scale factor, combined transformation, surds, rationalise, denominator, simplify, reciprocal, bounds, upper, lower, maximum, minimum, indices, base, power, fractional, exponent, negative, vectors, direction, magnitude, scale factor, congruence, identical, similarity, circles, pi, circumference, radius, diameter, formula, volume, height, theorem, chord, tangent, cyclic quadrilateral, segment, alternate segment, radius 

 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

Past Papers 

Revision Booklets 

Tracking tests 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Literacy 

Key terms: 

Quadratic, roots, formula, brackets, factorise., simplifying, expanding, multiply out, negative, power, fractional, surds, recurring, fraction, equation, functions, input, output, inverse, composite, tree diagram, probability, Venn diagram, set, notation, union, interception, vectors, direction, magnitude, scale factor, circles, pi, circumference, radius, diameter, formula, volume, height, ratio, share, simplify, algebraic, fraction, numerator, denominator, simplify 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

Past Papers 

Revision Booklets 

Tracking tests 

 

Tier 2 words 

Average, difference, expression, figure, model, outlier, pattern, plot, prime, reciprocal, similar, slope, solution, table, unknown, whole 

Connections 

We have identified these connections to other subject areas:  

  • RSE – Compound interest, repaying debt ., loans, mortgages Y11/C1 

  • Science – Direct and inverse proportion, Iteration  

 

Connections 

We have identified these connections to other subject areas: 

  • Geography –  Data representation and analysis Y10 /11 every cycle 

  • Science - Data  representation and analysis, Linear, non-linear graphs. Y7/C4 

Connections 

We have identified these connections to other subject areas: 

  • Science – Vectors, maximum and minimum problems. Y10 /C4 

  • ART – Similarity and congruence, perspective Y7/C2 

Connections 

We have identified these connections to other subject areas: 

  • Science – Rearranging formulae Y9/C3 

  • Science  - functions, inverse and composite  

Learning at home 

Consolidation of learning will take place at home by MathsWatch 

Learning at home 

Consolidation of learning will take place at home by MathsWatch 

Learning at home 

Consolidation of learning will take place at home by MathsWatch 

Learning at home 

Consolidation of learning will take place at home by MathsWatch 

Sequencing 

Due to the fact that many other subjects require mathematical knowledge of some sort we decided to cover the four main branches of mathematics in each year: Number, Algebra, Shape and Statistics & Probability. 

 

For higher pupils, we begin year 10 by revisiting grades 1-3 topics covered in Key stage 3 in a similar order for the first two terms.  We then move on to grade 4-6 topics with a focus on more worded and applied problems. The remaining topics are interleaved and delivered so that each of the four strands are revisited at intervals throughout the year. 

 

It builds on the work done in Year 9 by ensuring pupils have a secure knowledge of number, shape, algebra and Statistics & Probability.  

 

It leads to the work that will be done in Year 11 by moving pupils onto more advanced exam style questions on these topics. 

 

 

YEAR GROUP PLANS 

Year 11 

Everyone can learn maths. People can feel that they are not good at maths when they are learning the wrong topics, or when they move on too quickly. Learning should be seen as a journey, and we can only learn new topics when we have a secure foundation in the topics that come before them. This learning journey sets out a path through all the maths content required for GCSE. The scheme of work consists of 14 stages. Assessments are provided for each stage, and you should pass one stage, with a score of 80% or above, before moving onto the next. 
Stages 1-10 will cover all of the topics for Maths Foundation GCSE. Stages 11-14 are for Higher GCSE only. 

Set 4 

 

Set 2/3 

 

Set 1 

 

 

Week 1-6 Stage 1 

 

Week 1-6 Stage 1/2 

 

Week 1-6 Stage 6/7 

Stage 1 Pre Assessment - Test A 

 

Stage 1/2 Pre Assessment - Test A 

 

Stage 6/7 Pre Assessment - Test A 

Place Value 

 

Place value 

 

Estimating 

Place Value 

 

Time 

 

Error intervals 

Time 

 

Negative numbers 

 

HCF/LCM prime factors 

Time 

 

Powers and roots 

 

Indices 

Time 

 

BIDMAS 

 

Expand/Factorise 

Negative numbers  

 

Factors multiples 

 

Plans and elevations 

Negative numbers  

 

Simplifying fractions 

 

Transformations 

Negative numbers  

 

Coordinates 

 

Scatter Graphs 

Stage 1 Mid Assessment - Test B 

 

Stage 1/2 Mid Assessment - Test B 

 

Stage 6/7 Mid Assessment - Test B 

Powers and roots 

 

Pictograms 

 

Compound interest /depreciation 

Powers and roots 

 

Add/Subtract 

 

Sequnces nth term 

BIDMAS 

 

Multiply and divide 

 

Inequalities 

Factors and multiples 

 

Rounding 

 

Forming and solving equations 

Factors and multiples 

 

Listing Outcomes 

 

Pythagoras 

Simplifying fractions 

 

Simplifying expressions 

 

Surface area/volume of prisms 

Coodinates 

 

Writing expressions 

 

Averages from a table 

Pictograms 

 

Simple Probability 

 

Relative frequency tables 

Stage 1 Final Assessment - Test C 

 

Stage 1/2 Final Assessment - Test C 

 

Stage 6/7 Final Assessment - Test C 

Foundation 

 

Cross Over 

 

Higher 

Week 7-12 Stage 2 

  

Week 7-12 Stage 3/4 

  

Week 7-12 stage 8/9 

Stage 2 Pre Assessment - Test A 

 

Stage 3/4 Pre Assessment - Test A 

 

Stage 8/9 Pre Assessment - Test A 

Add/Subtract 

 

Money calculations 

 

Standard form  

Multiplying 

 

Fractions decimals and percentages 

 

Reverse percentages 

Multiplying 

 

Using a calculator 

 

Speed / Density 

Dividing 

 

Substitution 

 

Real lof graphs 

Dividing 

 

1 step equations 

 

Expand / factorise quadratics 

Rounding 

 

Area/Perimeter 

 

Solving quadratics 

Rounding 

 

Angles 

 

Quadratic / cubic and recirocal graphs 

Rounding 

 

Averages and stem and Leaf 

 

Changing the subject 

Stage 2 Mid Assessment - Test B 

 

Stage 3/4 Mid Assessment - Test B 

 

Stage 8/9 Mid Assessment - Test B 

Listing outcomes 

 

Bar Charts 

 

Gradient/Equation of a line 

Simplifying Expressions 

 

Frequency polygons 

  

Angles parallel lines 

Simplifying Expressions 

 

Fraction of an amount 

 

Angles polygons 

Writing Expressions 

 

Linear graphs 

 

Construction and Loci 

Writing Expressions 

 

Percentages 

 

Bearings 

Simple Probability 

 

Simplifying ration 

 

Tree diagrams 

Simple Probability 

 

Fractions four operations 

 

Tree diagrams 

Simple Probability 

 

Conversions and units, scales 

 

Venn diagrams  

Stage 2 Final Assessment - Test C 

 

Stage 3/4 Final Assessment - Test C 

 

Stage 8/9 Final Assessment - Test C 

Foundation 

 

Cross Over 

 

Higher 

Week 13-18 Stage 3 

 

Week 13-18 Stage 5/6 

 

Week 13-18 Stage 10 

Stage 3 Pre Assessment - Test A 

 

Stage 5/6 Pre Assessment - Test A 

 

Stage 10 Pre Assessment - Test A 

Money problems 

 

Percentages 

 

Ratio to a fraction 

Fractions, Decimals and Percentage 

 

Percentage change 

 

Simultaneous equations 

Fractions, Decimals and Percentage 

 

Exchange rates / Ratio 

 

Simultaneous equations 

Using a calculator 

 

Scatter Graphs 

 

Direct proportion 

Substitution 

 

Solving equations 

 

Inverse proportion 

Solving 1 step equations 

 

Area Circumference circles 

 

Similar shapes lengths 

Area and Perimeter 

 

Frequency trees 

 

Similar shapes lengths 

Area and Perimeter 

 

Two way tables 

 

Sectors area /arc length 

Stage 3 Mid Assessment - Test B 

 

Stage 5/6 Mid Assessment - Test B 

 

Stage 10 Mid Assessment - Test B 

Angles 

 

Pie charts 

 

Trigonometry  

Angles 

 

Estimating 

 

Trigonometry  

Angles 

 

Error intervals 

 

Trigonometry  

Averages 

 

HCF/LCM prime factors 

 

Trigonometry? Exact Trig values 

Averages 

 

Indices 

 

Sphere and cones 

Stem and leaf 

 

Expand/Factorise 

 

Sphere and cones 

Bar charts 

 

Plans and elevations 

 

Sphere and cones 

Bar charts 

 

Transformations 

 

Sphere and cones 

Stage 3 Final Assessment - Test C 

 

Stage 5/6 Final Assessment - Test C 

 

Stage 10 Final Assessment - Test C 

Foundation 

 

Cross Over 

 

Higher 

Week 19-24 Stage 4 

 

Week 19-24 Stage 7/8 

 

Week 19-24 Stage 11 

Stage 4 Pre Assessment - Test A 

 

Stage 7/8 Pre Assessment - Test A 

 

Stage 11 Pre Assessment - Test A 

Function machines 

 

Compound interest /depreciation 

 

Recurring decimals to fractions 

Frequency polygons 

 

Sequences nth term 

 

Recurring decimals to fractions 

fraction of an amount 

 

Inequalities 

 

Fractional /negative indices 

Linear graphs  

 

Forming and solving equations 

 

Fractional /negative indices 

Linear graphs  

 

Pythagoras 

 

Surds 

Percentages  

 

Surface area 

 

Triple brackets 

Percentages  

 

Volume of prisms 

 

Triple brackets 

Stage 4 Mid Assessment - Test B 

 

Stage 7/8 Mid Assessment - Test B 

 

Stage 11 Mid Assessment - Test B 

Simplifying ratio 

 

Averages tables 

 

Parallel perpendicular lines 

Operations with fractions 

 

Probability relative frequency table 

 

Inequalities on graphs 

Operations with fractions 

 

standard form  

 

Rearranging harder Formula 

Operations with fractions 

 

Reverse percentages 

 

Rearranging harder Formula 

Operations with fractions 

 

Speed / Density 

 

Enlarge Negative Scale factor 

Conversions and units 

 

Real lof graphs 

 

Enlarge Negative Scale factor 

Conversions and units 

 

Expand / factorise /solve quadratics 

 

Cumulative frequency / box plots 

Scale Drawings 

 

Quadratic / cubic and recirocal graphs 

 

Cumulative frequency / box plots 

Stage 4 Final Assessment - Test C 

 

Stage 7/8 Final Assessment - Test C 

 

Stage 11 Final Assessment - Test C 

Foundation 

 

Cross Over 

 

Higher 

Week 25-27 Stage 5 

 

Week 25-27 Stage 9 

 

Week 25-27 Stage 12 

Stage 5 Pre Assessment - Test A 

 

Stage 9 Pre Assessment - Test A 

 

Stage 12 Pre Assessment - Test A 

Exchange rates 

 

Changing the subject 

 

Product rule for counting 

Sharing ratio 

 

Gradient/Equation of a line 

 

Repeated percentage change 

Solving equations 

 

Angles parallel lines 

 

Similar shapes area /volume 

Area and Circumference 

 

Angles polygons 

 

Circle theorems 

Frequency trees 

 

Construction and bearings 

 

Direct/ inverse proportion 

Two way table  

 

Vectors 

 

Quadratic formula 

Pie charts 

 

Tree diagrams/ Venn diagrams 

 

Factorising harder quadratics  

Stage 5 Final Assessment - Test B 

 

Stage 9 Mid Assessment - Test B 

 

Stage 12 Mid Assessment - Test B 

 

Cycle 1 

Cycle 2 

Cycle 3 

Cycle 4 

Pupils will all have been exposed to:  

  • Leonardo Pisano - better known by his nickname Fibonacci (Fibonacci sequences)  

  • Descartes and the superscript notation for showing powers or exponents. Example: 24 to show 2 x 2 x 2 x 2 = 16 

 

 

 

This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. 

Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others. 

 

They will complete a topic- based assessment after each grade of work is completed, for example Grade 4 Number. These will include spot the mistake, worded questions related to real life problems, apply questions. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on Maths watch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally. The students will do a complete set of past papers every cycle, they will have a mock examination with a set of 3 papers in January, they will also complete a walking talking mock before their exam. 

 

Pupils will all have been exposed to:  

  • Leonardo Pisano - better known by his nickname Fibonacci (Fibonacci sequences)  

  • Descartes and the superscript notation for showing powers or exponents. Example: 24 to show 2 x 2 x 2 x 2 = 16 

 

 

 

 

 

 

 

 

 

 

This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. 

Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others. 

 

 

 

 

 

 

 

 

 

They will complete a topic- based assessment after each grade of work is completed, for example Grade 4 Number. These will include spot the mistake, worded questions related to real life problems, apply questions. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on Maths watch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally. The students will do a complete set of past papers every cycle, they will have a mock examination with a set of 3 papers in January, they will also complete a walking talking mock before their exam. 

 

Pupils will all have been exposed to: 

  • Leonardo Pisano - better known by his nickname Fibonacci (Fibonacci sequences)  

  • Descartes and the superscript notation for showing powers or exponents. Example: 24 to show 2 x 2 x 2 x 2 = 16 

 

 

 

This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. 

Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others. 

 

They will complete a topic- based assessment after each grade of work is completed, for example Grade 4 Number. These will include spot the mistake, worded questions related to real life problems, apply questions. After each assessment a gap analysis will be produced, and the student will then have a feedback developmental task to work on their identified weak area. Extra work is then given on Maths watch for them to consolidate their weaknesses, these are checked by active recall at the start of the following lessons. This data is tracked centrally. The students will do a complete set of past papers every cycle, they will have a mock examination with a set of 3 papers in January, they will also complete a walking talking mock before their exam. 

 

 

Pupils will all have been exposed to: 

  • Leonardo Pisano - better known by his nickname Fibonacci (Fibonacci sequences)  

  • Descartes and the superscript notation for showing powers or exponents. Example: 24 to show 2 x 2 x 2 x 2 = 16 

 

This will enhance their cultural capital by widening pupil's general knowledge of the development of Mathematics. 

Mathematical concepts based on cultural perspectives allow students to not only reflect and appreciate their own culture but also the culture and traditions of others. 

 

 

 

 

 

Literacy 

Key terms: 

Calculator, inverse, square, cube, round, inequality, error interval, lower limit, upper limit, fraction, denominator, numerator, LCM, cross multiply, simplify, improper, top heavy, estimate, approximate, significant figure, equation, balance, equals, scales, substitute, replace, expressions, linear, straight line, axis, equation of a line, midpoint, y=mxc,  ruler, join together, mode, mean, median, range, average, middle, order, largest, smallest, value, pie chart, angle, degrees, protractor, proportion, recipe, foreign currency, exchange rate, multiply, divide, better value, unitary  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

Past Papers 

Revision Booklets 

Tracking tests 

Literacy 

Key terms: 

Acute, angle, obtuse, reflex, right, straight line, protractor, at a point, area, perimeter, space inside, total distance, units, compound, total area, reflect, mirror line, tracing paper, image, reflection, rotate, centre of rotation, origin, co-ordinate, degrees, clockwise, anti-clockwise, translate, vector, enlarge, scale factor, centre of enlargement, combined, single transformations, impossible, certain, even chance, likely, unlikely, event, chance, likelihood, probability scale, outcomes, listing all, 2-way table, probability, frequency tree, Pythagoras, side lengths, formula, hypotenuse, square, square root, trigonometry, adjacent, opposite, side, angle, trig ratio, front, side, plan, view, elevation, 2d, 3d image, sketch, compound interest, multiplier, power , indices, simplify, value of, evaluate, fractional, negative, standard form, power of 10, ordinary number, calculations, speed, distance time, formula, density, mass volume, units, pressure, force area, time distance, journey, total journey, stationary, conversion. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

Past Papers 

Revision Booklets 

Tracking tests 

Literacy 

Key terms: 

Form, solve, equation, equals, balance, inequality, more than, less than, more than or equal to, less than or equal to, number line, symbol, integer, satisfy, nth term, sequence, continue, term, term-to-term rule, change the subject, rearrange, formula, inverse, graph, quadratic, square, negative, equation, solve, factorise, factors, brackets, add, multiply, scatter graph, correlation, negative, positive, no correlation, outlier, line of best fit, plot, estimate, simultaneous, eliminate, substitute, same sign, different sign, parallel, transversal, arrows, alternate, corresponding, allied, vertically opposite, equal, quadrilateral, pentagon, hexagon, heptagon, octagon, nonagon, decagon, regular, irregular, exterior, interior, triangle, volume, length, width, height, units, cubed, prism, cross section, triangular prism, 3d, cuboid, cube, surface area, faces, total, net, tree diagram, add to 1, probability, outcomes, Venn diagram, universal set, set, notation  

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

Past Papers 

Revision Booklets 

Tracking tests 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reading opportunities: 

Worded problems 

Apply questions 

Reading questions out aloud in class 

Reading and defining key vocabulary 

Past Papers 

Revision Booklets 

Tracking tests 

Connections 

We have identified these connections to other subject areas: 

  • Geography – Analysis of data Y10/11 cycle 4 

  • MFL - Foreign exchange Y9 C1, Y10 C3 SPANISH 

  • Science – linear graphs Y7.C4 

Connections 

We have identified these connections to other subject areas: 

  • Science – standard from, speed, density and pressure Y10 C3 Y8 /C3 Y11 /C3 

  • RSE – Compound interest, loans, debt mortgage Y11/C1 

Connections 

We have identified these connections to other subject areas: 

  • Science – representing data Y7 C3/C4 

  • Geography – representing data Y10 cycle 4 

  • RSE – Gambling risk Y11/C1 

 

Learning at home 

Consolidation of learning will take place at home by MathsWatch, on maths, Corbett maths packs, maths genie packs, past papers 

 

Learning at home 

Consolidation of learning will take place at home by MathsWatch, on maths, Corbett maths packs, maths genie packs, past papers 

Learning at home 

Consolidation of learning will take place at home by MathsWatch, on maths, Corbett maths packs, maths genie packs, past papers 

Learning at home 

Consolidation of learning will take place at home by MathsWatch, on maths, Corbett maths packs, maths genie packs, past papers 

Sequencing 

In year 11, we revisit all foundation topics covered in previous years and enhance problem solving skills in these areas. All topics are interleaved and delivered so that each of the four strands are revisited at intervals throughout the year. 

After pupils have completed their mocks, we adapt the sequence of learning to the needs of the class.  

 

  

Year 7 not secondary ready. 

To ensure the weakest pupils can access our curriculum with have spent a lot of time planning level appropriate lessons that are engaging and that follow Rosenshine’s Principles. 

 

 

  

 

 

Our Mission and Values

“Therefore learn as if to live forever; live as if to die tomorrow” (St Edmund of Abingdon)

Read Our Values & Ethos Statement

Trust Information

St Edmund's Catholic School is an academy, and part of the Kent Catholic Schools’ Partnership. The Kent Catholic Schools’ Partnership is an exempt charity and a company limited by guarantee registered in England and Wales under company registration number 08176019 at registered address: Barham Court, Teston, Maidstone, Kent, ME18 5BZ. St Edmund's Catholic School is a business name of Kent Catholic Schools’ Partnership.

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