In addition to their usual equipment, students require the following as a bare minimum for their maths lessons from year 7 to 11:
- a ruler
- a compass
- a protractor
- a scientific calculator (we recommend the Casio FX-83GTplus or Sharp ELW531B)
Mathematics Scheme of Work 2016
Each year group has been allocated appropriate content to ensure all students have the opportunity to achieve the highest levels of progress and attainment at GCSE.
In KS3 there are generally 2 units each half term, this change is to ensure that all students achieve a true fluency in their mathematics, developing a deep understanding of fundamental concepts and being able to recall and apply knowledge rapidly and accurately. Students will learn how to reason mathematically and develop understanding through identifying and communicating relationships between different strands of mathematics and building on prior knowledge.
Students will learn how to apply their mathematics to a variety of problems with increasing sophistication and will be given the opportunity and encouragement to persevere in seeking solutions. These key changes are in line with the focus on mastery approaches in mathematics, where content and principles underpinning the curriculum reflect those found in high performing education systems internationally.
Key Differences in curriculum
At KS3 we will teach fewer things in greater depth, this means more time may be spent on one topic to secure through understanding of key concepts. This does not mean that students are not challenged or the pace of the lesson should drag. Expectations are that all students will be further challenged by questions that require deeper understanding or more complex problem solving in the focus topic rather than moving onto the next one.
The new assessment at KS4 will have a much greater emphasis on problem solving and reasoning. All content taught through the new schemes will include application of knowledge and skills in a wide variety of problem solving, investigations and activities. Students will learn that success may not be immediate, and alongside encouragement, time will be given for students to puzzle out and choose the maths they need to apply in different situations.
The assessment systems have been designed alongside our schemes of learning to ensure regular assessment of fluency, reasoning and problem solving across the topics that have been covered. The assessments will be used to ensure students are secure in their understanding of a topic before they move on and to target intervention swiftly and effectively where it is needed. We will assess students’ progress in fluency, reasoning and problem solving through classwork, homework and nit tests.
Teachers will use work produced in books to assess progress and identify how students might improve. Homework will be set regularly and will be integral in assessing students ability to work and apply the skills they have learned independently. The teacher will use this assessment to inform their planning, support individuals and adapt lessons accordingly for their class; they will also provide pupil specific targets and action tasks to inform students how to improve.
Key Difference in Assessment
No KS3 content is assigned to a level or grade. There is now no external reported assessment at the end of KS3. This means that giving a working at grade is no longer possible, so we will use percentages from the unit tests to predict a target grade for the end of year 11 and to indicate whether a pupil is making expected, good or outstanding progress.
Scheme of Work
|Autumn Term||Spring Term||Summer Term|
|Year 7||Number 1: Place Value for integers and decimals, ordering, rounding, use estimation to replace values in calculation Number 2: Special Numbers: Squares, cubes, multiples, LCM by listing, factors, HCF by listing, Venn diagrams for sorting and classifying||Algebra 1 Notation, expressions, simplifying, substituting, expanding and factorising Algebra 2: Solving equations linear, brackets, unknowns both sides||Algebra 3: Sequences: continuing, term to term, nth term, recognition of arithmetic, geometric, Fibonacci Number 5: Ratio and Proportion know and use notation, simplify, share in given ratio, include bar model and problem solving|
|Number 3: Calculations,(3a) addition, subtraction (including time differences) (3b) multiplication and division, problem solving, (3c) calculating with negatives, order of operations (no roots). Shape 1: Lines and angles, properties of 2D shapes, symmetry and rotational symmetry, 3D Shapes||Number 4: Fractions and Decimals, (use bar diagrams – resources available) equivalencies (fractions to decimals), equivalent fractions and cancelling, adding and subtraction, mixed numbers and improper fractions. No multiplication or fractions of amounts.||Data 1: Averages and range: Mean, median, mode and range, mean from frequency tables, estimated mean, extend into geometric mean (Avoid percentage questions)|
|Year 8||Number 6: Powers of ten, powers and roots, primes, standard form, index rules, HCF and LCM, prime factor decomposition (Venn diagrams) Algebra 4: Algebraic manipulation, expanding and factorising quadratics, indices and index rules, formulae||Shape 2: Angles including parallel lines, angle sums and polygons, geometric reasoning (proof) Data 2: Probability (independent events only), including and/or laws, sample spaces, frequency trees, probability trees, two way tables and Venn diagrams.||Number 8: Ratio and Proportion, density and compound measures, similarity Algebra 6: Coordinate geometry, linear graphs, real life graphs including rates of change and compound measures.|
|Number 7: Fractions of amounts, x and ÷, percentages (equivalence and percentage change) and decimals including x and ÷ by 0.1, 0.01, multiplicative reasoning. Algebra 5: Solving Equations, including linear, simultaneous linear by elimination and quadratic.||Shape 3: Units of measurement, perimeter of compound shapes, area of any 2D, volume prisms and cylinders||Shape 4: Transformations, reflection, rotation, translation, enlargement including fractional and negative, congruency and tessellations including why some shapes don’t tessellate. Data 3: Representing Data, pie charts, line graphs, stem and leaf, dual and composite barcharts|
|Year 9||Number 9: Consolidate powers and roots if required. Indices including fractional indices and simple surds. Estimating powers and roots of any given number. Algebra 7: Consolidate solving equations if required. Equations and inequalities including inequations, number lines and graphical representations.||Shape 6: Consolidate angles including those in triangles if required. Pythagoras and trig in right angled triangles. Area of any triangle using sine. Algebra 8 : Consolidate linear graphs if necessary. Quadratic, cubics, and reciprocal graphs.||Number 10: Consolidate percentages, ratio and proportion. Direct and indirect proportion, percentage change, reverse percentages and growth and decay. Shape 7 : Consolidate basic 3D Shapes and area and volume of cylinders and cuboids. Surface area and volume (including using Pythagoras), spheres, cones, frustums and pyramids|
|Data 4: recap averages and range, extending into reverse mean, cumulative frequency, box plots, quartiles and IQR (opportunity to revise MMMR). Shape 5: Constructions and Loci Consolidate accurate use of compasses. Constructing line and angle bisectors, triangles including equilateral triangles, perpendicular from and to a point, angles of 60⁰, 45⁰||Algebra 9: Consolidate algebraic manipulation if required. Rearranging formulae, trial and improvement, solving simultaneous equations including elimination, substitution and graphical solutions.||Data 5: Consolidate finding probability including frequency trees for independent events. Conditional Probability: frequency trees, probability trees, Venn diagrams, including probability using algebraic terms.|
Scheme of Work
The curriculum and assessments will cover the following content headings:
- Ratio, proportion and rates of change
- Geometry and measures
The new GCSE assessments will adhere to the following criteria:
- Two tiers: Foundation and Higher (content is defined for each tier).
- Each student is permitted to take assessments in either the Foundation tier or Higher tier.
- The qualification consists of three equally-weighted written examination papers
- All three papers must be at the same tier of entry and must be completed in the same assessment series.
- Paper 1 is a non-calculator assessment and a calculator is allowed for Paper 2 and Paper 3.
- Each paper is 1 hour and 30 minutes long and has 80 marks.
- The content outlined for each tier will be assessed across all three papers.
- Each paper will cover all assessment objectives, in the percentages outlined for each tier. See the section Breakdown of Assessment Objectives on page 36 for more information
- Each paper has a range of question types; some questions will be set in both mathematical and non – mathematical contexts
- The qualification will be graded and certificated on a nine-grade scale from 9 to 1 using the total mark across all three papers where 9 is the highest grade. Individual papers are not graded.
- Foundation tier: grades 1 to 5.
- Higher tier: grades 4 to 9 (grade 3 allowed).
All assessment objectives can be viewed on pages 15-32 of the following Edexcel document
Students are able to choose to study GCSE Statistics as part of the year 9 options process. There is some overlap between GCSE Statistics and the Statistics and Probability sections of the main maths curriculum, though there is plenty of fresh content for students to learn (full details of the GCSE Statistics content can be found HERE. In GCSE Statistics students learn how to collect, summarise and represent unbiased data as well as develop the necessary skills to analyse data, discuss the results and make predictions about the trend of data in the future. Students complete an extended task which will see them formulate their own hypothesis, collect data, present data and discuss the findings. This task makes up 25% of the final grade (the remaining 75% comes from an exam at the end of year 11).
Students should expect to receive homework for maths 3 times a fortnight. In addition to traditional homework (practice questions) a large number of homework tasks are set online using the websites MyMaths and Mangahigh. If students do not have internet access at home then they can use the maths computer suite (located in BF04) to complete these tasks.