Download the Curriculum Statement for Maths

**Academic year 2020-21**

### WHAT ARE WE STUDYING

YEAR 7

**TERM 1**Data handling: how do we collect, organise, represent & interpret data?

- Multiples, factors, primes & powers: how are these connected?
- Integers, fractions & decimals: how do we apply operations to these numbers?
- Rounding methods

**TERM 2**

- Percentage
- Classification of 2D and 3D objects according to their properties
- Area, perimeter & volume of known and composite shapes

**TERM 3**

- Algebraic ‘language’
- Algebraic Techniques: how do I simplify and evaluate expressions?
- Linear equations
- The Cartesion Plane: ordered pairs, midpoints, distances & gradients

**T****ERM 4**

- Pythagoras’ Theorem
- Conversion graphs
- Bivariate data: scatter plots and the analysis thereof
- Lines & angles: measurement
- Triangle properties: how do we apply these to solve problems?

**TERM 5**

- The interior angles of polygons
- Angle relationships: adjacent & vertically opposite
- An introduction to trigonometry
- Measures of central tendency & data spread: using raw data

**TERM 6**

- Measures of central tendency & data spread: using frequency tables
- TRANSITION ASSIGNMENT

**OTHER INFORMATION
**In Year 7, we build on the knowledge and skills which students acquired in primary school. Our expectation in transitioning from primary to secondary, is that students should strive to take ownership of their learning, working towards becoming self-directed, independent learners. When creating our Y7 sets, performance data is used as a guideline – these groupings may change during the course of the year as we regularly consider cumulative data and the academic needs of each student. Regardless of set, students in Year 7 will be taught the same core curriculum content. Our higher-performing students are expected to delve deeper into the core concepts, tackle more rigorous questions and work at a quicker pace; whereas students needing more support are guided in mastering the basic KS3 skills, as well as in understanding key concepts.

**TERM 1**

- Integers, fractions & decimals: how do we apply operations to these numbers?
- Multiples, factors, primes, powers & roots: how are these connected?
- Estimation: scale drawings, surds, rounding, limits of accuracy & bounds
- Percentage, ratio and proportion problems

**TERM 2**

- Algebraic Techniques: how do I evaluate, simplify and factorise expressions?
- Linear and quadratic equations
- A variety of sequences, with a specific focus on linear patterns

**TERM 3**

- Angle relationships: corresponding, alternate & co-interior
- Right-angled triangles: Pythagoras’ Theorem, trigonometric ratios & exact values
- Linear Functions: connecting algebraic and graphical representations

**TERM 4**

- Linear Functions: investigating gradients & intercepts
- Data Handling: representing ungrouped and grouped data

**TERM 5**

- Measures of central tendency & data spread: using distributions & boxplots
- Time series graphs

**TERM 6**

- Relative frequency & theoretical probability: what is the connection?
- Venn diagrams, 2-way tables & tree diagrams
- Independent & conditional events
- Rigid transformations: translations, reflections & rotations
- The impact of scaling on 2D and 3D objects
- TRANSITION ASSIGNMENT

**OTHER INFORMATION
**In Year 8, we build on the knowledge and skills acquired in Year 7, interweaving new skills and concepts when revisiting these topics. We expect that students continue to take responsibility for their learning and work independently when required to do so. When creating our Y8 sets, performance data is used as a guideline – these groupings may change during the course of an academic year as we regularly consider cumulative data and the academic needs of each student. Regardless of set, students in Year 8 will be taught the same core curriculum content. Our higher-performing students are expected to delve deeper into the core concepts, tackle more rigorous questions and work at a quicker pace; whereas students needing more support are guided in mastering the basic Key Stage 3 skills, as well as in understanding key concepts.

**TERM 1**

- Factors, multiples, primes, powers & roots: how are these connected?
- Calculations with integers, decimals & fractions
- Estimation: rounding, error intervals, limits of accuracy &
**bounds** - Operations: priority order & inverse
- Algebraic techniques: how do I evaluate, simplify & factorise expressions?
**Surd expressions**- Linear equations
- Rearranging equations (subject of the formula)

**TERM 2**

- Various sequences, with an emphasis on linear &
**quadratic** - Solving problems involving length, mass, time & money
- Data processing: frequency & 2-way tables
- Data representations: bar and line graphs, pie charts, histograms & pictograms
- Measures of central tendency: using raw & processed data
- Data spread: range,
**inter-quartile range**&**boxplots** - Conversions: fractions, decimals & percentages (incl.
**recurring decimals**) - Percentage change and reverse percentage calculations

**TERM 3**

- Ratio problems
- Using the properties of polygons to solve geometry problems
- Angle relationships: intersecting & parallel lines

**TERM 4**

- Linear functions: algebraic & graphical analysis
- Kinematic graphs
- Bivariate data: scatter graphs, lines of best fit, correlation & causation
- Properties of 2D objects
- Calculations with polygons: perimeter & area
- Calculations with circles: circumference (& arc length), area & angles of sectors

**TERM 5**

- Properties of 3D objects
- Calculations with 3D objects: surface area & volume
- Counting principles: listing strategies &
**product rule** - Experimental & expected outcomes: tables and frequency trees
- Relative frequency, theoretical probability & inference
- Probability principles: probability scale, exhaustive & mutually exclusive events

**TERM 6**

- Standard form: large & small numbers
- Solve linear equations
- Solve quadratic equations: by factorising,
**the formula**&**completing the square** - Solve linear &
**quadratic**inequalities - Simultaneous equations
- Right-angled triangles: Pythagoras’ Theorem, trig. identities & exact values

**OTHER INFORMATION
**In Year 9, our students embark on their KS4 GCSE journey. Performance data, together with our knowledge of each students’ mathematical acumen, is used to form the Y9 sets – these groupings may change during the course of an academic year. Our higher-performing students are expected to engage with all topics, including those specific to the Higher Tier (indicated in bold font) – students on this tier could potentially attain a Grade 9. Our other students work on mastering Foundation Tier skills and concepts, working towards attaining a Grade 5. We expect that students continue to take responsibility for their learning and work independently when required to do so.

Year 10

**TERM 1
**

FOUNDATION TIER

- Conversions of standard units: length, mass, time & money
- Calculations with compound units: speed, density, pressure & rate
- Conversion graphs
- Straight line graphs: sketching, finding the equation, gradient & intercepts
- Quadratic, cubic and reciprocal graphs: sketch & recognise
- Kinematic graphs
- Transformations to create congruent & similar shapes: translations, reflections, rotations & enlargements

HIGHER TIER

- Simultaneous equations
- Solve quadratic equations by factorising, completing the square and using the quadratic formula
- Linear equations & inequalities
- Probability

**TERM 2**

** **FOUNDATION TIER

- Conversions of standard units: area, volume & capacity
- Conversions between compound units: speed (mph and km/h)
- Ratio
- Proportion (direct & inverse)
- Right-angled triangles in 2D: Pythagoras’ Theorem & trigonometric ratios

HIGHER TIER

- Calculations with compound units: speed, density, pressure & rate
- Conversions between compound units: speed (mph and km/h)
- Proportion (direct & inverse)
- Geometric proof: congruency criteria for triangles & angle facts
- Transformations to create congruent & similar shapes: translations, reflections, rotations & enlargements

**TERM 3**

FOUNDATION TIER

- Right-angled triangles in 2D: trigonometric exact values
- Solving problems in the Cartesian plane: midpoints & distances
- Probability

HIGHER TIER

- Surds
- Right-angled triangles in 2D & 3D: Pythagoras’ Theorem & trig. ratios
- Trigonometric graphs, exact values and general solutions
- Application of the sine, cosine and area rules for triangles

**TERM 4**

FOUNDATION TIER

- Percentage applications: percentage change, reverse percentage, simple interest, compound growth & decay
- Constructions, loci & bearing
- Scale: maps, plans & drawings of 3D objects

HIGHER TIER

- Understanding grouped data: histograms & cumulative frequency graphs
- Measures of central tendency and data spread (inter-quartile range & boxplots)
- Straight line graphs: sketching, finding the equation, gradient & intercepts
- Quadratic, cubic, reciprocal and exponential graphs: sketch, recognise & interpret
- Translations and reflections of graphs
- Iterative methods to solve equations

**TERM 5**

FOUNDATION TIER

- Solve quadratic equations by factorisation: common factors, difference of two squares & trinomials
- Quadratic functions: interpretation
- Calculations with polygons & circles: perimeter, circumference (& arc length), area (including the area & angles of sectors)

HIGHER TIER

- Equation of a circle (centre the origin)
- Circle Theorems: proof & application in geometry problems
- Equation of a tangent to a circle
- Constructions, loci & bearing

**TERM 6**

FOUNDATION TIER

- Calculations with 3D objects: surface area & volume
- Limits of accuracy

HIGHER TIER

- Algebraic fractions
- Equations, identities and algebraic proof
- Inverse functions
- Composite functions

**OTHER INFORMATION
**In Year 10, our students continue on their KS4 GCSE journey, where we consolidate the knowledge and skills previously acquired and engage with more complex topics. By the end of this year, students would have covered most of the GCSE curriculum content. We use performance data and our knowledge of each students’ mathematical acumen to form the Y10 Higher and Foundation sets. All students are expected to be pro-active in seeking assistance and take ownership of their learning, which includes working independently – potentially, Higher Tier students could attain a Grade 9; whereas Foundation Tier students could attain a Grade 5.

Year 11

**TERM 1
**FOUNDATION TIER

- Exact calculations with fractions
- Application of the laws of indices
- Standard form
- REVIEW: simplifying/factorising expressions & solving equations

HIGHER TIER

- Vectors & geometric proof
- Gradients of linear and non-linear graphs
- Finding the area under a graph

**TERM 2
**See below.

**OTHER INFORMATION
**Higher and Foundation Tier pathways are set early in the year and changes to these are unlikely. Potentially, Higher Tier students could attain a Grade 9; whereas those on the Foundation Tier could attain a Grade 5. Using exam analysis and students’ performance diagnostics, key topics are selected to create a scheme of learning for Year 11 students (to commence at the start of Term 2). Our focus is on the review of high-impact skills and concepts, mastery of routine problems, and regular exposure to ‘exam-style’ questions (the sophistication thereof to be individualised to suit the needs of each student). All students are expected to be pro-active in seeking assistance and take ownership of their learning, which includes working independently and attending additional tutorials.

**Websites**

https://www.bbc.co.uk/bitesize/examspecs/z9p3mnb

https://www.educationquizzes.com/ks3/maths/

http://www.mrbartonmaths.com/students/gcse/

**The Mathematics Toolbox**

** R**ESILIENCE: challenges are opportunities

**O**WN YOUR LEARNING: be accountable, diligent, organised, determined & prepared

**C**URIOUSITY & CREATIVITY: know ‘how’, ask ‘why’ and ‘try’

**K**NOW the basics – multiplication facts, routine methods, maths vocabulary

**Contact details**

Sharon Dixon: sdixon@wykhampark-aspirations.org

Dominique Gilbert: dgilbert@wykhampark-aspirations.org

Emma Hancocks: ehancocks@wykhampark-aspirations.org

Janet Hetherington: jhetherington@wykhampark-aspirations.org

Calum McLeish: cmcleish@wykhampark-aspirations.org

Christopher Newell: cnewell@wykhampark-aspirations.org

Sneha Pai: spai@wykhampark-aspirations.org

Ewan Puran: epuran@wykhampark-aspirations.org

Martyn Stowe: mstowe@wykhampark-aspirations.org

Luke Whincop: lwhincop@wykhampark-aspirations.org