Welcome to Maths
Why learn Maths?
Studying maths helps us find patterns and structure in our lives. Practically, maths helps us work with money, create graphics, design websites, build skyscrapers and generally understand how things work or predict how they might change over time.
It could be said that mathematics is fundamental in the education of children since maths teaches them to think. It develops our reasoning, helping us to think quickly and analytically and its use can be applied in your day to day life. If you are able to understand mathematics and arrive at logical solutions, you will be able to solve real life problems.
Maths is so much more than just a compulsory subject – the career possibilities can be endless. The benefits that having a good understanding of maths can provide students in the future, such as a bigger college choice and a better paying job in their profession, are endless.
Mathematics is essential in a world of constant change. Mathematics appears in art, music, science, engineering, statistics, education, technology and more. New technologies are changing the way we work and live and mathematics can be very useful in understanding how and why things work the way they work. The combination of a skills shortage and a growing need for maths skills means more and more employers are on the lookout for budding mathematicians!
Maths Curriculum Overview
Please click the year group and half-term to view additional information.
| Half Term 1 |
| Knowledge |
| Place Value |
| Calculations |
| Skills / application of knowledge |
| Understanding our place value system |
| Recognising and writing terminating, recurring and irrational decimals |
| Stating the midpoint of two numbers and estimating the position of a decimal on a number line |
| Rounding to a given number of decimal places or significant figures |
| Links to prior learning |
| Recurring decimal notation. |
| Assessment |
| Prove It at the end of each topic |
| Half Term 2 |
| Knowledge |
| Calculations (cont.) |
| Negatives |
| Fractions |
| Skills / application of knowledge |
| Use formal methods to add, subtract, multiply and divide integers and non-integers |
| Consider the effect of division by 0.5,0.1,0.01 and 0. |
| Consider the effect of changing either divisor or dividend in a calculation |
| Order negative numbers |
| Perform all four operations with decimals |
| Understand fraction notation |
| Convert between improper fractions and mixed numbers |
| Links to prior learning |
| Recurring decimal notation. |
| Converting fractions to decimals. |
| Four operations with decimals. |
| Converting fractions to decimals. |
| Multiplying negatives. |
| Multiplying decimals. |
| Assessment |
| Prove It at the end of each topic |
| Half Term 3 |
| Knowledge |
| Fractions (cont.) |
| Indices |
| Skills / application of knowledge |
| Find a fraction of an amount |
| Find equivalent fractions and use these to add and subtract fractions |
| Multiply fractions |
| Understand the term ‘reciprocal’ and use this to divide fractions. |
| Use index numbers with positive, negative, fractional and decimal bases (positive exponents) |
| Recognise and use negative exponents and 0 |
| Apply the multiplication, division and power laws of indices |
| Evaluate or estimate indices |
| Links to prior learning |
| Converting fractions to decimals. |
| Multiplying negatives. |
| Multiplying decimals. |
| Multiplying negatives. |
| Multiplying fractions. |
| Four operations with negatives. |
| Reciprocals. |
| Assessment |
| Prove It at the end of each topic |
| Half Term 4 |
| Knowledge |
| Introduction to Algebra |
| Working with measures |
| Skills / application of knowledge |
| Use and interpret algebraic notation |
| Simplify expressions using all four operations |
| Expand a single bracket |
| Substitute into expressions |
| Solve one- and two- step equations |
| Estimate calculations (by rounding to 1 significant figure) |
| Use bounds and error intervals |
| Write numbers in standard form |
| Estimate and convert metric units |
| Links to prior learning |
| Four operations with negatives. |
| Using index notation. |
| Laws of indices. |
| Multiplying & dividing fractions. |
| Order of operations. |
| Division by a decimal. |
| Calculating square and cube roots. |
| Division by 0.5 |
| Squaring & rooting. |
| Rounding to decimal places/sig figures. |
| Multiply & divide by powers of 10. |
| Index notation. |
| Assessment |
| Prove It at the end of each topic |
| Half Term 5 |
| Knowledge |
| Working with measures (cont.) |
| Shape and Area |
| Skills / application of knowledge |
| Use equal line length notation |
| Calculate perimeters |
| Calculate the circumference of a circle |
| Write expressions and solve equations involving perimeter |
| Convert units of time and calculate time intervals |
| Recognise parallel, perpendicular and equal length line notation |
| Construct parallel and perpendicular lines. |
| Recognise properties of quadrilaterals. |
| Links to prior learning |
| Adding and subtracting decimals. |
| Knowing pi is irrational. |
| Collecting like terms. |
| Solving equations. |
| Equal length line notation. |
| Square numbers and roots. |
| Multiply/divide powers of 10 |
| Convert metric lengths. |
| Multiply decimals. |
| Recognising radius & diameter. |
| Assessment |
| Prove It at the end of each topic |
| Half Term 6 |
| Knowledge |
| Shape and Area (cont.) |
| Fractions, Decimals and Percentages |
| Skills / application of knowledge |
| Know that area is measured in squares. |
| Calculate areas of parallelograms, triangles, trapezia, compound shapes. |
| Calculate the area of circles. |
| Compare and order fractions, mixed numbers and decimals |
| Convert between fractions, decimals and percentages |
| Calculate a percentage of an amount (non calc) |
| Use a decimal multiplier to find a percentage of an amount. |
| Use all four operations with decimals and fractions. |
| Links to prior learning |
| Convert metric lengths. |
| Multiply decimals. |
| Recognising radius & diameter. |
| Knowing pi is irrational. |
| Convert improper fractions and mixed numbers. |
| Use inequality symbols. |
| Convert fractions and decimals. |
| Set up equations. |
| Assessment |
| Prove It at the end of each topic. |
| End of year assessment. |
| Half Term 1 |
| Knowledge |
| Expressions |
| Angles |
| Skills / application of knowledge |
| Write and simplify expressions |
| Collect like terms and multiple terms using index laws |
| Simplify algebraic fractions |
| Expand single brackets |
| Factorise expressions into a single bracket |
| Write expressions for area |
| Classify and measure angles |
| Use three letter notation for angles |
| Apply basic angle facts |
| Identify corresponding, alternate and co-interior angles on parallel lines. |
| Links to prior learning |
| Four operations with negative numbers. |
| Squaring. |
| Collecting like terms. |
| Perimeter. |
| Multiplying variables. |
| Laws of indices. |
| Order of operations. |
| Area of rectangles. |
| Assessment |
| Prove It at the end of each topic |
| Half Term 2 |
| Knowledge |
| Angles (cont.) |
| Formulae |
| Area, Volume and 3D |
| Skills / application of knowledge |
| Classify and find angles in triangles |
| Calculate angles in special quadrilaterals (kites, rhombuses, parallelograms and trapezia.) |
| Write formulae |
| Substitute into formulae |
| Rearrange formulae |
| Links to prior learning |
| Recognising quadrilaterals, particularly parallelograms and trapezia. |
| Equal and parallel line notation. |
| Four operations with negatives. |
| Four operations with fractions. |
| Expand brackets. |
| Calculate the area of triangles, parallelograms and trapezia. |
| Assessment |
| Prove It at the end of each topic |
| Half Term 3 |
| Knowledge |
| Area, Volume and 3D (cont.) |
| Forming and Solving Equations |
| Skills / application of knowledge |
| Calculate and write expressions for area |
| Calculate the area of circles and parts of circles |
| Recognise, sketch and construct nets of 3D shapes. |
| Calculate the surface area of cubes and cuboids. |
| Understand volume and capacity and their units |
| Calculate the volume of cuboids, prisms and cylinders |
| Form and solve equations (including with unknowns on both sides and in context) |
| Links to prior learning |
| Write expressions. |
| Squaring. Index Notation. |
| Area of a Circle. |
| Find missing lengths of L shapes. |
| Multiply & divide by powers of 10. |
| Four operations with negatives. |
| Multiplication and division with decimals. |
| Squaring, Cubing, Rooting. |
| Angle properties of lines, points and shapes. |
| Expand brackets. |
| Area, Perimeter, Surface Area and Volume. |
| Assessment |
| Prove It at the end of each topic |
| Half Term 4 |
| Knowledge |
| Number Theory and Sequences |
| Functions, Coordinates and Graphs |
| Skills / application of knowledge |
| Find factors and the highest common factor |
| Find multiples and the lowest common multiple |
| Identify term to term rules and continue sequences |
| Identify arithmetic, geometric and Fibonacci-style sequences |
| Find and apply the nth term for arithmetic sequences |
| Find input and outputs for functions |
| Plot and solve problems with coordinates |
| Links to prior learning |
| Using index notation. |
| Expanding brackets. |
| Substitute positive numbers into expressions. |
| Writing algebraic expressions. |
| Solving equations. |
| Negative numbers. |
| Substitution. |
| Squaring, Cubing, Rooting. |
| Order of Operations. |
| 2D Shape properties. |
| Assessment |
| Prove It at the end of each topic |
| Half Term 5 |
| Knowledge |
| Functions, Coordinates and Graphs (cont.) |
| Introduction to Statistics |
| Skills / application of knowledge |
| Plot and recognise linear graphs |
| Plot and recognise quadratic and cubic graphs |
| Understand data collection and questionnaire design |
| Populate and interpret frequency tables |
| Recognise types of data (Qualitative, Quantitative, Discrete, Continuous) |
| Links to prior learning |
| Negative numbers. |
| Substitution. |
| Squaring, Cubing, Rooting. |
| Order of Operations. |
| 2D Shape properties. |
| Measuring and constructing angles. |
| Knowing angles around a point add up to 360 degrees |
| Adding negative numbers. |
| Collecting like terms. |
| Assessment |
| Prove It at the end of each topic |
| Half Term 6 |
| Knowledge |
| Introduction to Statistics (cont.) |
| Standard Form |
| Skills / application of knowledge |
| Represent data using pictograms and bar charts. |
| Interpret and construct pie charts. |
| Interpret and construct scatter graphs. |
| Recognise misleading graphs. |
| Calculate averages. |
| Recognise outliers and calculate the range. |
| Convert between ordinary and standard form |
| Perform all four operations with numbers in standard form |
| Links to prior learning |
| Measuring and constructing angles. |
| Knowing angles around a point add up to 360 degrees |
| Adding negative numbers. |
| Collecting like terms. |
| Indices |
| Laws of indices |
| Assessment |
| Prove It at the end of each topic. |
| End of year assessment. |
| Half Term 1 |
| Knowledge |
| Solving Equations |
| Pythagoras’ Theorem |
| Sequences |
| Skills / application of knowledge |
| Solve equations |
| Pythagoras’ Theorem |
| Arithmetic sequences |
| Geometric sequences |
| Fibonacci-type sequences |
| Links to prior learning |
| Equations |
| Expressions |
| Substitution |
| Squares and square roots |
| Number sequences |
| Assessment |
| Prove It at the end of each topic |
| Half Term 2 |
| Knowledge |
| Circles |
| Averages |
| Inequalities |
| Skills / application of knowledge |
| Parts of a circle |
| Circumference |
| Area of a circle |
| Mode, Mean, Median and Range |
| Averages from stem and leaf diagrams |
| Averages from Frequency Tables |
| List solutions to an inequality |
| Solve an inequality |
| Represent an inequality on a number line |
| Links to prior learning |
| Circles, radius and diameter |
| Less than and more than symbols |
| Assessment |
| Prove It at the end of each topic |
| Half Term 3 |
| Knowledge |
| Angle Rules |
| Measuring and Constructing |
| Skills / application of knowledge |
| Apply angle facts (on a straight line, around a point, vertically opposite) |
| Angles in triangles (including isosceles) |
| Angles in quadrilaterals (including special quadrilaterals) |
| Angles in polygons |
| Angles in parallel lines Measuring and draw angles |
| Constructing triangles |
| Angle and line bisectors |
| Perpendicular bisectors |
| Loci |
| Links to prior learning |
| Acute, obtuse and reflex angles, degrees |
| Assessment |
| Prove It at the end of each topic |
| Half Term 4 |
| Knowledge |
| Compound Units |
| Transformations |
| Skills / application of knowledge |
| Speed, distance and time |
| Density, mass and volume |
| Pressure, force and area |
| Reflection |
| Rotation |
| Translation |
| Enlargement |
| Links to prior learning |
| Line symmetry |
| Assessment |
| Prove It at the end of each topic |
| Half Term 5 |
| Knowledge |
| Congruency and Similarity |
| Volume and Surface Area |
| Skills / application of knowledge |
| Similar shapes and scale factors |
| Conditions for congruency in triangles |
| Find the volume of prisms |
| Volume of non-prisms |
| Surface area of a 3D shape |
| Links to prior learning |
| 3D shape names |
| Assessment |
| Prove It at the end of each topic |
| Half Term 6 |
| Knowledge |
| Trigonometry |
| Skills / application of knowledge |
| Finding angles in right angled triangles |
| Finding side lengths in right angled triangles |
| Know the values of sine, cosine and tangent for angles of 0,30,45,60 and 90 degrees. |
| Links to prior learning |
| Pythagoras’ Theorem |
| Assessment |
| Prove It at the end of each topic. |
| End of year assessment. |
| Half Term 1 |
| Knowledge |
| Two way tables |
| Frequency Trees |
| Rounding and Error Intervals |
| Estimation |
| Use of a Calculator |
| Product of Prime Factors, HCF and LCM |
| Real Life Multiples |
| Skills / application of knowledge |
| Two way tables - Whilst not a traditional two-way table getting students to plan a journey using bus/train timetables and distance tables provide a good precursor to the topic with a great real-life link. |
| Frequency Trees - There are opportunities to use frequency trees to illustrate their use in medicine Rounding and Error Intervals - Students could consider the cumulative errors that arise when rounding subsequent calculations. |
| Estimation - Questions such as: Phil states 3.44 × 10 = 34.4 and Chris states 3.44 × 10 = 34.40. Who is correct? |
| Use of a Calculator - Questions that force students to consider the size of their expected answer deepen understanding. |
| Product of Prime Factors, HCF and LCM - Evaluate statements and justify which answer is correct by providing a counter-argument by way of a correct solution. |
| Real Life Multiples- Use of Venn diagrams to help find the LCM and HCF. |
| Links to prior learning |
| Two Way Tables - Basic addition and subtraction, probability |
| Frequency Trees – Basic addition and subtraction, probability |
| Rounding and Error Intervals- place value, rounding and inequality symbols |
| Estimation - rounding |
| Use of Calculator - written and mental methods and BIDMAS |
| Product of Prime Factors HCF & LCM - factors, multiples, prime numbers, Venn diagrams and powers |
| Real Life Multiples – factors and product of prime factors |
| Assessment |
| Check ins |
| Check outs |
| Half Term 2 |
| Knowledge |
| Fractions |
| Ratio |
| Direct Proportion |
| Proportion - Best Value |
| Proportion - Recipes |
| Proportion - Exchange Rates |
| Skills / application of knowledge |
| Fractions - Students should be able to justify when fractions are equal and provide correct answers as a counterargument. |
| Ratio - Problems involving sharing in a ratio that include percentages rather than specific numbers, such as: In a youth club the ratio of the number of boys to the number of girls is 3 : 2. 30% of the boys are under the age of 14, and 60% of the girls are under the age of 14. |
| What percentage of the youth club is under the age of 14? |
| Direct Proportion -Speed/distance type problems that involve students justifying their reasons why one vehicle is faster than another. |
| Proportion - Calculations involving value for money are a good reasoning opportunity that utilise different skills. |
| Links to prior learning |
| Fractions – Express a given number as a fraction of another, simplifying, fraction of a quantity, convert between mixed and improper |
| Ratio – four operations of number |
| Direct Proportion – four operations, fractions as parts of a whole, conversion between metric units |
| Proportion– four operations, divide money, rounding, converting metric units, fractions as parts of a whole |
| Assessment |
| Check ins |
| Check outs |
| Year 10 Data Capture 1 |
| Half Term 3 |
| Knowledge |
| Inverse Proportion |
| Percentages |
| Interest and Growth |
| Depreciation and Decay |
| Reverse Percentages |
| Index Laws |
| Expand and Simplify |
| Skills / application of knowledge |
| Direct and inverse proportion -Justify and infer relationships in real-life scenarios to direct and inverse proportion such as ice cream sales and sunshine. |
| Percentages - Sale prices offer an ideal opportunity for solving problems allowing students the opportunity to investigate the most effective way to work out the “sale” price. |
| Percentages - Sale prices offer an ideal opportunity for solving problems allowing students the opportunity to investigate the most effective way to work out the “sale” price. |
| Interest and Growth/Depreciation and Decay - Calculations involving value for money are a good reasoning opportunity that utilise different skills. |
| Reverse Percentages - Calculate original values and evaluate statements in relation to this value justifying which statement is correct. |
| Index Laws -Problems that use indices instead of integers will provide rich opportunities to apply the knowledge in this unit in other areas of Mathematics. |
| Expand and Simplify - Use of algebra tiles/discs. |
| Links to prior learning |
| Inverse Proportion -four operations, fractions, metric units, direct proportion. |
| Percentages - four operations, percentages, multiplication tables. |
| Interest, Growth, Depreciation and Decay – percentages, decimals |
| Reverse Percentages - percentages Index Laws - powers of 10, negative numbers, four operations, BIDMAS , inverse operations. |
| Expand and Simplify - negative numbers, substitution, coordinates |
| Assessment |
| Check ins |
| Check outs |
| Half Term 4 |
| Knowledge |
| Sequences |
| Inequalities |
| Solving Equations |
| Forming and Solving Equations |
| Factorising |
| Subject of |
| Skills / application of knowledge |
| Sequences - Evaluating statements about whether or not specific numbers or patterns are in a sequence and justifying the reasons. |
| Solving Equations - Forming and solving equations involving algebra and other areas of mathematics such as area and perimeter. |
| Forming and Solving Equations - Problems that could be solved by forming equations such as: Pat and Paul have a combined salary of £800 per week. Pat earns £200 per week more than Paul. How much does Paul earn? |
| Links to prior learning |
| Sequences - negative numbers, use of calculator, index laws Inequalities – inequality signs, number line |
| Solving Equations – inequality sign, substitution, negative numbers, four operations, BIDMAS, inverse operations |
| Forming and Solving Equations - solve linear equations, Factorising - expanding brackets, collecting ‘like’ terms |
| Subject of – substitution, using formulae BIDMAS and inequalities |
| Assessment |
| Check ins |
| Check outs |
| Half Term 5 |
| Knowledge |
| Standard Index Form |
| Alternate/Corresponding Angles |
| Interior and Exterior Angles |
| Plans and Elevations |
| Constructions |
| Bearings |
| Skills / application of knowledge |
| Standard Index Form - Link with other areas of mathematics, such as compound measures, by using speed of light in standard form. |
| Alternate/Corresponding Angles -Multistep “angle chasing” style problems that involve justifying how students have found a specific angle. |
| Interior and Exterior Angles - Problems whereby students have to justify the number of sides that a regular polygon has given an interior or exterior angle. |
| Constructions - Link problems with other areas of mathematics, such as the trigonometric ratios and Pythagoras’ Theorem. |
| Bearings - Interpreting scale drawings and maps involving lengths that need to be measured (rather than given in the problem). |
| Links to prior learning |
| Standard Index Form - powers of 10 in index form Alternate/Corresponding angles – angles as a measure of turn, angle sum of a triangle/quadrilateral |
| Interior and Exterior Angles - use ruler and protractor, angles, reflection and symmetry, polygons |
| Plans and Elevations - draw circles and arcs, measure and draw lines and angles, compass directions, sketches of 3D solids, faces, edge, vertices, planes of symmetry, constructing rectangles, triangles, perpendicular and parallel lines. |
| Constructions - measure and draw lines, using pairs of compasses Bearings - measure and draw lines and angles |
| Assessment |
| Check ins |
| Check outs |
| Year 10 Data Capture 2 |
| Half Term 6 |
| Knowledge |
| Pythagoras |
| Trig - Finding Sides |
| Trig - Finding Angles |
| Trig - Non Calculator |
| Pythagoras with Trig |
| Circles , Arcs and Sectors |
| Skills / application of knowledge |
| Pythagoras/Trig - Combined triangle problems that involve consecutive application of Pythagoras’ Theorem or a combination of Pythagoras’ Theorem and the trigonometric ratios. |
| Circles,Arcs and Sectors -Know the impact of estimating their answers and whether it is an overestimate or underestimate in relation to a given context. |
| Links to prior learning |
| Pythagoras and Trig - Rearrange formulae and equations, basic angle facts, surd form, coordinates |
| Circles, Arcs and Sectors - area of a rectangle, use of a calculator. |
| Assessment |
| Check ins |
| Check outs |
| Half Term 1 |
| Knowledge |
| Two way tables |
| · Frequency Trees |
| · Rounding and Error Intervals |
| · Accuracy and bounds(WA) |
| · Estimation |
| · Use of a Calculator |
| · Product of Prime Factors, |
| HCF and LCM |
| · Real Life Multiples |
| · Product rule(WA) |
| Skills / application of knowledge |
| Two way tables - Whilst not a traditional two-way table getting students to plan a journey using bus/train timetables and distance tables provide a good precursor to the topic with a great real-life link. |
| Frequency Trees - There are opportunities to use frequency trees to illustrate their use in medicine |
| Rounding and Error Intervals - Students could consider the cumulative errors that arise when rounding subsequent calculations. |
| Accuracy and bounds -This sub-unit provides many opportunities for students to evaluate their answers and provide counterarguments in mathematical and real-life contexts, in addition to requiring them to understand the implications of rounding their answers. |
| Estimation - Questions such as: Phil states 3.44 × 10 = 34.4 and Chris states 3.44 × 10 = 34.40. Who is correct? |
| Use of a Calculator - Questions that force students to consider the size of their expected answer deepen understanding. |
| Product of Prime Factors, HCF and LCM - Evaluate statements and justify which answer is correct by providing a counterargument by way of a correct solution. |
| Real Life Multiples- Use of Venn diagrams to help find the LCM and HCF. |
| Links to prior learning |
| Two Way Tables - Basic addition and subtraction, probability |
| Frequency Trees – Basic addition and subtraction, probability |
| Rounding and Error Intervals- place value, rounding and inequality symbols |
| Accuracy and bounds Substituting numbers and using inequality notation |
| Estimation - rounding |
| Use of Calculator - written and mental methods and BIDMAS |
| Product of Prime Factors HCF & LCM - factors, multiples, prime numbers, Venn diagrams and powers |
| Real Life Multiples – factors and product of prime factors |
| Product rule - Multiply or divide by any number between 0 and 1 |
| Assessment |
| Check ins |
| Check Outs |
| Half Term 2 |
| Knowledge |
| Fractions |
| Recurring fraction(WA) |
| Algebraic fractions(WA) |
| Ratio |
| Direct Proportion |
| Proportion - Best Value |
| Proportion - Recipes |
| Proportion - Exchange Rates |
| Skills / application of knowledge |
| Fractions - Students should be able to justify when fractions are equal and provide correct answers as a counterargument. |
| Ratio - Problems involving sharing in a ratio that include percentages rather than specific numbers, such as: In a youth club the ratio of the number of boys to the number of girls is 3 : 2. 30% of the boys are under the age of 14, and 60% of the girls are under the age of 14. |
| What percentage of the youth club is under the age of 14? |
| Direct Proportion -Speed/distance type problems that involve students justifying their reasons why one vehicle is faster than another. |
| Proportion - Calculations involving value for money are a good reasoning opportunity that utilise different skills. |
| Links to prior learning |
| Fractions – Express a given number as a fraction of another, simplifying, fraction of a quantity, convert between mixed and improper |
| Recurring fractions - Add, subtract, multiply and divide fractions |
| Algebraic fractions - Simplify surds, use negative numbers with all four operations, recall and use the hierarchy of operations. |
| Ratio – four operations of number Direct Proportion – four operations, fractions as parts of a whole, conversion between metric units |
| Proportion– four operations, divide money, rounding, converting metric units, fractions as parts of a whole |
| Assessment |
| Check ins |
| Check Outs |
| Year 10 Data Capture 1 |
| Half Term 3 |
| Knowledge |
| Inverse Proportion |
| Direct and inverse proportion (WA) |
| Percentages |
| Interest and Growth |
| Depreciation and Decay |
| Reverse Percentages |
| Index Laws |
| Fractional and negative indices |
| (WA) |
| Expand and Simplify |
| Expand and factorise (WA) |
| Skills / application of knowledge |
| Direct and inverse proportion -Justify and infer relationships in real-life scenarios to direct and inverse proportion such as ice cream sales and sunshine. |
| Percentages - Sale prices offer an ideal opportunity for solving problems allowing students the opportunity to investigate the most effective way to work out the “sale” price. |
| Interest and Growth/Depreciation and Decay - Calculations involving value for money are a good reasoning opportunity that utilise different skills. |
| Reverse Percentages - Calculate original values and evaluate statements in relation to this value justifying which statement is correct. |
| Index Laws -Problems that use indices instead of integers will provide rich opportunities to apply the knowledge in this unit in other areas of Mathematics. |
| Fractional and negative indices -Problems that use indices instead of integers will provide rich opportunities to apply the knowledge in this unit in other areas of Mathematics. |
| Expand and Simplify - Use of algebra tiles/discs. |
| Expand and factorise - Evaluate statements and justify which answer is correct by providing a counter-argument by way of a correct solution. |
| Links to prior learning |
| Inverse Proportion -four operations, fractions, metric units, direct proportion. |
| Direct and inverse proportion - draw linear and quadratic graphs, writing statements of direct proportion and forming an equation. |
| Percentages - four operations, percentages, multiplication tables. Interest, Growth, Depreciation and Decay – percentages, decimals |
| Reverse Percentages - percentages Index Laws - powers of 10, negative numbers, four operations, BIDMAS , inverse operations. |
| Fractional and negative indices - Use index laws to simplify and calculate the value of numerical and algebraic expressions Expand and Simplify - negative numbers, substitution, coordinates |
| Assessment |
| Check ins |
| Check Outs |
| Half Term 4 |
| Knowledge |
| Sequences |
| Sequences including |
| quadratics(WA) |
| Inequalities |
| Solving Equations |
| Forming and Solving Equations |
| Factorising |
| Quadratics including the formula |
| and iteration (WA) |
| Subject of |
| Rearranging equations (WA) |
| Skills / application of knowledge |
| Sequences - Evaluating statements about whether or not specific numbers or patterns are in a sequence and justifying the reasons. |
| Sequences including quadratics - Evaluate statements about whether or not specific numbers or patterns are in a sequence and justify the reasons. |
| Solving Equations - Forming and solving equations involving algebra and other areas of mathematics such as area and perimeter. |
| Forming and Solving Equations - Problems that could be solved by forming equations such as: Pat and Paul have a combined salary of £800 per week. Pat earns £200 per week more than Paul. How much does Paul earn? |
| Links to prior learning |
| Sequences - negative numbers, use of calculator, index laws |
| Sequences including quadratics - Find and use the nth term of an arithmetic sequence |
| Inequalities – inequality signs, number line Solving Equations – inequality sign, substitution, negative numbers, four operations, BIDMAS, inverse operations |
| Forming and Solving Equations - solve linear equations, Factorising - expanding brackets, collecting ‘like’ terms |
| Quadratics including the formula and iteration - substitute into, solve and rearrange linear equations, factorise quadratic expressions Subject of – substitution, using formulae |
| BIDMAS and inequalities |
| Rearranging equations - change the subject of a formula |
| Assessment |
| Check ins |
| Check Outs |
| Half Term 5 |
| Knowledge |
| Standard Index Form |
| Alternate/Corresponding Angles |
| Interior and Exterior Angles |
| Plans and Elevations |
| Constructions |
| Bearings |
| Skills / application of knowledge |
| Standard Index Form - Link with other areas of mathematics, such as compound measures, by using speed of light in standard form. |
| Alternate/Corresponding Angles -Multi-step “angle chasing” style problems that involve justifying how students have found a specific angle. |
| Interior and Exterior Angles - Problems whereby students have to justify the number of sides that a regular polygon has given an interior or exterior angle. |
| Constructions - Link problems with other areas of mathematics, such as the trigonometric ratios and Pythagoras’ Theorem. |
| Bearings - Interpreting scale drawings and maps involving lengths that need to be measured (rather than given in the problem). |
| Links to prior learning |
| Standard Index Form - powers of 10 in index form |
| Alternate/Corresponding angles – angles as a measure of turn, angle sum of a triangle/quadrilateral |
| Interior and Exterior Angles - use ruler and protractor, angles, reflection and symmetry, polygons |
| Plans and Elevations - draw circles and arcs, measure and draw lines and angles, compass directions, sketches of 3D solids, faces, edge, vertices, planes of symmetry, constructing rectangles, triangles, perpendicular and parallel lines. |
| Constructions - measure and draw lines, using pairs of compasses |
| Bearings - measure and draw lines and angles |
| Assessment |
| Check ins |
| Check Outs |
| Year 10 Data Capture 2 |
| Half Term 6 |
| Knowledge |
| Pythagoras |
| Trig - Finding Sides |
| Trig - Finding Angles |
| Trig - Non Calculator |
| Pythagoras with Trig |
| Graphs of trig functions (WA) |
| Further trig (WA) |
| Surds (WA) |
| Circles,Arcs and Sectors |
| Circle geometry (WA) |
| Circle theorems (WA) |
| Skills / application of knowledge |
| Pythagoras/Trig - Combined triangle problems that involve consecutive application of Pythagoras’ Theorem or a combination of Pythagoras’ Theorem and the trigonometric ratios. |
| Graphs of trig functions -Match a given list of events/processes with their graph, calculate and justify specific coordinates on a transformation of a trigonometric function. |
| Further trig -Triangles formed in a semicircle can provide links with other areas of mathematics. |
| Surds -Links with other areas of Mathematics can be made by using surds in Pythagoras and when using trigonometric ratios. |
| Circles,Arcs and Sectors -Know the impact of estimating their answers and whether it is an overestimate or underestimate in relation to a given context. |
| Circle geometry - Justify if a straight-line graph would pass through a circle drawn on a coordinate grid. |
| Circle theorems- Problems that involve a clear chain of reasoning and provide counter-arguments to statements. |
| Can be linked to other areas of mathematics by incorporating trigonometry and Pythagoras’ Theorem. |
| Links to prior learning |
| Pythagoras and Trig - Rearrange formulae and equations, basic angle facts, surd form, coordinates |
| Graphs of trig functions/further trig - Use axes and coordinates to specify points in all four quadrants, recall and apply Pythagoras’ Theorem and trigonometric ratios, substitute into formulae. |
| Surds - Use negative numbers with all four operations, recall and use the hierarchy of operations. |
| Circles, Arcs and Sectors - area of a rectangle, use of a calculator. Circle geometry/circle theorems - drawing circles with compasses, recall the words, centre, radius, diameter and circumference, relationship of the gradient between two perpendicular lines, find the equation of the straight line. |
| Assessment |
| Check ins |
| Check Outs |
| Half Term 1 |
| Knowledge |
| Surface Area and Volume |
| Sampling |
| Averages |
| Averages from a Table |
| Averages from Grouped Data |
| Frequency Diagrams |
| Scatter Graphs |
| Skills / application of knowledge |
| Surface Area and Volume - Combinations of 3D forms such as a cone and a sphere where the radius has to be calculated given the total height. |
| Sampling - When using a sample of a population to solve contextual problem, students should be able to justify why the sample may not be representative of the whole |
| Averages - Given the mean, median and mode of five positive whole numbers, can you find the numbers? |
| Frequency Diagrams - Evaluate statements in relation to data displayed in a graph/chart. |
| Scatter Graphs - Many real-life situations that give rise to two variables provide opportunities for students to extrapolate and interpret the resulting relationship (if any) between the variables. |
| Links to prior learning |
| Surface area and volume - area of a rectangle, use of a calculator, measure lines, 2D shapes, multiplying and dividing by powers of 10, areas and volumes, interpreting scales Statistics and sampling - midpoints, inequality notation. |
| Averages – midpoints, inequality notation. |
| Averages from a table and grouped data - tally charts, inequality notation, midpoints, time. |
| Frequency Diagrams - read scales on graphs, plot coordinates, tally charts, stem and leaf, inequality notation, midpoints. |
| Scatter graphs - Read scales on graphs and plot coordinates, tally charts. |
| Assessment |
| Check ins Check outs Year 11 Data Capture 1 |
| Half Term 2 |
| Knowledge |
| Time Series |
| Pie Charts |
| Coordinate Geometry |
| Straight Line Graphs |
| Non-linear Graphs |
| Speed, Distance, Time |
| Compound Measures |
| Skills / application of knowledge |
| Time Series - Evaluate statements in relation to data displayed in a graph/chart. |
| Pie Charts - Explain why same-size sectors on pie charts with different data sets do not represent the same number of items but do represent the same proportion. |
| Straight Line Graphs - Students should be able to decide what the scales on any axis should in order to draw a correct graph. |
| Non-linear Graphs - Matching graphs with their respective functions. |
| Speed, Distance, Time/Compound measures - Speed/distance type problems that involve students justifying their reasons why one vehicle is faster than another. |
| Links to prior learning |
| Time Series - Read scales, coordinates, tally charts. |
| Pie Charts - read scales, draw circles, measure angles, coordinates, angles in a full turn, at a point and on a straight line. |
| Coordinate Geometry - plot coordinates, read scales, substitution. Straight Line Graphs - plot coordinates, read scales, substitution. |
| Non-linear Graphs -negative numbers, substitution, plot coordinates, expand brackets, collect ‘like’ terms. |
| Speed, Distance, Time and compound measures - interpret scales, percentage of an amount, percentages to decimals, rearrange equations, metric units, area and volume of shapes, s = d/t, d=m/v |
| Assessment |
| Check ins Check outs |
| Half Term 3 |
| Knowledge |
| Real Life Graphs |
| Congruence |
| Similar Shapes |
| Reflections |
| Rotations |
| Translations |
| Enlargements |
| Combined Transformations |
| Skills / application of knowledge |
| Real Life Graphs - Students should be able to decide what the scales on any axis should be to be able to draw a correct graph. |
| scale diagrams, including bearings and maps, provides a rich source of real-life examples and links to other areas of mathematics. |
| Transformations - Students should be given the opportunity to explore the effect of reflecting in two parallel mirror lines and combining transformations. |
| Links to prior learning |
| Real Life Graphs - plot coordinates, read scales, substitution |
| Congruence and similarity – enlarge shapes and scale factors, area and volume in metric measures. |
| Transformations - 2D shapes, plot points , rotations, draw and recognise lines parallel to axes and y = x, y = –x, congruent shapes |
| Assessment |
| Check ins Check outs Year 11 Data Capture |
| Half Term 4 |
| Knowledge |
| Vectors |
| Probability from a Table |
| Probability Trees |
| Venn Diagrams |
| Simultaneous Equations |
| Skills / application of knowledge |
| Vectors - Investigations involving vectors around 2D shapes such as a square can be extended to include considering the area enclosed in the same shapes. |
| Probability from a Table -Students should be given the opportunity to justify the probability of events happening or not happening. |
| Probability Trees - Lotteries provides a real-life link to probability.. Venn Diagrams -Use examples that include ratio, percentages or algebraic terms. |
| Simultaneous Equations - real life scenarios, such as 2 adult and 2 child tickets cost £18, and 1 adult and 3 child tickets costs £17. What is the cost of 1 adult ticket? |
| Links to prior learning |
| Vectors - column vectors when dealing with translations, Recall and apply Pythagoras’ Theorem on a coordinate grid. |
| Probability from a Table - add and multiply fractions and decimals, expressing one number as a fraction of another number. |
| Probability Trees - add and multiply fractions and decimals, expressing one number as a fraction of another number. |
| Venn Diagrams - Basic addition and subtraction, probability is a number between 0 and 1. Simultaneous Equations - set up and solve linear equations. |
| Assessment |
| Check ins Check outs |
| Half Term 5 |
| Knowledge |
| Past Papers/QLA |
| Half Term 6 |
| Knowledge |
| Exams |
| Half Term 1 |
| Knowledge |
| Surface Area and Volume |
| Surface area & volume - cylinders, |
| cones, spheres & frustums (WA) |
| Sampling |
| Sampling (WA) |
| Averages |
| Averages from a Table |
| Averages from Grouped Data |
| Frequency Diagrams |
| Scatter Graphs |
| Skills / application of knowledge |
| Surface Area and Volume -Combinations of 3D forms such as a cone and a sphere where the radius has to be calculated given the total height. |
| Surface area & volume - cylinders, cones, spheres & frustums -Multi-step problems, including the requirement to form and solve equations, provide links with other areas of mathematics. |
| Sampling - When using a sample of a population to solve contextual problem, students should be able to justify why the sample may not be representative of the whole |
| Averages - Given the mean, median and mode of five positive whole numbers, can you find the numbers? |
| Frequency Diagrams - Evaluate statements in relation to data displayed in a graph/chart. |
| Scatter Graphs - Many real-life situations that give rise to two variables provide opportunities for students to extrapolate and interpret the resulting relationship (if any) between the variables. |
| Links to prior learning |
| Surface area and volume - area of a rectangle, use of a calculator, measure lines, 2D shapes, powers of 10, areas and volumes, scales. |
| Surface area & volume - cylinders, cones, spheres & frustums – much of this unit is built upon area and volume from the crossover units but develops further to include forming and solving equations in this context. |
| Sampling - midpoints, inequality notation. |
| Sampling - samples, populations, sample sizes and reliability. |
| Averages – midpoints, inequality notation. |
| Averages from a table and grouped data - tally charts, inequality notation, midpoints, time. |
| Frequency Diagrams - read scales, plot coordinates, tally charts, stem and leaf, inequality notation, midpoints. |
| Scatter graphs - Read scale, plot coordinates, tally charts. |
| Assessment |
| Check ins |
| Check Outs |
| Year 11 Data Capture 1 |
| Half Term 2 |
| Knowledge |
| Time Series |
| Pie Charts |
| Cumulative frequency and box plots |
| (WA) |
| Histograms (WA) |
| Coordinate Geometry |
| Coordinate Geometry – linear |
| graphs/non-linear graphs/circle |
| geometry (WA) |
| Straight Line Graphs |
| Non-linear Graphs |
| Using graphs of circles, cubes and |
| quadratics (WA) |
| Speed, Distance, Time |
| Compound Measures |
| Skills / application of knowledge |
| Time Series - Evaluate statements in relation to data displayed in a graph/chart. |
| Pie Charts - Explain why same-size sectors on pie charts with different data sets do not represent the same number of items but do represent the same proportion. |
| Cumulative frequency and box plots -Interpret two or more data sets from box plots and relate the key measures in the context of the data. |
| Given the size of a sample and its box plot calculate the proportion above/below a specified value. |
| Coordinate Geometry (linear graphs/non-linear graphs/circle geometry) Given an equation of a line provide a counter argument as to whether or not another equation of a line is parallel or perpendicular to the first line. |
| Straight Line Graphs - Students should be able to decide what the scales on any axis should in order to draw a correct graph |
| Non-linear Graphs - Matching graphs with their respective functions. |
| Using graphs of circles, cubes and quadratics - Match equations to their graphs and to real-life scenarios, “Show that”-type questions will allow students to show a logical and clear chain of reasoning |
| Speed, Distance, Time/Compound measures - Speed/distance type problems that involve students justifying their reasons why one vehicle is faster than another. |
| Links to prior learning |
| Time Series - Read scales, coordinates, tally charts. |
| Pie Charts - read scales, draw circles, measure angles, coordinates, angles in a full turn, at a point and on a straight line. |
| Cumulative frequency/box plots/histograms - inequality notation, multiply a fraction by a number |
| Coordinate Geometry - plot coordinates, read scales, substitution. |
| Coordinate Geometry ( linear graphs/non-linear graphs/circle geometry) - Pythagoras’ Theorem, area of compound shapes, straight-line graphs for real-life situations, midpoint of a line. |
| Straight Line Graphs - plot coordinates, read scales, substitution. |
| Non-linear Graphs -negative numbers, substitution, plot coordinates, expand brackets, collect ‘like’ terms. |
| Using graphs of circles, cubes and quadratics - Solve equations algebraically, craw linear and quadratic graphs, sketch reciprocal graphs Speed, Distance, Time and compound measures - interpret scales, percentage of an amount, percentages to decimals, rearrange equations, metric units, area and volume of shapes, s = d/t, d=m/v |
| Assessment |
| Check ins |
| Check Outs |
| Half Term 3 |
| Knowledge |
| Real Life Graphs |
| Congruence |
| Similar Shapes |
| Similarity in 2D & 3D (WA) |
| Congruence and geometric |
| proof (WA) |
| Reflections |
| Rotations |
| Translations |
| Enlargements |
| Combined Transformations |
| Transformations (WA |
| Skills / application of knowledge |
| Real Life Graphs - Students should be able to decide what the scales on any axis should be to be able to draw a correct graph. |
| Congruence/similarity - Using scale diagrams, including bearings and maps, provides a rich source of real-life examples and links to other areas of mathematics. |
| Similarity in 2D & 3D - Multi-step questions which require calculating missing lengths of similar shapes prior to calculating area of the shape, or using this information in trigonometry or Pythagoras problems. |
| Congruence and geometric proof - Formal proof is an ideal opportunity for students to provide a clear logical chain of reasoning providing links with other areas of mathematics. |
| Transformations - Students should be given the opportunity to explore the effect of reflecting in two parallel mirror lines and combining transformations. |
| Links to prior learning |
| Real Life Graphs - plot coordinates, read scales, substitution |
| Congruence and similarity – enlarge shapes and scale factors, area and volume in metric measures. |
| Similarity in 2D & 3D - enlarge shapes and calculate scale factors, area and volume in various metric measures, identify similar shapes. |
| Congruence and geometric proof - congruence criteria for triangles (SSS, SAS, ASA and RHS), understand congruence, as two shapes that are the same size and shape and visually identify shapes which are congruent, prove that two shapes are similar. Transformations - 2D shapes, plot points , rotations, draw and recognise lines parallel to axes and y = x, y = –x, congruent shapes |
| Transformations - recognise 2D shapes. |
| Plot coordinates and linear equations parallel to the coordinate axes, enlarge, rotate, reflect and translate given shapes and also be able to describe transformations. |
| Assessment |
| Check ins |
| Check Outs |
| Year 11 Data Capture |
| Half Term 4 |
| Knowledge |
| Vectors |
| Vectors (WA) |
| Probability from a Table |
| Probability Trees |
| Conditional probability (WA) |
| Venn Diagrams |
| Simultaneous Equations |
| Simultaneous equations (WA) |
| Gradient and area under a curve |
| (WA) |
| Functions (WA) |
| Algebraic proof (WA) |
| Skills / application of knowledge |
| Vectors - Investigations involving vectors around 2D shapes such as a square can be extended to include considering the area enclosed in the same shapes. |
| Vectors - “Show that”-type questions are an ideal opportunity for students to provide a clear logical chain of reasoning. |
| Probability from a Table -Students should be given the opportunity to justify the probability of events happening or not happening. |
| Probability Trees - Lotteries provides a reallife link to probability. |
| Conditional probability - Students should be given the opportunity to justify the probability of events happening or not happening in real-life and abstract contexts. |
| Venn Diagrams -Use examples that include ratio, percentages or algebraic terms. |
| Simultaneous Equations - real life scenarios, such as 2 adult and 2 child tickets cost £18, and 1 adult and 3 child tickets costs £17. What is the cost of 1 adult ticket? |
| Simultaneous equations - Problems that require student to justify why certain values in a solution can be ignored. |
| Gradient and area under a curve- Interpreting many of these graphs in relation to their specific contexts. |
| Algebraic proof - Formal proof is an ideal opportunity for students to provide a clear logical chain of reasoning. |
| Links to prior learning |
| Vectors - column vectors, Pythagoras’ Theorem on a coordinate grid. |
| Vectors - vectors, Pythagoras’ Theorem, properties of triangles and quadrilaterals, column vector arithmetic. |
| Probability from a Table/Trees - add and multiply fractions and decimals, expressing one number as a fraction of another number. |
| Conditional probability –probability trees, two way tables and venn diagrams Venn Diagrams - Basic addition and subtraction, probability is a number between 0 and 1. |
| Simultaneous Equations - set up and solve linear equations. |
| Simultaneous equations - linear equations. factorise quadratic expressions, inequalities on number lines, solve simple linear inequalities, Gradient and area under a curve - gradient of a linear function |
| Functions - Simplify surds, negative numbers , hierarchy of operations. |
| Algebraic proof - Expand expressions, solve linear and quadratic equations. |
| Assessment |
| Check ins |
| Check Outs |
| Half Term 5 |
| Knowledge |
| Past Papers/QLA |
| Half Term 6 |
| Knowledge |
| Exams |
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