Maths Curriculum Overview
Click here to view our Maths (Nurture) learning journey.
Click here to view our Maths (Foundation) learning journey.
Click here to view our Maths (Higher) learning journey.
Aim
Here at Sandhill View Academy, we aim to securely equip all of our students for life beyond school as successful, confident, responsible and respectful citizens. We believe that education provides the key to social mobility and our curriculum is designed to build strong foundations in the knowledge, understanding and skills which lead to academic and personal success. We want our students to enjoy the challenges that learning offers.
Our aims are underpinned by a culture of high aspirations. Through developing positive relationships, we work towards every individual having a strong belief in their own abilities so that they work hard, build resilience and achieve their very best.
Intent
The curriculum includes formal teaching through subject areas, assemblies and extracurricular activities. We regularly review content to ensure we continue to meet our curriculum aims. The Math’s curriculum is planned to enable all students to develop skills in the following areas:
- Number
- Algebra
- Ratio, proportion and rates of change
- Geometry and measures
- Probability
- Statistics
All students are taught in a way which supports them to develop fluency, reason mathematically and solve problems linked to real life situations, by applying the knowledge and skills they have developed over time.
Throughout our programmes of study, every attempt is made to make explicit links to careers and the world of work. In addition to subject specific links, we aim to explicitly reinforce the skills and aptitudes which support employers say are important in the workplace;
- Resilience (Aiming High, Staying Positive, Learning from Mistakes)
- Collaboration (Teamwork, Leadership, Communication)
- Creativity (Originality, Problem Solving, Independent Study)
The British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly and reinforced in the way in which the school operates.
Sequence and structure
Our curriculum is split into Key Stage 3 (years 7 and 8) and Key Stage 4 (years 9, 10 and 11).
The Math’s department uses the whole school lesson structure to support consistency. This is used to connect previous learning to new situations, it delivers content through worked examples and models that students can refer to and it consolidates understanding and application through the use of problem solving/functional questions.
Where appropriate maths lessons should include multi step/problem solving and/or functional questions.
-
Key Stage 3 Curriculum
Our Key Stage 3 Math’s Curriculum includes the following areas of study:
KS3 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 Year 7 Number work: Four operations, indices and decimals. Geometry: Angles
Algebra: Expanding and factorising single brackets.
Number work: Working with negative numbers.
Algebra: Solving equations
Data analysis and probability
Presenting and Representing Data, Solving Equations. Probability: Be able to draw frequency trees
Number: Bidmas and indices
Geometry: constructions, congruence and similarity Year 8 Number work including the use of fractions decimals and percentages. Algebra: Including sequences, nth term and expanding brackets
Number work: Calculating percentages, increase and decrease, percentage change. Problems involving Ratio
Geometry: Plotting simple straight-line graphs in the form y = mx + c
Plotting simple quadratic graphs
Working with semi/quarter circles and more challenging worded questions.
Algebra: Basic inequalities and inequalities on a number line Plans and elevations
Surface area of cuboids; triangular prisms etc
Statistics: Averages from raw data and averages from tables. Cumulative frequency. Geometry:
Angle and line bisector revision and problem-solving development
Probability: Venn Diagrams Transformations:
Be able to translate simple 2D shapes. Be able to enlarge by a positive scale factor from a centre of enlargement.
We know that students who read well achieve well. As such all subject areas are committed to providing opportunities for students to read.
-
Key Stage 4 Curriculum
Our Key Stage 4 Curriculum
At Key Stage 4 students follow the OCR framework.
KS4 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 Year 9 Number work: Indices, powers and roots. Angles, sequences and graphs
Number work: Calculations and accuracy Algebra
Geometry: Constructions
Statistics: Interpreting results
Geometry: Transformations, Ratio and proportion, Statistical enquiry Number work: Ratio and proportion, fractions, decimals and percentages. Geometry: Area and volume, Algebra: equations and inequalities Geometry: Pythagoras and trigonometry, Number work: percentages
consolidation for the year
Year 10 Geometry: Angle Properties, Volume / Surface Area, Circles, Plans and Elevations, Statistics: Averages from tables.
Geometry: 3D shapes, constructions Geometry: Transformations Probability
Further probability Number work: Ratio and proportion.
Proportionality.
Set up, solve and interpret answers for growth and decay.
Similar Shapes, Percentages, Compound Interest, Direct / Indirect Proportion, Formulae, Quadratic Equations, Equation of a Circle. Algebra: Working with quadratics Number: Fractions and reciprocals, Indices, standards form,
Geometry: Vectors and graph work
Year 11 Gap Analysis- Areas of Weakness. Gap Analysis- Areas of Weakness. Gap Analysis- Areas of Weakness. Gap Analysis- Areas of Weakness. Gap Analysis- Areas of Weakness. GCSE Examination dates.
How does our Curriculum cater for students with SEND?
Sandhill View is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community.
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16)
Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at the Academy are expected to make at least good progress.
Specific approaches which are used within the curriculum areas include:
- Mastery approach to planning
- A focus on embedding key concepts into long term memory.
- Exposing students to mathematical problems in everyday life and teaching student’s problem-solving strategies.
- Seating to allow inclusion
- Resources are accessible and their use explained by the teacher
- Displays and visual learning tools are used where necessary
- Multi-sensory approaches
- Where appropriate support from additional adults is planned to scaffold students learning
- Groups work and discussion
- Clear teacher/student communication
- Feedback that allows students to make progress, whether written or verbal
- Independent study/homework.
- Reduce the reliance on memory and embed a deeper understanding of mathematical concepts.
How does our curriculum cater for disadvantaged students and those from minority groups?
As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy. More specifically within the teaching of Math’s, we;
- Work to identify barriers, interests and what might help each pupil make the next steps in learning.
- provide targeted support for under-performing pupils during lesson time, in addition to revision lessons outside school hours.
- use strategies best suited to addressing individual needs, rather than just fitting pupils into their existing support strategies
How do we make sure that our curriculum is implemented effectively?
The Math’s curriculum leader is responsible for designing the Math’s curriculum and monitoring implementation.
The subject leader’s monitoring is validated by senior leaders.
Staff have regular access to professional development/training to ensure that curriculum requirements are met.
Effective assessment informs staff about areas in which interventions are required. These interventions are delivered during curriculum time to enhance pupils’ capacity to access the full curriculum.
Curriculum resources are selected carefully and reviewed regularly.
Assessments are designed thoughtfully to assess student progress and also to shape future learning.
Assessments are checked for reliability within departments and across the Trust.
We have staff who mark for exam boards and provide vital CPD to the rest of the department to ensure reliability of data.
Gap analysis spreadsheets are used to identify areas of development for students and the Math’s department.
Maths specific CPD across the trust, which is used to enhance teaching and further pupil progress
How do we make sure our curriculum is having the desired impact?
- Examination results analysis and evaluation
- Termly assessments-analysis and evaluation meetings
- Lesson observations
- Learning walks
- Book scrutiny
- Regular feedback from Teaching Staff during department meetings
- Regular feedback from Middle Leaders during curriculum meetings
- Pupil Surveys
- Parental feedback
Nurture:
Y7:
| Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | Problem Solving Task | ||
| Autumn 1 | Number:
Addition and Subtraction |
Number:
Times tables skills (going forward, e.g. 9 x 2 = 18)
Times tables skills (going backwards, e.g. 18 ÷ 9 = 2) |
Number:
Multiplication |
Number:
Multiplication and Division |
Number:
Division. |
Geometry:
Recognising angles; measuring angles |
Geometry:
Angle facts for straight lines, triangles, quadrilaterals and angles around a point. |
Beach Bar | |
| Autumn 2 | Geometry:
Be able to calculate perimeter. |
Geometry:
Be able to calculate areas. |
Number:
Powers; squares; cubes and primes. |
Assessment 1
w/c 18th November |
Number:
Working with negative numbers, including addition, subtraction, multiplication and division. |
Number:
Factors; multiples and primes. |
Ratio:
Investigation |
Loft | |
| Spring 1 | Algebra:
Solving equations with one unknown. |
Data:
Bar charts and line graphs |
Data:
Two way tables |
Data:
Scatter graphs |
Data:
Pie charts |
Probability:
Understand the basics of probability. |
Paris | ||
| Spring 2 | Probability:
Be able to draw frequency trees and probability spaces. |
Assessment 2
w/c/ 2rd March |
Number:
BIDMAS |
Number:
Estimation (and basic indices if appropriate) |
Number:
Conversions between metric and imperial values.
|
Dog Walking | |||
| Summer 1 | Geometry:
Construct angle and line bisectors. |
Geometry:
Be able to appreciate congruence. |
Geometry:
Be able to appreciate similarity. |
Number:
Be able to tell the time |
Number:
Calculate speed distance time. |
Algebra:
Introduction to algebra, including simplifying expressions. |
Algebra:
Expanding single brackets. |
Millie’s Bikes | |
| Summer 2 | Revision | Assessment 3
w/c 1st June and Exam Review |
Number:
Introduction to fractions |
Number:
Addition and subtraction of fractions |
Number:
Addition, subtraction, multiplication and division of fractions |
Language Classes |
Y8:
| Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | Problem Solving Task | ||
| Autumn 1 | Number:
Recap of basic addition and subtraction |
Number:
Recap of multiplication and division |
Number:
Ordering numbers and working with the four basic operations. |
Number:
Working with negative numbers. |
Algebra:
Sequences including being able to find the nth term. |
Algebra:
Expanding double brackets, substitution |
Algebra:
Solving equations, up to and including with unknowns on both sides.
CAREERS WEEK LESSON |
Beach Bar | |
| Autumn 2 | Number:
Percentages of quantities. |
Number:
Percentages of quantities. |
Number:
Addition, subtraction, multiplication with decimals. |
Assessment 1
w/c 18th November |
Ratio:
Introduction to ratio in a practical context and simplification. |
Ratio:
Sharing ratios into quantities in the form a:b |
Geometry:
Volume of cuboids |
Loft | |
| Spring 1 | Data:
Plotting coordinates |
Data:
Plotting simple straight line graphs in the form y = mx + c |
Data:
Plotting simple straight line graphs in the form y = mx + c |
Algebra:
Labelling circles and basic area. |
Algebra:
Labelling circles and basic circumference. |
Algebra:
Working with area and circumference problems |
Paris | ||
| Spring 2 | Number:
Basic inequalities and inequalities on a number line |
Number:
Solving inequalities |
Assessment 2
w/c/ 9th March |
Geometry:
Perimeter and area |
Geometry:
Surface area of cuboids |
Dog Walking | |||
| Summer 1 | Statistics:
Averages from raw data. |
Statistics:
Averages from tables |
Geometry:
Angle and line bisector revision and problem solving development. |
Geometry:
Constructing triangles. |
Probability:
Revision of year 7 content. |
Ratio:
Recipes work |
Ratio:
Best buy problems |
Millie’s Bikes | |
| Summer 2 | Revision | Assessment 3
w/c 1st June 2020 and Exam Review |
Probability:
Venn Diagrams |
Transformations:
Consider symmetry and be able to reflect simple 2D shapes. Be able to rotate, translate and enlarge simple 2D shapes.
|
Geometry:
Plans and elevations ‘Model Village’ week |
Language Classes |
Y9:
| Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | ||
| Autumn 1 | Number:
Indices, powers and roots.
|
units of measure/conversions
LINKS WITH DT
|
Standard form
LINKS WITH SCIENCE |
Geometry:
Angles
|
||||
| Autumn 2 | Algebra:
Simplifying and substituting |
ALGEBRA:
Sequences and Graphs
|
NUMBER: Calculations and accuracy | Exams and follow up
Calculator and non calculator GCSE paper.
|
Probability
|
|||
| Spring 1 | Geometry:
Transformations
|
Ratio
|
STATISTICS: Statistical enquiry | Algebra: Forming and solving equations | ||||
| Spring 2 | Proportion
|
Number:
Fractions decimals and percentages |
Exams and follow up | |||||
| Summer 1 | Geometry: Area and volume | Algebra: Equations and inequalities | GEOMETRY: constructions and loci | ALGEBRA
Functions machines |
Enlargement Project | |||
| Summer 2 | Probability | Geometry:
Pythagoras |
Revision | Exams and follow up | Exams and follow up | |||
Foundation:
Y7:
| Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | Problem Solving Task | ||
| Autumn 1 | Number:
Completion of initial assessments and reviewing addition, subtraction, multiplication and division. |
Number:
Powers of 10 and standard form |
Number:
Decimal places and significant figures. |
Geometry:
Recognising, drawing and measuring angles. |
Geometry:
Angle rules including triangles, quadrilaterals and straight lines.
CAREERS WEEK LESSON |
Geometry:
Working with area and perimeter. |
Geometry:
Working with volume. |
Beach Bar | |
| Autumn 2 | Algebra:
Introduction to algebra, including simplifying expressions. |
Algebra:
Expanding and factorising single brackets. |
Number:
Powers; squares; cubes and primes. |
Assessment 1
w/c 18th November |
Number:
Working with negative numbers, including addition, subtraction, multiplication and division. |
Number:
Factors; multiples and primes. . |
Ratio:
Investigation |
Loft | |
| Spring 1 | Algebra:
Solving equations with one unknown. |
Algebra:
Solving equations with two unknowns. |
Data:
Consider types of data; be able to draw bar charts and line graphs. |
Data:
Be able to draw two way table. |
Data:
Be able to draw pie charts. |
Probability:
Understand the basics of probability. |
Paris | ||
| Spring 2 | Probability:
Be able to draw frequency trees and probability spaces. |
Assessment 2
w/c/ 2rd March |
Number:
Understand basic principles of BIDMAS and estimation. |
Number:
Indices
|
Number:
Conversions between metric and imperial values.
|
Dog Walking | |||
| Summer 1 | Geometry:
Construct angle and line bisectors. |
Geometry:
Be able to appreciate congruence and to identify congruence rules in triangles. |
Geometry:
Be able to appreciate similarity and work with positive scale factors. |
Number:
Be able to tell the time and work with timetables. |
Number:
Calculate speed distance time. |
Number:
Addition and subtraction of fractions |
Number:
Multiplication and division of fractions |
Millie’s Bikes | |
| Summer 2 | Revision | Assessment 3
w/c 1st June |
Exam Review | Number:
Ordering fractions (including on a number line); simplifying fractions and equivalent fractions, to include shading. |
Number:
Understanding mixed numbers and improper fractions, to include calculations. |
Language Classes |
Y8:
| Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | Problem Solving Task | ||
| Autumn 1 | Number:
Ordering numbers and working with the four basic operations (to include using fractions and decimals) |
Number:
Working with negative numbers. |
Algebra:
Sequences including being able to find the nth term. |
Algebra:
Expanding and factorising double brackets |
Algebra:
Solving equations, up to and including with unknowns on both sides.
CAREERS WEEK LESSON |
Algebra:
Substitution and using formulae. |
Statistics:
Averages from raw data |
Beach Bar | |
| Autumn 2 | Number:
Percentages of quantities including quantities larger than 100%. |
Number:
Percentages of quantities continued. |
Number:
Addition, subtraction, multiplication and division with decimals. |
Assessment 1
w/c 18th November |
Ratio:
Introduction to ratio in a practical context and simplification. |
Ratio:
Sharing ratios into quantities in the form a:b and a:b:c |
Ratio:
Recipes work and best buys |
Loft | |
| Spring 1 | Transformations:
Be able to reflect and rotate simple 2D shapes. |
Transformations:
Be able to translate simple 2D shapes. Be able to enlarge by a positive scale factor from a centre of enlargement. |
Transformations:
Describe a transformation carried out on a shape. |
Probability:
Venn Diagrams. |
Ratio:
Speed, distance, time and graphs
|
Number:
Basic inequalities and inequalities on a number line. |
Paris | ||
| Spring 2 | Number:
Graphical inequalities and solving equations |
Revision | Assessment 2
w/c/ 9th March |
Geometry:
Surface area of cuboids; triangular prisms etc |
Geometry:
Volume
|
Dog Walking | |||
| Summer 1 | Algebra:
Labelling circles and basic area and circumference.
|
Algebra:
Working with semi/quarter circles and more challenging worded questions.
|
Geometry:
Angle and line bisector revision and problem solving development. |
Geometry:
Constructing triangles. |
Probability:
Revision of year 7 content, develop and/or rule |
Data:
Plotting coordinates and recognising simple x = and y = lines |
Data:
Plotting simple straight line graphs in the form y = mx + c |
Millie’s Bikes | |
| Summer 2 | Revision | Assessment 3
w/c 1st June 2020 |
Exam Review | Data:
Plotting simple straight line graphs in the from y = mx + c and simple quadratics. |
Geometry:
Plans and elevations ‘Model Village’ week |
Language Classes |
Y9:
| Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | ||
| Autumn 1 | Number:
Indices, powers and roots.
|
units of measure/conversions
LINKS WITH DT
|
Standard form
LINKS WITH SCIENCE |
Geometry:
Angles
|
||||
| Autumn 2 | Algebra:
Simplifying and substituting |
ALGEBRA:
Sequences and Graphs
|
NUMBER: Calculations and accuracy | Exams and follow up
Calculator and non calculator GCSE paper.
|
Probability
|
|||
| Spring 1 | Geometry:
Transformations
|
Ratio
|
STATISTICS: Statistical enquiry | Algebra: Forming and solving equations | ||||
| Spring 2 | Proportion
|
Number:
FDP |
Exams and follow up | |||||
| Summer 1 | Geometry: Area and volume | Algebra: Equations and inequalities | GEOMETRY: constructions and loci | ALGEBRA
Functions and function machines |
Enlargement Project | |||
| Summer 2 | Probability | Geometry:
Pythagoras and trigonometry |
Revision | Exams and follow up | Exams and follow up | |||
Higher:
Y7:
| Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | Problem Solving Task | ||
| Autumn 1 | Number:
Completion of initial assessments and reviewing addition, subtraction, multiplication and division. |
Number:
Powers of 10 and standard form |
Number:
Decimal places, significant figures and working with bounds. |
Geometry:
Recognising, drawing and measuring angles. |
Geometry:
Angle rules including triangles, quadrilaterals and straight lines.
CAREERS WEEK LESSON |
Geometry:
Working with angles in parallel lines, to include algebraic angles for higher sets. |
Geometry:
Be able to calculate perimeter and area r to include algebraic perimeters and areas. |
Beach Bar | |
| Autumn 2 | Algebra:
Introduction to algebra, including simplifying expressions. |
Algebra:
Expanding and factorising single brackets. Higher sets to consider expanding and factorising double brackets. |
Number:
Powers; squares; cubes and primes. |
Assessment 1
w/c 18th November |
Number:
Working with negative numbers, including addition, subtraction, multiplication and division. |
Number:
Factors; multiples; primes to include HCF and LCM. |
Ratio:
Investigation |
Loft | |
| Spring 1 | Algebra:
Solving equations with one unknown. |
Algebra:
Solving equations with two unknowns. |
Data:
Consider types of data; be able to draw bar charts and line graphs. |
Data:
Be able to draw two way tables and scatter graphs. |
Data:
Be able to draw frequency polygons and pie charts. |
Probability:
Understand the basics of probability. |
Paris | ||
| Spring 2 | Probability:
Be able to draw frequency trees and probability spaces. Understand the and/or rule. |
Assessment 2
w/c/ 2rd March |
Number:
Understand basic principles of BIDMAS and estimation. |
Number:
Indices: , and (. |
Number:
Conversions between metric and imperial values.
|
Dog Walking | |||
| Summer 1 | Geometry:
Construct angle and line bisectors. |
Geometry:
Be able to appreciate congruence and to identify congruence rules in triangles. |
Geometry:
Be able to appreciate similarity and work with positive scale factors. |
Number:
Be able to tell the time; work with timetables and work with time to a decimal value |
Number:
Calculate speed distance time and work with speed distance time graphs. |
Number:
Addition and subtraction of fractions |
Number:
Multiplication and division of fractions |
Millie’s Bikes | |
| Summer 2 | Revision | Assessment 3
w/c 1st June |
Exam Review | Number:
Ordering fractions (including on a number line); simplifying fractions and equivalent fractions, to include shading. |
Number:
Understanding mixed numbers and improper fractions, to include calculations. |
Language Classes |
Y8:
| Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | Problem Solving Task | ||
| Autumn 1 | Number:
Ordering numbers and working with the four basic operations (to include using fractions and decimals) |
Number:
Working with negative numbers. |
Algebra:
Sequences including being able to find the nth term and to identify a Fibonacci sequence. |
Algebra:
Expanding and factorising double brackets |
Algebra:
Solving equations, up to and including with unknowns on both sides.
CAREERS WEEK LESSON |
Algebra:
Substitution and using formulae. |
Statistics:
Averages from raw data and averages from tables. |
Beach Bar | |
| Autumn 2 | Number:
Percentages of quantities including quantities larger than 100%. |
Number:
LA: continue week 1 work HA: calculate percentage change/calculate reverse percentages. |
Number:
Addition, subtraction, multiplication and division with decimals. |
Assessment 1
w/c 18th November |
Ratio:
Introduction to ratio in a practical context and simplification. |
Ratio:
Sharing ratios into quantities in the form a:b and a:b:c |
Ratio:
Recipes work, best buys and the link between ratios and fractions |
Loft | |
| Spring 1 | Transformations:
Be able to reflect and rotate simple 2D shapes. |
Transformations:
Be able to translate simple 2D shapes. Be able to enlarge by a positive scale factor from a centre of enlargement. |
Transformations:
Mixed transformations/ development of any of the content covered in weeks 1 and 2. |
Probability:
Venn Diagrams. |
Ratio:
Speed, distance, time and graphs
|
Number:
Basic inequalities and inequalities on a number line. |
Paris | ||
| Spring 2 | Number:
Graphical inequalities and solving equations |
Revision | Assessment 2
w/c/ 9th March |
Geometry:
Surface area of cuboids; triangular prisms etc |
Geometry:
Volume
|
Dog Walking | |||
| Summer 1 | Algebra:
Labelling circles and basic area and circumference.
|
Algebra:
Working with semi/quarter circles and more challenging worded questions.
|
Geometry:
Angle and line bisector revision and problem solving development. |
Geometry:
Constructing triangles. |
Probability:
Revision of year 7 content, develop and/or rule |
Data:
Plotting coordinates and recognising simple x = and y = lines |
Data:
Plotting simple straight line graphs in the form y = mx + c |
Millie’s Bikes | |
| Summer 2 | Revision | Assessment 3
w/c 1st June 2020 |
Exam Review | Data:
Finding equations, midpoints and endpoints from y = mx + c |
Geometry:
Plans and elevations ‘Model Village’ week |
Language Classes |
Y9:
| Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 | ||
| Autumn 1 | Number:
Indices, powers and roots.
|
units of measure/conversions
LINKS WITH DT
|
Standard form
LINKS WITH SCIENCE |
Geometry:
Angles
|
||||
| Autumn 2 | Algebra:
Simplifying and substituting |
ALGEBRA:
Sequences and Graphs
|
NUMBER: Calculations and accuracy | Exams and follow up
Calculator and non calculator GCSE paper.
|
Probability
|
|||
| Spring 1 | Geometry:
Transformations
|
Ratio
|
STATISTICS: Statistical enquiry | Algebra: Forming and solving equations | ||||
| Spring 2 | Proportion
|
Number:
FDP |
Exams and follow up | |||||
| Summer 1 | Geometry: Area and volume | Algebra: Equations and inequalities | GEOMETRY: constructions and loci | ALGEBRA
Functions and function machines |
Enlargement Project | |||
| Summer 2 | Probability | Geometry:
Pythagoras and trigonometry |
Revision | Exams and follow up | Exams and follow up | |||