## VISION

At Caludon we believe all students should have the opportunity to appreciate the wonder and power of Mathematics in an exciting and encouraging environment, where every student is given the opportunity to achieve their personal goals and deepen their understanding of this subject.

To enable this, we believe that we should all work together to provide high quality and wide ranging learning experiences, and to provide and use quality resources.

To assist parents in participating in the learning experiences and home learning, we have set out the following Mathematics curriculum and possible resources as a guide.

## YEAR 7 MATHEMATICS

Year 7 students are taught in three equivalent bands with each band split into three groups based on the student’s ability and individual needs. The students will follow an accelerated, challenging curriculum building upon the knowledge and skills developed in primary school.

Students will develop their mathematical skills in six key areas:

- Number
- Algebra
- Geometry and Measures
- Statistics and Probability
- Using and applying Mathematics
- Ratio and proportion

The specific topics covered during the year reflect the needs of the student’s individual teaching group. Students will have regular access to an ICT room or iPads to support their mathematical development. Students will use www.Sparxmaths.co.uk at home using their unique Caludon login for home learning and individual study.

Students are expected to come to lessons with their full equipment, including pens, pencils, a ruler and a calculator. Students will be formally assessed each term.

Additional assessment including self-assessment, peer-assessment and teacher-assessment takes place throughout the year. The progress of all students is constantly monitored and students will have the opportunity to move between the different ability groups depending on their performance. Students will complete progress checks every half term and these can be used as an indicator of the progress a student has made in the specific topics.

Year | Autumn Term | Spring Term | Summer Term |
---|---|---|---|

7 | Place value Ordering integers Decimals FDP conversions Simplifying algebraic expressions Function machines Sequences Expanding brackets Solving equations | Representing data (using graphs and charts) Ratio Averages and range Factors and multiples Square and cube numbers Directed numbers Order of operations | Draw and measure angles Construction Basic angle facts Angles on parallel lines Sets Probability 2D shapes 3D shapes Perimeter and area Volume Surface area |

## YEAR 8 MATHEMATICS

Year 8 students are taught in three equivalent bands with each band split into three groups based on the student’s ability and individual needs. Year 8 students will have four mathematics lessons a week.

The students will continue along our robust and varies mathematics curriculum, using a vast wealth of resources created specifically to aid individual student learning.

Students will develop their mathematical skills in six key areas:

- Number
- Algebra
- Geometry and Measures
- Statistics and Probability
- Ratio and Proportion
- Using and applying Mathematics

The specific topics covered during the year reflect the needs of the student’s individual teaching group, but will build on and extend the work covered in Year 7. Students will have regular access to an ICT room or iPads to support their mathematical development. Students will use www.Sparxmaths.co.uk at home using their unique Caludon login for home learning and individual study.

Students are expected to come to lessons with their full equipment, including pens, pencils, a ruler and a calculator. Students will be formally assessed each term.

Additional assessment including self-assessment, peer-assessment and teacher-assessment takes place throughout the year. The progress of all students is constantly monitored and students will have the opportunity to move between the different ability groups depending on their performance. Students will complete progress checks every half term and these can be used as an indicator of the progress a student has made in the specific topics.

Year | Autumn Term | Spring Term | Summer Term |
---|---|---|---|

8 | Number, Indices, Venn Diagrams, Standard form Index laws Standard form Directed numbers Simplifying expressions Substituting into expressions Expanding and factorising expressions Solving equations Sequences Pie charts Fractions Function notation Percentages Growth and decay | Constructions Loci Angles and bearings Ratio and proportion Area and perimeter Real life graphs Similarity Transformations Scatter graphs Two way tables | Averages Order of operations Using a calculator Iteration Vectors Pythagoras Drawing linear graphs 3D shapes Volume Surface area |

## YEAR 9 MATHEMATICS

Year 9 students are taught in three equivalent bands, with each band split into three groups. Each band will have one top set, who will primarily focus on topics at grades 5-9, and two mixed groups, who will focus on grade 1-6 content. There are opportunities throughout the year for students to move up and down sets depending on needs and performance. Year 9 students will have four mathematics lessons a week.

Students will continue to develop their mathematical skills in the five key areas of:

- Number
- Algebra
- Geometry and Measures
- Statistics and Probability
- Ratio and Proportion
- Using and applying Mathematics

The specific topics covered during the year reflect the needs of the student’s individual teaching group, but will build on and extend the work covered in students’ previous years at Caludon. Students will have regular access to an ICT room or iPads to support their mathematical development. Students will use www.Sparxmaths.co.uk at home using their unique Caludon login for home learning and individual study.

Students are expected to come to lessons with their full equipment, including pens, pencils, a ruler and a calculator. Students will be formally assessed each term. Additional assessment including self-assessment, peer-assessment and teacher-assessment takes place throughout the year. The progress of all students is constantly monitored and students will have the opportunity to move between the different ability groups depending on their performance. Students will complete progress checks every half term and these can be used as an indicator of the progress a student has made in the specific topics.

Year | Autumn Term | Spring Term | Summer Term |
---|---|---|---|

9 Set 1 | Fractions, decimals and percentage conversions Rounding and error Forming expressions Substituting into expressions Algebraic manipulation (expanding, factorising and algebraic fractions) Angles in polygons and on parallel lines Recap of data Grouped frequency diagrams (histograms and cumulative frequency graphs) | Similarity Percentages Rearranging formulae Functions Proportion Probability Iteration | Volume and surface area Surds Plans and elevations Scale Drawings Bearings Constructions Loci |

9 Sets 2 & 3 | FDP conversions Rounding and error Algebraic manipulation (expanding, factorising and simplifying) Proportion, Probability and Iteration Index laws Angles on parallel lines and in polygons Interpreting graphs Cumulative frequency and box plots | Similarity Fractions Ratio and proportion Percentages Probability | Area Volume and surface area Compound measures Scale drawings Bearings Plans and elevations Constructions and loci |

## YEAR 10 MATHEMATICS

Year 10 students are taught in two equivalent bands, with five sets in each band. Sets 1-3 will be focus on higher tier content, while sets 4 and 5 will focus on foundation tier. Students will follow the Linear GCSE course, which will be examined over three papers; one non-calculator and two calculator papers all of which are one hour thirty minutes. There will be two tiers of entry, higher will cover grades 9-3 and foundation, covering 5-1. Higher students will be entered for Edexcel, with the vast majority of Foundation students entered for OCR, however there are opportunities for individual pathways where appropriate. Students will have 4 hours of mathematics per week with additional intervention in place where appropriate.

Students will study the mathematics in the six key areas of number, algebra, geometry and measures, ratio and proportion, statistics and probability and using and applying Mathematics during their GCSE course. There will be rigorous progress checks and internal assessments at appropriate points in the course in order to monitor students’ progress towards their target grades.

Further information on the Edexcel linear GCSE course can be found at:-

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/mathematics-2015.html

Further information on the OCR linear GCSE course can be found at – OCR Level 1/2 GCSE (9–1) in Mathematics (J560) Specification

Year | Autumn Term | Spring Term | Summer Term |

10 Foundation | Sequences Rearranging formulae Linear geometry Simultaneous Equations Graphs Circles Indices Pythagoras | Trigonometry Vectors Data Ratio Standard Form | Inequalities Kinematics Real life graphs Transformations |

10 Higher | Sequences Rearranging Formulae Linear geometry Simultaneous Equations Quadratics Important Graphs Algebraic Proof | Indices Circles Geometric Proof Pythagoras | Trigonometry Vectors Data Ratio Graph Transformations Standard Form |

## YEAR 11

Students will study for their Mathematics GCSE, which will be examined over three papers, one non-calculator and two calculator papers all of which are one hour thirty minutes. They will revisit and extend content they have previously studied to ensure depth of understanding. There will be two tiers of entry, higher will cover grades 9-3 and foundation 5-1. Year 11 classes will have 4 lessons of maths a weeks. In addition to this there will be a variety of intervention strategies for targeted students.

Students will study the mathematics in the five key areas of number and algebra, geometry and measures, ratio and proportion, statistics and probability and using and applying Mathematics during their GCSE course. There will be rigorous progress checks and internal assessments at appropriate points in the course in order to monitor students’ progress towards their target grades.

Further information of the Edexcel linear GCSE course can be found at:-http://qualifications.pearson.com/content/demo/en/qualifications/edexcel-gcses/mathematics-a-2015.html

Further information on the OCR linear GCSE course can be found at – OCR Level 1/2 GCSE (9–1) in Mathematics (J560) Specification

## WEBSITE LINKS

Hopefully you’ll find some of these links useful. Some will help with school work or preparation for exams while others are ideal for enrichment and an enjoyable read …

- www.tenticks.co.uk

A good site with homework help and a huge library of java games - www.Sparxmaths.co.uk

A site the maths faculty subscribe to which has individual tutorial videos for the majority of topics. Students can complete additional study or may be set home learning from lesson. - nrich.maths.org

An ever growing site of Maths problems and games at different skill levels. Ideal for stretching that able Mathematician - www.bbc.co.uk/schools/gcsebitesize/maths/

An easy-to-use revision service for GCSE Mathematics

## POST-16 MATHS

## A Level Mathematics

The course consists of Pure Mathematics (two thirds) and Applied Mathematics (the remaining third). The Pure Mathematics covers topics which follow directly from GCSE; for example, quadratics, functions, coordinate geometry, trigonometry and sequences. It also introduces new topics such as calculus and series. The Applied Mathematics module comprise Mechanics and Statistics. Each is equally weighted. Students will become adept at working with graphical calculators and will be exposed to large real life data sets.

The units have been designed to encourage candidates to:

- develop their understanding of mathematics and mathematical processes in a way that promotes confidence and fosters enjoyment
- develop abilities to reason logically and recognise incorrect reasoning, to generalise and to extend their range of mathematical skills and techniques and use them in more difficult, unstructured problems
- recognise how a situation may be represented mathematically and understand the relationship between ‘real-world’ problems and standard models, as well as other mathematical models and how these can be refined and improved
- acquire the skills needed to use technology such as calculators and computers effectively, recognise when such use may be inappropriate and be aware of limitations
- develop an awareness of the relevance of mathematics to other fields of study, to the world of work and to society in general
- take increasing responsibility for their own learning and the evaluation of their own mathematical development.

Students sit two examinations in the summer term of Year 12 and then continue with their A2 course. Students who continue studying through to A Level sit three examinations at the end of Year 13. Only Year 13 results contribute towards a student’s final A Level grade. The three papers are equally weighted.

Minimum Requirement – Grade 7

## A Level Further Maths

The course builds on the A Level course and is highly recommended for those students who wish to continue studying mathematics at a higher level.

The units have been designed to encourage candidates to:

- develop their understanding of mathematics and mathematical processes in a way that promotes confidence and fosters enjoyment
- develop abilities to reason logically and recognise incorrect reasoning, to generalise and to extend their range of mathematical skills and techniques and use them in more difficult, unstructured problems
- recognise how a situation may be represented mathematically and understand the relationship between ‘real-world’ problems and standard models, as well as other mathematical models and how these can be refined and improved
- acquire the skills needed to use technology such as calculators and computers effectively, recognise when such use may be inappropriate and be aware of limitations
- develop an awareness of the relevance of mathematics to other fields of study, to the world of work and to society in general
- take increasing responsibility for their own learning and the evaluation of their own mathematical development.

The course consists of Pure Mathematics (50%) and two optional units (the remaining 50%).

Students will sit two papers in Year 12 and then continue with the A Level course after the examinations. Students who wish to continue studying to A Level will sit four papers at the end of Year 13. Only the Year 13 papers contribute toward the final grade and each paper is equally weighted.

Minimum requirement – Grade 8

**WHAT IS FURTHER MATHEMATICS?**

Further Mathematics is an AS/A level qualification which both broadens and deepens the Mathematics covered in AS/A level Mathematics.

AS level Further Mathematics is designed to be taught alongside AS level Mathematics in year 12, or taken up as a new AS subject alongside A2 Mathematics in year 13.

**WHO SHOULD STUDY FURTHER MATHEMATICS?**

Any student planning to take a Mathematics-related degree (Engineering, Sciences, Computing, Finance/Economics, etc., as well as Mathematics itself) will benefit enormously from taking Further Mathematics, at least to AS level.

AS Further Mathematics introduces new topics such as matrices and complex numbers that are vital in many maths-related degrees. Students who have studied Further Mathematics find the transition to Maths-related degrees far more straightforward. Studying Further Mathematics also boosts students’ performance in AS/A-level Mathematics.

Further Information: www.fmnetwork.org.uk