ADAPTING YOUR MATHS CURRICULUM 2020-21 - Made freely available to all Norfolk Schools by Norfolk County Council, to support the learning of ...
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ADAPTING YOUR MATHS CURRICULUM 2020-21 Made freely available to all Norfolk Schools by Norfolk County Council, to support the learning of children and young people during Covid-19 restrictions and beyond.
∂∞x ∏- ≥ ÷ √ + ≤ Contents Foreword 3 Adaptation options 4 Option 1 Long-term plans 6 Short-term plans 7 Assessment 7 CPD 8 Option 2 Long-term plans 9 Short-term plans 9 Assessment 10 CPD 11 Appendices 12 ≤ x √ + 2 ÷≠≥
∂∞x ∏- ≥ ÷ √ + ≤ Foreword This document has been created by the Maths Team in response to mathematics subject leaders in Norfolk requesting support, on how to restructure or adapt their mathematics curriculum from September 2020. It is intended for use by senior leaders, teaching and learning leads, mathematics subject leaders and teachers, to support their long-term and short-term planning. This guidance is not statutory, and schools are free to make their own choices on how to decide and what to teach their pupils. This document begins with a description of two options available to schools; there are several questions provided to help you decide which option is most suitable for your school. Guidance, on how to achieve both options, is provided under the headings of long-term planning, short-term planning, assessment and CPD. Although the suggestions are provided in a table, there is no hierarchy to these. The appendix is an exemplification of Primary 6-year and Secondary 5-year curriculum overviews. We hope you find this guidance document useful. If you have any feedback or any questions, please do not hesitate to contact one of the Maths Team. Sarah Jay sarah.jay@norfolk.gov.uk Rose Keating rose.keating@norfolk.gov.uk ≤ ≤ x √ + 3 ÷≠≥
∂∞x ∏- ≥ ÷ √ ≤ + Adaptation Options How am I going to adapt my yearly plans to make progress in mathematics again? Pause your yearly Adapt your plans until after the current plans from October half term or September Autumn term Option 1 Option 2 1. Adapt your current yearly plans from 1. Pause your yearly plans until after the September. October Half-term or Autumn Term. 2. Each current topic will need to be 2. Create a catch-up maths plan for adapted to include the objectives each year group, based on gap filling in that topic from the previous year for this time period. group, e.g. the pre-objectives. 3. Adapt your current yearly plans, 3. A further decision will need to be removing the less critical topics due made to either: to the half-term or a term less time available. These topics can then be a) Keep with the current time allocation added to the yearly plans for the for each topic and therefore not fully year group in the following year in teach all the pre-objectives and current 2021/22, which will then also need to objectives with the caveat that this be adapted. process will then need to be repeated for the yearly plans in 2021/22. b) Increase the time allocation for each topic to cover all the pre-objectives and objectives. Subsequently then having to remove less critical topics from the yearly plan. These topics can then be added to the yearly plans for the year group in the following year in 2021/22, which will then also need to be adapted. ≤ x √ + 4 ÷≠≥
∂∞x ∏- ≥ ÷ √ + ≤ Option 1 Option 2 • Do you have the time and expertise • Do your current yearly plans to create a catch-up maths plan demonstrate the year on year for each year group, ready for development of objectives within September? Who will write these? topics? • Do you have the expertise to know • Do you have the expertise to adapt the connections between topics to the topics within the yearly plans for Long-Term decide which precede others, for each year group? Planning each year group? • Do you have the expertise to know which topics are fundamental to each year group? • What will your timescales for the adapting of topics be? How will this match with time available? • Do you have a structure for catch up • Do your teachers have the expertise lessons? to teach to previous year group Short-Term • Do your teachers have the expertise objectives? to teach to previous year group Planning objectives? • Do you have effective formative • Do you have effective formative assessment in place, to capture what assessment in lessons, to confirm to pupils have learned and retained the teachers what pupils do and do from the current year group and to not know? identify the gaps? • Is it policy/practice that formative • Do your teachers have good assessment information feeds into knowledge of mathematical planning immediate subsequent Assessment misconceptions, to predict the lessons or redirects the learning? difficulties pupils are likely to have? • Do your teachers have knowledge of common mathematical misconceptions, to create formative assessment opportunities to identify these difficulties in pupils? • Will you need to provide support and • Will you need to provide support training on formative assessment in and training on progressive subject order to create the catch-up maths knowledge within the mathematics plans? Who will provide this? curriculum, in order to create the • Will you need to provide support adaptions of yearly plans? Who will and training on progressive subject provide this? knowledge within the mathematics • Will you need to provide support and curriculum, in order to create the training to teachers on how to adapt catch-up maths plans? Who will their teaching, so it builds on pupils’ provide this? existing knowledge, addresses their CPD • Will your teachers require weaknesses whilst also focusing on support and training to improve the next steps of progression? Who their knowledge of common will provide this? mathematical misconceptions? • Will your teachers require support • Will you need to provide support and and training to identify and address training on subject expertise within mathematical misconceptions in the mathematics curriculum, in order planning lessons? to create the adaptions of yearly plans for Spring & Summer? Who will provide this? ≤ ≤ x √ + 5 ÷≠≥
∂∞x ∏- ≥ ÷ √ + ≤ Option 1: Long-term Planning What? How? When? Restructure current plans Aim to have so the first Gather information from teachers about which the catch-up half term objectives from March – July 2020 were taught plans ready or Autumn remotely or not taught at all due to circumstances. for all year term focuses Order these objectives in a progressive series, for each groups by solely on the year group to ensure lost face-to-face teaching time September objectives from is (re)covered. 2020. March – July 2020. Content will Include Many schools already have ‘maths meetings’ or ‘maths be decided additional time form times.’ To be most effective, we recommend based on in the school these sessions are conducted in all year groups, at ongoing day to cover least 2-3 times per week. These sessions should be formative mathematics focussed on developing fluency and numbers sense. assessment learning. in lessons. Adapt your mathematics overview to account for Adapt your the reduced time available due to the catch-up A draft Primary 6-year curriculum in each year group. Deciding which topics overview or Secondary are more essential and how the removed topics will should be 5-year feed into the overview for subsequent year groups. completed curriculum All staff should be aware of your connected and by October overview to sequenced overview of mathematics. half term. account for These can changes in be adapted each year throughout group. Examples of Primary and Secondary overviews can be the year. found in the appendices at the back of this document. Discuss with other curriculum leaders Increase Many schools already provide mathematical learning which time for opportunities in other subjects e.g. teaching negative mathematics mathematics numbers through temperature in Geography or objectives learning in Science, teaching shape through Art and converting will be other subjects, measurements in PE or DT. This is achieved through taught, post post catch-up planning discussions and PD. However, this needs to catch-up plans. be more targeted to specific mathematics objectives. plans for October half term/ January 2021. ≤ x √ + 6 ÷≠≥
∂∞x ∏- ≥ ÷ √ + ≤ Option 1: Short-term Planning What? How? When? Review If plans are being paused until after October half Discuss structure of term or after Christmas, teachers have the flexibility proposed mathematics to plan shorter sessions during this time. Instead of changes with lessons for a typical 1-hour lesson with one curriculum focus, a all staff for catch-up lesson could have 2 – 3 or be delivered in 2 – 3 shorter September curriculum. lessons at different points in the school day. 2020. Teachers Teachers to need have a The NCETM self- evaluation tool https://www.ncetm. access the knowledge org.uk/self-evaluation/ assists teachers in recognising NCETM Self and expertise their areas of development in mathematical subject Evaluation on teaching knowledge. It recommends appropriate subject Tool before the previous knowledge enhancement materials for teachers to September year group complete in order to support this development. 2020. objectives. Ascertain the common Using an anonymous survey tool such as Google Teaching topics of forms, send a survey to all teaching staff to find out staff to mathematics which topics of the mathematics curriculum staff are complete the teaching less confident in effectively planning and delivering. survey during staff feel less Use this information to tailor whole staff CPD sessions. Autumn term. confident in. Option 1: Assessment What? How? When? Short quizzes can be created for pupils to complete using a platform such as Google Forms or www. nearpod.com. These give teachers an indication of Continually what pupils’ gaps are. Use regularly establishing to inform gaps in pupils’ planning. knowledge. Diagnostic questions are designed to identify pupils’ gaps but also understand pupils’ misconceptions. Examples can be found at https:// diagnosticquestions.com/. Questioning will enable teachers to ascertain what pupils have retained, learned and forgotten. Open ended questions encourage pupils to expand their thinking and show their reasoning and problem- solving skills. Hinge questions will determine whether Continually pupils know specific mathematical concepts/ establishing knowledge before moving on. Exit tickets can Use regularly what pupils also be used to enable teachers to check pupils’ to inform have retained understanding. planning. and learned. Mind maps/spider diagrams are a structured representation of all the knowledge pupils have ≤ ≤ learned during a topic. x √ + 7 ÷≠≥
∂∞x ∏- ≥ ÷ √ + ≤ Teachers should be aware of common mathematical misconceptions in both the year group they are teaching and the previous year. Blogs available Teachers online such as https://thirdspacelearning.com/blog/ are aware common-errors-misconceptions-primary-maths-ks1- Upskill of common ks2/ provide some examples. A more comprehensive regularly and misconceptions view can be found from the books ‘Children’s errors include in that pupils can in Mathematics’ by Alice Hansen, ‘Mathematical planning. make. Misconceptions’ by Anne Cockburn and Graham Littler and ‘Children’s Mathematics 4-15 – Learning from errors and misconceptions’ by Julie Ryan and Julian Willams. Option 1: CPD What? How? When? Online CPD videos are available from a number of providers for a small charge or for free, such as White Rose Maths, Oxford University Press, NCETM, Tom Manners Youtube channel, Gareth Metcalfe and Subject Complete Mathematics. Ongoing knowledge throughout improvement. 2020 - 2021. We at the Maths Team are available to provide face- to-face or online 1:1 support or whole staff training covering a variety of topics such as fluency, fractions, calculations and manipulatives and representations. Subject leader to direct teachers into creating a catch-up curriculum for each year group using the information gathered from each teacher regarding the objectives taught remotely or not taught at all. In addition, the catch-up curriculums should include prerequisite knowledge and skills for these topics Catch up along with consolidation of the key topics within the For September curriculum previous year group. 2020. content. Although each school will need a bespoke approach to catch up planning, local schools or schools with a partnership / federation / academy trust should be encouraged to discuss approaches and share ideas. Subject leader to direct teachers into creating Spring and Summer curriculum overviews post catch-up plans. Spring and Summer We at the Maths Team will be providing ‘Supporting By end of adapted maths Subject Leadership’ sessions for both Primary and Autumn term. curriculums. Secondary maths leads throughout the academic year. Subject leaders will receive ongoing advice on adapting curriculum overviews and will have the opportunity to hear from other subject leaders in other schools on their approach. ≤ x √ + 8 ÷≠≥
∂∞x ∏- ≥ ÷ √ + ≤ Option 2: Long-term Planning What? How? When? Adapt your mathematics yearly overviews deciding which topics are more essential Adapt your and how the removed topics will feed into Primary 6-year the overview for subsequent year groups. All or Secondary staff should be aware of your connected and 5-year overview sequenced overview of mathematics. For September to account for 2020. extensions in time allocations for topics. Examples of Primary and Secondary overviews can be found in the appendix at the back of this document. Gather information from teachers about Aim to have the which objectives from March – July 2020 were Restructure first half of the taught remotely or not taught at all due to current yearly Autumn term circumstances. Interleave these objectives into plans. planned by the appropriate topic in the current year group September 2020. ensuring they are suitably sequenced. Include Many schools already have ‘maths meetings’ Content will be additional time or ‘maths form times.’ To be most effective, we decided based on in the school recommend these sessions are conducted in all ongoing formative day to cover year groups, at least 2-3 times per week. These assessment in mathematics sessions should be focussed on developing lessons. learning. fluency and numbers sense. Many schools already provide mathematical Discuss with learning opportunities in other subjects e.g. other curriculum Increase time teaching negative numbers through temperature leaders which for mathematics in Geography or Science, teaching shape through mathematics learning in other Art and converting measurements in PE or DT. objectives will subjects. This is achieved through planning discussions be taught, from and PD. September 2020. Option 2: Short-term Planning What? How? When? Teachers Teachers to need have a The NCETM self- evaluation tool https://www.ncetm. access the knowledge org.uk/self-evaluation/ assists teachers in recognising NCETM Self and expertise their areas of development in mathematical subject Evaluation on teaching knowledge. It recommends appropriate subject Tool before the previous knowledge enhancement materials for teachers to September year group complete in order to support this development. 2020. objectives. Ascertain the common Using an anonymous survey tool such as Google Teaching topics of forms, send a survey to all teaching staff to find out staff to mathematics which topics of the mathematics curriculum staff are complete the teaching less confident in effectively planning and delivering. survey during staff feel less Use this information to tailor whole staff CPD sessions. Autumn term. ≤ confident in. ≤ x √ + 9 ÷≠≥
∂∞x ∏- ≥ ÷ √ + ≤ Option 2: Assessment What? How? When? Short quizzes can be created for pupils to complete using a platform such as Google Forms or www. nearpod.com. These give teachers an indication of Continually what pupils’ gaps are. Use regularly establishing to inform gaps in pupils’ planning. knowledge. Diagnostic questions are designed to identify pupils’ gaps but also understand pupils’ misconceptions. Examples can be found at https://diagnosticquestions.com/. Gaps in knowledge based on Time should be allocated within each topic as ‘spare’ Ongoing formative to address additional gaps in learning identified to inform assessment through day to day formative assessment. planning. are used in planning. Questioning will enable teachers to ascertain what pupils have retained, learned and forgotten. Open ended questions encourage pupils to expand their thinking and show their reasoning and problem- solving skills. Hinge questions will determine whether Continually pupils know specific mathematical concepts/ establishing knowledge before moving on. Exit tickets can Use regularly what pupils also be used to enable teachers to check pupils’ to inform have retained understanding. planning. and learned. Mind maps/spider diagrams are a structured representation of all the knowledge pupils have learned during a topic. Teachers should be aware of common mathematical misconceptions in both the year group they are teaching and the previous year. Blogs available Teachers online such as https://thirdspacelearning.com/ are aware blog/common-errors-misconceptions-primary- Upskill of common maths-ks1-ks2/ provide some examples. A more regularly and misconceptions comprehensive view can be found from the books include in that pupils can ‘Children’s errors in Mathematics’ by Alice Hansen, planning. make. ‘Mathematical Misconceptions’ by Anne Cockburn and Graham Littler and ‘Children’s Mathematics 4-15 – Learning from errors and misconceptions’ by Julie Ryan and Julian Willams. ≤ x √ + 10 ÷≠≥
∂∞x ∏- ≥ ÷ √ + ≤ Option 2: CPD What? How? When? Online CPD videos are available from a number of providers for a small charge or for free, such as White Rose Maths, Oxford University Press, NCETM, Tom Manners Youtube channel, Gareth Metcalfe and Subject Complete Mathematics. Ongoing knowledge throughout improvement. 2020 - 2021. We at the Maths Team are available to provide face- to-face or online 1:1 support or whole staff training covering a variety of topics such as fluency, fractions, calculations and manipulatives and representations. Subject leader to direct teachers into creating interleaved topic plans for each year group using the information gathered from each teacher regarding the objectives taught remotely or not taught at all. In addition, it should also include core knowledge and skills from previous year group. Although each school will need a bespoke approach Interleaved to catch up planning, local schools or schools with a Ongoing curriculum partnership / federation / academy trust should be throughout content. encouraged to discuss approaches and share ideas. 2020 - 2021. We at the Maths Team will be providing ‘Supporting Subject Leadership’ sessions for both Primary and Secondary maths leads throughout the academic year. Subject leaders will receive ongoing advice on adapting curriculum overviews and will have the opportunity to hear from other subject leaders in other schools on their approach. ≤ ≤ x √ + 11 ÷≠≥
∂∞x ∏- ≥ ÷ √ + ≤ Appendices – Primary and Secondary Curriculum Overviews The following are a selection of Primary 6-year and Secondary 5-year curriculum overviews. We are aware that this template has been used in many other subjects too, and were inspired by @MrLPeachey. A blank template is available to be shared. If you would like a blank template, please contact Rose Keating or Sarah Jay. ≤ x √ + 12 ÷≠≥
∂∞x ∏- ≥ ÷ √ + ≤ Fra cti ons, Addi ti on, Subtra ction, Mul ti plication & Di vi sion Ra ti o Mea s urement: Converti ng Uni ts Properties Revi s ion Deci mals & of Sha pe Inves tigations Percenta ges Al gebra Mea s urement: YEAR 6 Vol ume Mea s urement: Converti ng Uni ts Mea s urement: Sta ti sti cs Area , Peri meter Pl a ce Va lue Fra cti ons, Pos i tion & & Vol ume Fra cti ons, Y6 SATs Tra ns ition to Addi ti on, Subtra ction, Deci mals & Di recti on Deci mals & Secondary School Mul ti plication & Di vi sion Percenta ges Percenta ges Properties of Sha pe Pos i tion & Di recti on Al gebra Pos i tion & Addi ti on, Subtra ction, Mea s urement: Di recti on Mea s urement: Mea s urement: Pl a ce Va lue Mul ti plication & Di vi sion Money Sta ti sti cs Peri meter Area Sta ti sti cs Deci mals YEAR Fra cti ons, Decimals 5 Mea s urement: Ti me & Percenta ges Fra cti ons Al gebra Mul ti plication & Properti es of Addi ti on & Di vi s ion Mea s urement: Subtra cti on Sha pe Area Fra cti ons Mul ti plication & Di vi s ion Mul ti plication & Pl a ce Va lue Di vi s ion Properti es of Shape Mea s urement: Ti me Primary - example 1 YEAR Mea s urement: 4 Money Mea s urement: Length Addi ti on & & Peri meter Subtra cti on Al gebra Mea s urement: Addi ti on & Ma s s & Ca pacity Subtra cti on Fra cti ons Sta ti sti cs Mul ti plication & Mea s urement: Di vi s ion Ma s s , Ca pacity & Pos i tion & Pl a ce Va lue Tempera ture Di recti on Addi ti on & Sta ti sti cs Subtra cti on YEAR Mea s urement: Length & 3 Hei ght Mea s urement: Length & Peri meter Addi ti on & Properties Pl a ce Va lue Mul ti plication & Mea s urement: Subtra cti on of Sha pe Di vi s ion Ti me Al gebra Mul ti plication & Addi ti on & Di vi s ion Pos i tion & Mea s urement: Subtra cti on Fra cti ons Di recti on Money Mea s urement: YEAR 2 Ti me Fra cti ons Pl a ce Va lue Mea s urement: wi thi n 100 Al gebra Pl a ce Va lue Money Mul ti plication & Mea s urement: Weight & Di vi s ion Vol ume Addi ti on & Tra ns ition i nto Y1 Addi ti on & Subtra cti on Counti ng to Subtra cti on within 20 Mea s urement: wi thi n 10 20 Length & Hei ght YEAR End of Pl a ce Va lue wi thi n 50 1 EYFS ≤ Pl a ce Va lue Properties Pl a ce Va lue Feedback from ≤ x wi thi n 20 wi thi n 10 EYFS tea chers of Sha pe adapted from @MrPatFerrers149 √ + 13 ÷ ≠≥
∂∞x ∏- ≥ ÷ √ + Fra cti ons, ≤ Properti es of Fra cti ons, deci mals & s ha pe/position & deci mals & Pos i tion & percenta ges Revi s ion +/- di recti on percenta ges +/- di recti on Yea r 7 rea di ness x/÷ Sta ti sti cs Fra cti ons, YEAR 6 deci mals & percenta ges +/-/x/÷ Mea s ures x/÷ Sta ti sti cs Y6 SATs Al gebra Properti es of Ra ti o Number & Mea s ures s ha pe Tra ns ition to pl a ce va l ue Secondary School Fra cti ons, decimals & percenta ges Al gebra Fra cti ons, Properti es of Mea s ures deci mals & s ha pe x/÷ +/- percenta ges +/- Al gebra x/÷ YEAR +/- Pos i tion & di rection 5 Fra cti ons & Fra cti ons x/÷ Number & Properti es of shape Mea s ures Pos i tion & deci mals Al gebra pl a ce va l ue di recti on Mea s ures x/÷ Number Properti es of & Pl a ce s ha pe Va l ue Al gebra Properti es of Number & Pl ace s ha pe Va l ue x/÷ Primary - example 2 x/÷ Sta ti sti cs YEAR +/- 4 Fra cti ons & deci mals Fra cti ons Pos i tion & Mea s ures Fra cti ons Mea s ures di recti on +/- x/÷ Mea s ures Number & Pl a ce Va lue Properti es of s ha pe Properti es of Al gebra Fra cti ons +/- x/÷ s ha pe +/- Pos i tion & Sta ti sti cs YEAR Di recti on 3 Fra cti ons x/÷ Mea s ures Fra cti ons Number & Pl ace Ca pa ci ty, Number Number & Pl ace Va l ue vol ume & & Pl a ce Va l ue ma s s Va l ue x/÷ Pos i tion & +/- Di recti on Number & Pl ace Ti me Ca pa ci ty, vol ume Va l ue & ma s s Al gebra +/- Money Al gebra YEAR Sta ti sti cs x/÷ 2 Length/Height Number & Pl a ce Va lue Fra cti ons Properti es of +/- Number & x/÷ Number s ha pe Pl a ce Va lue & Pl a ce Va l ue Pos i tion & Di recti on +/- Tra ns ition i nto Y1 Number & Number & Pl a ce Va lue Pl a ce Va lue Sta ti sti cs x/÷ Length/Height Fra cti ons YEAR End of x/÷ 1 EYFS Pos i tion & Di recti on Ti me Al gebra Money +/- Feedback from ≤ EYFS tea chers x √ + 14 adapted from @MrPatFerrers149 ÷ ≠≥
∂∞x ∏- ≥ ÷ √ + ≤ ≤ ≤ x √ + 15 ÷≠≥
∂∞x ∏- ≥ ÷ √ + ≤ End of year exam Proportio n ∝ End of term exam Solving Equatio ns Enrichment Construct io ns, Loci and Bearings Percent ages % Sequences n Secondary (Year 7 – Year 9) - @JaggerMaths Arithmetic Fractions, Decimals Coordinates 2D Shapes . % and Percent ages and Graphs Powers and Roots Algebraic Manipulat io n End of term exam 3D Shapes Y9 Transformat io ns Solving End of year exam Probability Equatio ns Enrichment Algebraic Statistics Angles Manipulat io n Positive and Negative Numbers ± Length and Area Compound Measures m/s ≈ Calculations Indices, Multiples, 3 Rounding and 3D Shapes with Fractions Factors and Primes Estimatio n Y8 End of year exam Ratio : Coordinates and Graphs Fractions, Decimals and Percent ages . % En Enrichment Working with Data ∑ Order of Operatio ns () Construct ions The Four Angles and Open evening Transitio n day Operatio ns 2D Shapes 5 Y5 OE Y6 S T Y7 1 2 3 4 Perimeter , SATs Place Value Fractions Area and Units Original template by @nathanday314 ≤ x [School Name] Mathematics 16 Department √ + ≠≥ ÷
∂∞x ∏- ≥ ÷ √ + ≤ Paper 3 Paper 2 Paper 1 Gap filling Calculator Calculator Non Calculator Revision Revision Revision Secondary (Year 10 – Year 11 Foundation) - @JaggerMaths Feedback Revision Feedback November PPEs Gap filling February PPEs Indices and Solving Revision Standard Form × 10 Equatio ns Area, Perimeter and Right-angled Triangles Quadrat ic graphs Algebraic Manipulat io n Averages and Y11 End of term exam Compound measures m/s the Range ∑ End of year exam Feedback Feedback Probability Revision Straight line graphs Transformat io ns Feedback Revision R Revision Angles and Drawing Graphs End of term exam Bearings Enrichment Percent ages % Perimeter and Area 5 OE Y9 E En Y10 1 2 3 4 End of year exam Rounding and Error Intervals ≤ < Ratio and Proportio n : Volume and Surface Area ≤ Original template by @nathanday314 ≤ x √ + 17 ÷ ≠≥
∂∞x ∏- ≥ ÷ √ + ≤ Paper 3 Paper 2 Paper 1 Gap filling Calculator Calculator Non Calculator Revision Revision Revision Feedback Revision Feedback Secondary (Year 10 – Year 11 Higher) - @JaggerMaths November PPEs Gap filling February PPEs Revision Vectors Transforming Feedback Graphs Y11 Real life graphs and Advanced Functions f( ) Rates of Change Trigonomet ry and Iteratio n Linear and Quadratic Revision Feedback Revision Simultaneo us Equatio ns Graphs of Histograms, Cumulat ive End of term exam End of year exam Circles Frequency and Box Plots Volume and Complex transformatio ns Feedback Revision Algebra of shapes 10 Bounds and Conditional Similarity and Compound measures m/s probability Congruenc e End of term exam Drawing Graphs and Arcs and Enrichment Graphing Inequalit ies Sectors 5 OE Y9 E En Y10 1 2 3 4 Solving Circle End of year exam Surds and Indices Quadrat ic s Theorems Original template by @nathanday314 ≤ [School Name] Mathematics Department x √ + 18 ÷ ≠≥
∂∞x ∏- ≥ ÷ √ + ≤ YEAR 7 MATHS LEARNING JOURNEY Probability of Types of number, a single event including prime Venn Diagrams Powers factorisation and roots Understanding and using set notation Using known facts to derive other facts Year Reasoning with Mental arithmetic strategies 8 Calculating angles on a straight Calculating angles in triangles Using counter lines, around a point and and quadrilaterals examples vertically opposite Understand parallel Secondary – Year 7 – Montgomery Academy and perpendicular Drawing and interpreting pie charts Drawing triangles given SSS, SAS and ASA Simple different denominators Recognise different types of Common triangle, quadrilateral and polygons denominators Mixed problems Constructing and measuring lines e.g. 0.3 + ¾ and angles using correct notation Using a calculator Ordering directed numbers Addition and subtraction of Calculating the mean fractions Directed number Area of rectangles, triangles and parallelograms = Four operations Multiply and HCF and LCM 3+(-2) = 1 divide by 10,100 and 1000 Formal methods of Representing tenths and hundredths Interpret Equivalent multiplication and division on number lines and diagrams pie charts fractions Rounding to nearest power of ten and significant figures Solving addition and Proportion subtraction problems with perimeter, money, Range and frequency trees and median tables Converting between fractions, Formal methods of ≡ decimals and percentages addition and Comparing and Forming subtraction with ordering Equality and fact Substitution expressions integers and decimals families Working out and using Number number lines Algebraic Thinking Year 7 Algebra Ratio and proportion Integers and decimal place value up to 1 Collect like terms One-step equations Function Statistics/Probability billion Describe and Machines continue sequences Geometry & measure H T O x y 1 • Write and order numbers up to 10 million • Use equivalence to order, add and • compare and classify geometric shapes, • Use negative numbers in context subtract fractions including quadrilaterals and triangles, • Round any whole number to a required • Multiply proper fractions and mixed based on their properties and sizes degree of accuracy numbers by whole numbers • Convert between metric units • Identify the value of each digit to three • Divide a proper fraction by a whole • Appreciate that shapes can have the decimal places and multiply and divide number same area but different perimeters numbers by 10, 100 and 1000 • Identify the value of the digits up to 3 • Calculate volume of cubes and cuboids • Perform mental calculations, including with decimal places • Calculate area and perimeter of shapes mixed operations and large numbers • Multiply 1 digit numbers with up to 2 including parallelograms, triangles and • use their knowledge of the order of decimal places by whole numbers rectangles. operations to carry out calculations • Solve problems involving decimals up to 3 decimal places • Ca Compare and classify geometric shapes based on their properties and sizes and involving the four operations • Multiply multi-digit numbers up to 4 digits • Use written division in cases where the find unknown angles in any triangles, by a two-digit whole number using the answer has up to 2 decimal places quadrilaterals, and regular polygons formal written method of long • solve problems involving the calculation • recognise angles where they meet at a multiplication of percentages point, are on a straight line, or are • Divide up to 4 digit numbers by up to 2 digit • solve problems involving the relative vertically opposite, and find missing numbers and interpret remainders as sizes of two quantities where missing angles ≤ ≤ whole number remainders or fractions values can be found by using integer multiplication and division facts x √ + 19 ÷ ≠≥
∂∞x ∏- ≥ ÷ √ + ≤ © 2020 Norfolk County Council ≤ x √ + 20 ÷≠≥
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