The Holy Trinity Church of England Secondary School

Mathematics

Head of Department: Miss S King

E-mail: sking@holytrinitycrawley.org.uk

Staff Team:

Mrs L Johnson (Key Stage 4 Co-ordinator)

Miss H Buchanan

Mr E Chiyambukira

Mrs V Humphrey

Miss C Lawley

Mrs A Ousalem

Mr T Robertson

Mrs K Rogers

Scroll down for Curriculum Details for each year group. 

Maths Year 7

What is the Aim of the Year?

The Year 7 Mathematics curriculum is designed to further develop your understanding of mathematics, preparing you to tackle GCSE Mathematics in Years 9, 10 & 11.  Throughout the year you will be appropriately challenged in your understanding of the various concepts that are introduced and in how you apply mathematics to solve problems.  The Mathematics Curriculum will be differentiated to meet the needs of all students, whilst following a similar curriculum in terms of the topics studied.

What are the Big Ideas?

Content Fluency – develop fluent knowledge, skills and understanding of mathematical methods and concepts.

Problem solving – acquire, select and apply mathematical techniques to solve problems.

Mathematical Reasoning – reason mathematically, make deductions and inferences and draw conclusions.

Mathematical Communication – comprehend, interpret and communicate mathematical information in a variety of forms, appropriate to the information and context.

What will I Do?

Term 1:

  • Statistics a - Interpret and construct pie charts, compare, read and interpret information in tables, pictograms and bar charts, plot and interpret scatter graphs, describe different types of data
  • Geometry a - Construct triangles using a compass and protractor, nets of shapes, know and use angle facts including parallel lines and polygons, compare and classify 2D shapes based on properties and sizes
  • Number a - multiply one-digit numbers with up to two decimal places by whole numbers, use written division methods in cases where the answer has up to two decimal places, factors of any number, highest common factor and lowest common multiple

Term 2:

  • Algebra a – use function machines, recognising inverse functions, use interpret algebraic notation, model situations into simple algebraic formulas, generate terms of a sequence from a term-to-term or a position to term rule, substitute into expressions, describe a linear sequence using an expression for its nth term
  • Statistics b - calculate and interpret the mean and range of data, describe, interpret and compare two simple datasets of a single variable through: appropriate graphical representations, and by considering the mean or median or mode and range of the datasets.
  • Geometry b - Symmetry of shapes, draw and translate simple shapes on the co-ordinate plane, and reflect them in the axes, describe positions on the full co-ordinate grid (all four quadrants)
  • Number b - compare and order fractions, add, subtract, multiply and divide fractions with different denominators and mixed numbers, using the concept of equivalent fractions, convert between fractions, decimals and percentages, can calculate using fractions, decimals or percentages both as numbers and operators

Term 3:

  • Algebra b - understand and solve problems involving exchange rate, understand and solve problems involving unit costs, set up and solve one-step and two-step equations with integer coefficients.
  • Statistics c - mark events and/or probabilities on a probability scale of 0 to 1, find and justify probabilities by considering equally likely outcomes for single events, list all possible outcomes for three events such as from a menu
  • Geometry c - use, read, write and convert between standard units, converting measurements of length, recognise that shapes with the same areas can have different perimeters, calculate the area of parallelograms and triangles
  • Number c - Use ratio notation, including reduction to simplest form, divide a given quantity into two parts in a given part:part ratio; express the division of a quantity into two parts as a ratio, use scales on maps and diagrams

Assessment

Throughout the year you will be assessed in a number of ways, which include;

  • An initial baseline test
  • Regular Topic Tests that will enable you to see whether you are able to demonstrate the ideas that you have recently covered in lesson. These will be open book tests.
  • Periodic assessments, 3 across the year, approximately one a term covering all the topics covered up to that point
  • An end of year examination during the whole school assessment week for Year 7, covering all topics.
  •  Useful Links:

MathsWatch VLE

Hegarty Maths

 

Maths Year 8

What is the Aim of the Year?

The Year 8 Mathematics curriculum is designed to further develop your understanding of mathematics, preparing you to tackle GCSE Mathematics in Years 9, 10 & 11.  Throughout the year you will be appropriately challenged in your understanding of the various concepts that are introduced and in how you apply mathematics to solve problems.  The Mathematics Curriculum will be differentiated to meet the needs of all students, whilst following a similar curriculum in terms of the topics studied.

What are the Big Ideas?

Content Fluency – develop fluent knowledge, skills and understanding of mathematical methods and concepts.

Problem solving – acquire, select and apply mathematical techniques to solve problems.

Mathematical Reasoning – reason mathematically, make deductions and inferences and draw conclusions.

Mathematical Communication – comprehend, interpret and communicate mathematical information in a variety of forms, appropriate to the information and context.

What will I Do?

Term 1:

  • Number properties
  • Fractions, decimals and percentages
  • Angles
  • Ratio and proportion
  • Scale drawings, bearings, plans and elevation
  • Measures and rate of change

Term 2:

  • Indices and standard form
  • Mensuration – perimeter, area volume and surface area
  • Algebra – manipulation
  • Straight line graphs and equation of a line
  • Transformations
  • Loci and construction

Term 3:

  • Interpret and representing data
  • Algebra – solving, rearranging and inequalities
  • Sequences

Assessment

Throughout the year you will be assessed in a number of ways, which include;

  • Ø Regular Topic Tests that will enable you to see whether you are able to demonstrate the ideas that you have recently covered in lesson. These will be open book tests.
  • Ø Periodic assessments, 3 across the year, approximately one a term covering all the topics covered up to that point
  • Ø An end of year examination during the whole school assessment week for Year 8, covering all topics.

Useful Links:

MathsWatch VLE

Hegarty Maths  

GCSE Mathematics Year 9, 10 and 11 Edexcel

What is the Aim of the Course?

We aim to provide a broad, coherent, satisfying and worthwhile course of study. They will be encouraged to develop confidence in mathematics, and a positive attitude towards all aspects of mathematics, and to recognise the importance of mathematics in their own lives.

It should enable students to:

  1. Show a good knowledge, skills and understanding of mathematical methods and ideas
  2. Be able to, select appropriate mathematical techniques and apply them when problems  solving
  3. Reason mathematically, make deductions and inferences and draw conclusions
  4. Understand and use mathematical information in a variety of forms and be able to communicate and reason.

Exam Assessment Details

  • GCSE Mathematics has a Foundation tier (grades 1 – 5) and a Higher tier (grades 4 – 9).
  • The exam is three papers at the end of Year 11. One non-calculator and two calculator.
  • The exam is a mix of question styles, from short single mark questions to multi-step problems. All content can be assessed on any of the three question papers. As such, some questions will draw together elements of maths from different topic areas.

What will I Do?

Year 9 

Term

Foundation Tier

Higher Tier

1

·         Unit 1 – Number: Integers and place value, decimals, indices and roots, factors multiples and primes

·         Unit 2 – Algebra: Expressions, brackets, simplifying and substitution,

·         Unit 3- Data: Tables charts and graphs, pic charts and scatter graphs.

·         Unit 1 – Number: Calculations & checking, Indices, roots and reciprocals, Factors multiples & primes, standard form & surds.

·         Unit 2 – Algebra: Expressions, brackets, rearranging and solving equations, sequences.

·         Unit 3- Averages & range, Representing and interpreting data and scatter graphs

2

·         Unit 4 – Fractions, decimals and percentages

·         Unit 5 – Equations, Inequalities and sequences

·         Unit 6 – Properties of shape, angle facts and angles in polygons.

·         Unit 4 – Fractions & percentages, ratio & proportion

·         Unit 5 – Polygons, angles and parallel lines, Pythagoras & trigonometry

·         Unit 6a & b – Real life and straight-line graphs

3

·         Unit 7 – Statistics, sampling and the averages

·         Unit 8 – Perimeter, area and volume

·         Unit 9 – Real life graphs and straight-line graphs

·         Unit 6c – Quadratic, cubic and other graphs

·         Unit 7 – Perimeter are and circles, 3D forms & volumes, accuracy & bounds

·         Unit 8 – Transformations, constructions, loci & bearings

  

Year 10

Term

Foundation Tier

Higher Tier

1

·         Unit 10 – Transformations

·         Unit 11 – Ratio and proportion

·         Unit 12 – Right angled triangles: Pythagoras and Trigonometry

·         Unit 9 – Solving quadratics and simultaneous equations, inequalities

·         Unit 10 – Probability

·         Unit 11 – Multiplicative reasoning

2

·         Unit 13 – Probability

·         Unit 14 – Multiplicative reasoning

·         Unit 15 – Plans and Elevations, constructions, loci & bearings

·         Unit 12 – Similarity and congruence in 2D & 3D

·         Unit 13 – Graphs of trigonometric functions and further trigonometry

·         Unit 14 – Collecting & recording data

3

·         Unit 16- Quadratic equations: expanding and factorising and graphs

·         Unit 17 – Circles cylinders, cones & spheres

·         Unit 18 – Fractions and reciprocals, indices & standard form

·         Unit 15 – Quadratics, expanding more than two brackets, sketching graphs, graphs of circles, cubes and quadratics

·         Unit 16 – Circle theorems and circle geometry

·         Unit 17 - Changing the subject of formulae (more complex), algebraic fractions, solving equations arising from algebraic fractions, rationalising surds, proof

 

Year 11

Term

Foundation Tier

Higher Tier

1

·         Unit 19 – Similarity and congruences in 2D, vectors

·         Unit 20 – Rearranging equations, other graphs and simultaneous equations

·         Unit 18 - Vectors and geometric proof

·         Unit 19 - Reciprocal and exponential graphs; Gradient and area under graphs, Direct and inverse proportion

2

REVISION

REVISION

After all units have been covered students will be revising in lessons using a variety of resources. This will give ample preparation for their examinations.

Internal Assessments

There will be regular assessments throughout the three years to allow progress to be reviewed.  The assessments will be based on exam style questions focusing on the previous topics that have been taught.

After every topic there will be a test that will enable you to see whether you are able to demonstrate the ideas that you have recently covered in lesson.  These will be open book tests.

In Year 11 there will be a PPE in November and March.  This will be using a past paper, so will cover all GCSE topics.

Exams for GCSE maths take place in May/June.

Click the Link for:

Course Specification/ Syllabus

Past papers

Useful Links:

Maths Watch – Mathematical videos including examples

Hegarty Maths