Maths Curriculum Plans Y7

Autumn 1:

Number – Pupils will learn about calendar and time, fractions and decimals.

Algebra – Pupils will learn about sequences, patterns and rules.

Geometry and measures – Pupils will learn about perimeter, area and surface area.

Assessment:

Formative assessment of levelled lesson tasks (pupil books).

Summative end of unit assessments (pupil books).

Autumn 2:

Statistics – Pupils will learn about mode, range and probability.

Geometry and measures – Pupils will learn about angles, acute, obtuse, reflex and straight line.

Statistics – Pupils will learn how to data collect, using tally charts and grouped frequencies.

Assessment:

Formative assessment of levelled lesson tasks (pupil books).

Summative end of term assessments (pupil books).

Spring 1:

Number – Pupils will learn about the four operations, BODMAS, multiplication and division and calculating with measurements.

Algebra – Pupils will learn about square and triangle numbers, coordinates and naming graphs.

Assessment:

Formative assessment of levelled lesson tasks (pupil books).

Summative end of unit assessments (pupil books).

Spring 2:

Geometry and measures – Pupils will learn how to measure and draw angles, constructions and be able to solve geometrical problems.

Number – Pupils will work on percentages, ratio and proportion and solve problems using these methods.

Assessment:

Formative assessment of levelled lesson tasks (pupil books).

Summative end of term assessments (pupil books).

Summer 1:

Geometry and measures – Pupils will learn about reflections, rotations, translations and rotational symmetry.

Statistics – Pupils will learn about pie charts, two way tables and statistical surveys.

Assessment:

Formative assessment of levelled lesson tasks (pupil books).

Summative end of unit assessments (pupil books).

Summer 2:

Number – Pupils will learn about decimals; adding, subtracting, multiplying and dividing, factors and solving problems.

Geometry and measures – Pupils will learn about polygons, tessellations and constructing 3-D shapes.

Assessment:

Formative assessment of levelled lesson tasks (pupil books).

Summative end of year assessment, written test.

 

Possible curriculum enrichment trips/learning outside the classroom:

Orienteering (1 day/per year group)

Mathletics linked to the pe curriculum (1 day/afternoon per year group)

 

SMSC content:

Spiritual

Developing deep thinking and questioning the way in which the world works, promotes the spiritual growth of our students.

We are sensitive to students’ individual needs and backgrounds and experience.

We aim to give all students an appreciation of the richness and power of maths.

Maths in Nature is embedded in Sequences, Patterns and Symmetry in Key Stage 3

Moral

Within the classroom, we encourage respect, reward good behaviour. We value listening to others views and opinions on problem solving.

We promote discussion about mathematical understanding and challenge assumptions, supporting students to question information and data that they are presented with.

We show the students that we are on a quest for truth by rigorous and logical argument and discourage jumping to conclusions.

Percentage work across Key Stage 3 and 4 is clearly linked to current financial topics such as loans, debts and investment returns.

Social

In classrooms, we look for opportunities for pupils to use mini-whiteboards to promote self-esteem and build self-confidence.

We encourage collaborative learning in the classroom – in the form of listening and learning from each other and paired discussion / working partners.

We help pupils develop their mathematical voice and powers of logic, reasoning and explanation by offering explanations to each other.

We exhibit pupils work in maths classrooms – to share their good practice and celebrate achievement through creating informative displays.

Cultural

We share the appreciation with the pupils that mathematics, its language and symbols have developed from many different cultures around the world: eg Egyptian, Indian, Islamic, Greek and Russian roots.

We look to make explicit reference to Mathematicians contribution to progression of the subject as we teach topics throughout our Schemes of Work.

We investigate and research cross-cultural patterns – tessellation, islamic tiling.

 

Careers links:

Having your maths GCSE can open up all sorts of doors:

Further education, college, university

Accountant

Engineering

Teaching

Nursing

Emergency services; police, fire brigade

IT

Tradesman; joiner, plumber, plasterer, bricklayer