QEGS KS3 Maths Curriculum Maps
In mathematics we QUESTION the way that we interact with the world around us in terms of information and data we EXPLORE by creating mathematical models which help to decipher and predict a range of natural phenomena. We GIVE students the transferable skills such as problem solving, analytical and investigative expertise that they can use in other subjects to help. We SUCCEED by giving students the opportunities to both make mistakes and learn from them, developing their resilience and their ability to ask why things work and what they mean.
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QEGS Year 7 Mathematics Curriculum Map |
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| Focus | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Topic | Number Sense | Expressions and Equations Measures | The mean, converting units, angles | Factors, multiples and primes Fractions | Brackets Angles Handling data and statistical diagrams | Proportion Fractions, decimals and percentages (FDP) Theoretical probability |
| Key concepts/ideas | The purpose of the first half terms learning is to ensure that all students have a thorough and fluent understanding of the number system, how to manipulate numbers without a calculator and apply the four operations. Students will also learn about the mathematical order of operations (BIDMAS). Ce-menting the order of operations is key across multiple areas of maths such as in solving equations, four operations with numbers, applying formulas and using indices with powers and roots. | In this half term student are introduced to the concept of algebra, i.e. in being able to represent an unknown value as a letter (or variable). Students will study how to manipulate and work with variables and expressions, and apply the four operations to them as they would with numbers. We aim for stu-dents to be confident in being able to use formulas and with substituting values into algebraic expres-sions. The measures topic incorporates a lot of real-life skills that students can apply outside of the class-room. Students will gain practical knowledge such as being able to confidently interpret and read both analogue and digital time values. Also being able to convert between different measurements and having an understanding of everyday time periods such as days in a year, hours in a day etc. | The 2D shapes topic should follow on from topics students have seen in primary school around naming specific types of shapes. We take this further and look into being able to recognise and define things such as perpendicular and parallel sides, including the correct mathematical notation used on dia-grams. Shape is used within several topic areas of maths at GCSE, developing a solid understanding of interpreting diagrams will enable students to ore easily access cross-topic questions later on. The perimeter and area topic builds on from the knowledge of 2D shapes and their properties. This topic focuses on non-circular shapes and is designed to allow students to develop a coherent under-standing of perimeter and area of shapes and how to calculate this. | The factors, multiples and primes topic builds on from the number sense topic and largely requires on competent knowledge of the multiplication tables. It also allows students to understand how to math-ematically recognise and identify factors, multiples and primes. This knowledge can then be applied to context-based questions. The fractions topic focusses firstly on understanding (in relation to both shapes and quantities) what a fraction represents. This then progresses onto understanding the correct terminology used with frac-tions and how to confidently add and subtract with fractions without a calculator. We seek to embed this practice within problem solving and context-based questions to develop skills further in applying fraction skills to such areas as money problems and shape questions, such as perimeter. | The topic of brackets builds on from both the factors and multiples content covered in in spring 1 and the expressions and equations topic covered in autumn 2. Students will be required to utilise their knowledge of HCF in being able to factor both number values and algebraic terms. Students also revisit prior knowledge around manipulating and interpreting algebraic expressions and apply this in being able to understand how to complete a correct and full factorisation of an algebraic expression. The angles topic includes being able to recall and recognise specific angles and apply mathematically specific terminology. Students then move onto understanding the properties of angles on a straight line, around a point, vertically opposite and within triangles. Students will develop skills in combining knowledge of 2D shapes with angle properties. Students will develop the ability to problem solve and calculate missing angles. Handling data and statistical diagrams introduces students to some of the statistical approaches used when recording data including frequency tables, bar charts and pictograms. Students will develop skills in being able to both record and interpret information in such tables. | Proportion develops students understanding of what it means to keep something in proportion and why this is important when making comparisons. This topic provides opportunities to link with many real-life problems so that students can see the practical application of this skill outside of the class-room. Students will use skills developed from previous topics, such as multiplying and dividing num-bers and knowledge of factors and multiples, to support their development in this area. The FDP (fractions, decimals and percentages) topic looks at students developing methods to confi-dently recognise equivalent values when presented in any of the forms above. Within this topic stu-dents also focus on the skills of multiplying and dividing with fractions and how to work out fractions of amounts when applied to context-based questions. Theoretical probability initially focusses on the specific terminology used within probability and how to interpret situations in terms of the likeliness of their occurrence. Following this, students will learn how probabilities can be represented using FDP and gain an understanding of mutually exclusive events. We also incorporate students working with statistical diagrams, such as two way tables, when finding probabilities. |
| Key skills | Number sense: - Understanding place value and being able to order values - Interpreting and applying inequality symbols with the comparison of numbers - Understanding the order of number lines with different intervals - Adding, subtracting, multiplying and dividing with integers without a calculator - Adding, subtracting, multiplying and dividing with decimals without a calculator - Adding and subtracting with negative numbers - Multiplying and dividing with negative numbers - Understanding and applying the order of operations | Expressions and equations: - Understanding algebraic notation and terminology - Substituting into expressions and formulae - Solving two-step equations Measures: - Converting between units of time, including the interpretation of analogue and digital time - Interpreting timetables and calendars - Estimating appropriate measures of length, mass and capacity - Converting between units of weight, length and capacity | 2D shapes: -Understanding notation of line properties including perpendicular and parallel lines -Identifying the properties of 2D shapes including triangles and quadrilaterals -Identifying and interpreting types of symmetry Perimeter and area: -Calculating the perimeter of 2D shapes (non-circles) -Calculating the area of 2D shapes (non-circles) -Applying knowledge of perimeter and area to context-based problems Coordinates: -To be able to read and plot coordinates in all four quadrants -To be able to complete problem solving questions relating to properties of 2D shapes within a co-ordinate grid | Factors, multiples and primes: -Identifying factors and multiples of integers, in-cluding HCF and LCM -Identifying prime num-bers and prime factors -Completing prime fac-tor decomposition Fractions: -Identifying fractions of shapes and constructing fractions from shapes -Identifying equivalent fractions -Writing fractions in their simplest form -Ordering fractions -Converting between mixed and improper fractions -Adding and subtracting with fractions | Brackets: -Expanding single brackets and simplifying expres-sions fully -Factorising into singles brackets Angles: -Identifying and estimating types of angles -Accurately measuring and drawing angles -Calculating missing angles on straight lies and around a point -Calculating vertically op-posite angles -Understanding properties of angles in specific trian-gles Handling data and statisti-cal diagrams: -Calculating the averages of mean, median, mode and the range -Interpreting tables and charts including tally charts, bar charts, picto-grams and frequency ta-bles | Proportion: -Solving proportion problems by scaling up/down -Solving ‘best buy’ and comparison problems by comparing equivalent proportions and quantities Fractions, decimals and percentages (FDP): -Multiplying and dividing with fractions -Finding fractions of amounts -Converting between fractions, decimals and percentages -Writing a number as a percentage of another number Theoretical probability: -Applying and interpreting probability phrases -Writing probabilities as fractions, decimals and percentages -Calculating probabilities of mutually exclusive events -Creating and using sample space diagrams |
| Key terms/vocab | Indices Inverse operation Order of operations (BIDMAS) Integers Place value Four operations (add, subtract, multiply and divide) | Formulae/Formula’s Variable Expression Simplify Collect like terms Solve Analogue and digital time 24 hour clock Length, Mass and Capacity Kilometres, Metres, Centimetres, Millimetres, Tonnes, Kilograms, Grams, Milligrams Litres, Millilitres, Centilitres | Perpendicular Parallel Scalene Isosceles Equilateral Right-angle triangle Square Rectangle Rhombus Parallelogram Trapezium Kite Quadrilateral Area and Perimeter Compound shapes X and Y axis Coordinates Coordinate axes and grid Plotting | Factor, Multiple HCF – Higher Common Factor LCM – Lowest Common Multiple Prime numbers Prime factorisation Numerator Denominator Mixed fraction Improper fraction Equivalent fractions Common denominator | Expanding Factorising Multiplying out HCF – Highest Common Factor Acute Obtuse Straight line (180 degrees) Reflex Full turn (360 degrees) Averages Mean Median Mode Range Bar and Tally charts Frequency tables Pictograms | Proportion Multiplier/divider FDP – Fractions, Decimals and Percentages Certain Likely Even Unlikely Impossible Probability Mutually exclusive |
| Independent learning/wider reading | For more support and lots of practice questions go to www.mymaths.co.uk or www.mathswatch.co.uk | For more support and lots of practice questions go to www.mymaths.co.uk or www.mathswatch.co.uk | For more support and lots of practice questions go to www.mymaths.co.uk or www.mathswatch.co.uk | For more support and lots of practice questions go to www.mymaths.co.uk or www.mathswatch.co.uk | For more support and lots of practice questions go to www.mymaths.co.uk or www.mathswatch.co.uk | For more support and lots of practice questions go to www.mymaths.co.uk or www.mathswatch.co.uk |
| Assessment | Initial test to test prior knowledge | Whole school assessment point 1 – mixture of current topics with an emphasis on also assessing prior maths knowledge. | Formally assessed piece of work on recent topics. | Whole school assessment point 2 - mixture of current topics with an emphasis on also assessing prior maths knowledge. | Formally assessed piece of work on recent topics. | Whole school assessment point 3 - mixture of current topics with an emphasis on also assessing prior maths knowledge. |
| Careers links/Future Learning | Finance, Biologist, Chemist, Physicist, Business Analyst, Forecaster, Computer scientist, and many, many more! Maths is used in most occupations in some form! Continued studies lead to A level Maths/Further Maths, A level Biology/Chemistry/Maths, Economics, Psychology Working with money and decimal values and being able to interpret fractions, decimals and percent-ages in context such as with offers etc are all general life skills that are transferable to the workplace. Shape and special awareness skills are needed for careers such as design, architecture, construction, decorating and landscaping. The interpretation of tables and charts is a life skill that is transferable within most admin-based jobs and careers, for example being able to timetable and organise within areas such as finance, HR and marketing. | Finance, Biologist, Chemist, Physicist, Business Analyst, Forecaster, Computer scientist, and many, many more! Maths is used in most occupations in some form! Continued studies lead to A level Maths/Further Maths, A level Biology/Chemistry/Maths, Economics, Psychology Working with money and decimal values and being able to interpret fractions, decimals and percent-ages in context such as with offers etc are all general life skills that are transferable to the workplace. Shape and special awareness skills are needed for careers such as design, architecture, construction, decorating and landscaping. The interpretation of tables and charts is a life skill that is transferable within most admin-based jobs and careers, for example being able to timetable and organise within areas such as finance, HR and marketing. | Finance, Biologist, Chemist, Physicist, Business Analyst, Forecaster, Computer scientist, and many, many more! Maths is used in most occupations in some form! Continued studies lead to A level Maths/Further Maths, A level Biology/Chemistry/Maths, Economics, Psychology Working with money and decimal values and being able to interpret fractions, decimals and percent-ages in context such as with offers etc are all general life skills that are transferable to the workplace. Shape and special awareness skills are needed for careers such as design, architecture, construction, decorating and landscaping. The interpretation of tables and charts is a life skill that is transferable within most admin-based jobs and careers, for example being able to timetable and organise within areas such as finance, HR and marketing. | Finance, Biologist, Chemist, Physicist, Business Analyst, Forecaster, Computer scientist, and many, many more! Maths is used in most occupations in some form! Continued studies lead to A level Maths/Further Maths, A level Biology/Chemistry/Maths, Economics, Psychology Working with money and decimal values and being able to interpret fractions, decimals and percent-ages in context such as with offers etc are all general life skills that are transferable to the workplace. Shape and special awareness skills are needed for careers such as design, architecture, construction, decorating and landscaping. The interpretation of tables and charts is a life skill that is transferable within most admin-based jobs and careers, for example being able to timetable and organise within areas such as finance, HR and marketing. | Finance, Biologist, Chemist, Physicist, Business Analyst, Forecaster, Computer scientist, and many, many more! Maths is used in most occupations in some form! Continued studies lead to A level Maths/Further Maths, A level Biology/Chemistry/Maths, Economics, Psychology Working with money and decimal values and being able to interpret fractions, decimals and percent-ages in context such as with offers etc are all general life skills that are transferable to the workplace. Shape and special awareness skills are needed for careers such as design, architecture, construction, decorating and landscaping. The interpretation of tables and charts is a life skill that is transferable within most admin-based jobs and careers, for example being able to timetable and organise within areas such as finance, HR and marketing. | Finance, Biologist, Chemist, Physicist, Business Analyst, Forecaster, Computer scientist, and many, many more! Maths is used in most occupations in some form! Continued studies lead to A level Maths/Further Maths, A level Biology/Chemistry/Maths, Economics, Psychology Working with money and decimal values and being able to interpret fractions, decimals and percent-ages in context such as with offers etc are all general life skills that are transferable to the workplace. Shape and special awareness skills are needed for careers such as design, architecture, construction, decorating and landscaping. The interpretation of tables and charts is a life skill that is transferable within most admin-based jobs and careers, for example being able to timetable and organise within areas such as finance, HR and marketing. |
QEGS Year 8 Mathematics Curriculum Map |
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| Focus | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Topic | Percentages Money Indices Equations | Sequences Ratio Significant Figures Coordinates and midpoints | Area Circles Standard Form Venn Diagrams | Venn diagrams (continued) 3D shapes Surface area and volume | Surface area and volume Linear graphs Transformations Angles | Angles Statistical diagrams Inequalities Brackets |
| Key concepts/ideas | The percentages and money topics build on from the FDP and number sense topics from the year 7. Once students have started to master skills such as four operations with decimals and converting be-tween FDP, they will then apply this knowledge to more context-based problems. This helps to devel-op problem solving skills and analytical thinking, whilst revisiting prior knowledge and skills in the pro-cess. The Indices topic (or Laws of Indices) is the next step in students developing a new skill that builds on from the sequence of lessons within the expressions and equations topic from year 7. Specifically, it links in with simplifying algebraic expressions and provides key algebraic skills and knowledge that stu-dents can to use and apply all the way through GCSE and even A-level. Students will develop fluency in being able to simplify and manipulate algebraic terms with indices. The equations topic within year 8 directly picks up from the year 7 point and starts to incorporate slightly more complex equations such as those including brackets. This also follows on from the brack-ets topic covered in year 7. Students will have the opportunity to revisit prior knowledge whilst apply-ing this to more complex and multi-step equations. | The sequences topic links on from both the number sense and expression and equations topics from year 7. Students will be able to utilise their knowledge of the order numbers and link this with being able to form an algebraic expressions. It also allows students to look at sequencing in patterns which helps to develop analytical and evaluat-ing skills by being able to identify the changes between patterns. The ratio topic follows on from the proportion topic in year 7. In year 7 students look generally into what it means to keep something in proportion and how to manipulate values to create equal quanti-ties when wanting to make comparisons. In year 8 we build on this and look more specifically into the notation and principles of writing and using quantities within ratios. Significant figures links on from the number sense topic in year 7 where students covered how to round both integers and decimals by considering place value. Understanding how to identify a number rounded to a set significant figure allows students to build up on their prior knowledge of rounding, whilst, having to first evaluate to number and determine what degree of accuracy is needed. It is also a skill that students will use and apply all the way through GCSE and A-Level where marks are awarded for adhering correctly to required significant figures with given answers. Coordinates and mid-points directly follows on from the coordinates topic in year 7. Students will be able to further practise the skill of reading and interpreting coordinates whilst also starting to problem solve within a coordinate grid. | The topic of area within year 8 builds upon the areas covered in year 7 and progresses from squares, rectangles and triangles (including compound shapes) to look at parallelograms and area of trapezi-ums. Students will also have the chance to practice the skill of substituting into formulae. The circles topic allows students to learn and apply the formulae for calculating the area and circum-ference of a circle. Students will also have the chance to use calculators and interpret their answers and practice rounding to a specific degree of accuracy. Due to the sequencing of the scheme of work students will have seen and practiced some of the skills needed previously, therefore it allows for con-solidation of prior knowledge in these areas. The Venn diagram topic is introduced in year 8. It links in with reading and interpreting charts and dia-grams. Introducing the reading and interpreting of Venn diagrams at an early stage will mean that when calculating probabilities at GCSE, students should be able to interpret values more easily when presented in this form. Therefore, we are allowing students the best opportunity access these ques-tions. | Venn diagrams in this half term builds on from the factors, multiples and primes topic in year 7, specifi-cally in relation to prime factorisation. Students will get the opportunity to retrieve prior knowledge whilst learning a new way in which to identify the HCF and LCM between two numbers. Additionally, it also allows students to continue to practice the interpreting of Venn diagrams and develop more flu-ency with this. 3D shapes looks at the physical properties of shapes, such as faces, edges and vertices. This topic also delves into studying the nets of shapes that make form 3D shapes, which helps to lead into and sup-port the next topic of surface area. Surface area and shape looks at being able to visualise and calculate the surface area of 3D shapes such as cubes, cuboids and prisms. It builds on the perimeter and area topic from year 7. Students will get the chance to revisit prior knowledge of area of 2D shapes and extend on this to being able to calculate the surface area of 3D shapes. | This half term the volume topic focusses on the units of measurement used for volume and being able to convert between values. This develops student awareness for real-life measurements in relation to capacity. Linear graphs follows on from the earlier equations topic and allows students to develop an under-standing of how equations are linked to graphs on the Cartesian axes. The transformation topic allows students to develop an understanding of how 2D shapes can be ma-nipulated, specifically focussing on translations and reflections. The angles topic progresses on from the year 7 angles work whereby students begin to look at specific angle properties within quadrilaterals. This also allows students to revisit prior knowledge from the year 7 scheme of work around properties of 2D shapes. | The angles topic progresses on from angles in triangles, straight lines and around a point in year 7. Stu-dents now learn how to recognise types of angles within parallel lines which can be applied to both 2D shapes and when calculating bearings. It allows for some prior knowledge of 2D quadrilaterals to be revisited. The statistical diagrams topic develops students understanding about the different types of data, the reliability of data and how data can be analysed and interpreted. Students will also use prior knowledge if angles in being able to use and interpret data in a pie chart. Students will also develop knowledge around different methods of collecting data and be able to identify the most suitable methods. With the inequalities topic students will learn how to represent inequalities both algebraically and against a number line using correct mathematical notation. In the brackets topic students further develop their skills with algebraic manipulation in being able to expand and simplify double brackets. Students will also draw on their knowledge of four operation with negative numbers to support this. |
| Key skills | Percentages: -To find percentages of amounts both without and with a calculator -To be able to use a decimal multiplier to calculate a percentage -To work out percentage change Money: -To be able to calculate ‘best buys’ and evaluate value for money -To be able to compare by manipulating values so there are equal quantities Indices: -To recall and be able to apply all three Index Laws -To be able to simplify algebraic expressions with indices Solving equations: -To be able to solve linear equations including brackets -To be able to solve equations with unknowns on both sides -To be able to construct and solve equations given a scenario with an unknown variable | Sequences: -To be able to understand and identify a term-to-term rule of both linear numerical and pattern based sequences -To be able to identify the ‘nth’ term of a sequence -To be able to apply the position-to-term rules in finding specific terms Ratio: -To be able to form and write ratios in their simplest form -To be able to convert between ratios, fractions and percentages where required -To be able to share amounts in a given ratio with up to three parts -To be able to identify the total or a specific quantity within a ratio -To be able to read and interpret scale drawings, where the key is represented as a ratio Significant Figures: -To be able to interpret and use significant figures for integers -To be able to interpret and use significant figures for decimal numbers Coordinates and midpoints: -To be able to identify the mid-point between two coordinates (positive and negative values ) | Area: -Being able to find the are of 2D shapes, specifically parallelograms and trapeziums. -Being able to find missing lengths of 2D shapes, including parallelograms ad trapeziums, given the area -To be able to convert between units of areas, e.g. from cm2 to m2. Circles: -To be able to identify parts of a circle -To be able to recall and use the formula for finding the area of a circle -To be able to recall and use the formula for finding the circumference of a circle Standard form: -To be able to represent integer numbers in standard form -To be able to represent numbers less than 1 in standard form Venn Diagrams: To be able to complete missing values within a Venn diagram To be able to form and interpret a Venn diagram | Venn diagrams: -To be able to use a Venn diagram in identifying the HCF and LCM between two numbers using prime factorisation 3D Shapes: -To understand that the volume if the capacity (amount of space) measured inside a 3D shape -To be able to calculate the volume of cubes and cuboids -To be able to calculate the volume of triangular prisms -To be able to calculate the volume of other prisms given the cross-sectional area Surface area and volume: -To be able to calculate the surface area of cubes and cuboids -To be able to calculate the surface area of prisms -To be able to calculate the volume of cubes and cuboids -To be able to calculate the volume of prisms | Surface area and volume: -To be able to convert between units of volume, e.g. from m3 to cm3 -To be able to apply this to context-based problems where a conversion of units is required Linear graphs: -To be able to plot a straight line graph from a table of values -To be able to identify the equation of line from it’s graph Transformations: -To be able to translate a 2D shape across a grid from worded instructions -To be able to interpret and apply vector notation of transformations -To be able to reflect a 2D shape across a given line or across the coordinate axes Angles: -To understand the properties of angles in quadrilaterals, such as the sum of angles are 360 de-grees -To apply the property of angles to specific quadrilaterals such as kites and parallelograms | Angles: -To recognise and recall the specific properties of angles in parallel lines -To be able to calculate missing angles within parallel lines -To recognise interior and exterior angles within polygons -To be able to calculate the sum of angles in regular and non-regular polygons -To be able to calculate individual interior/exterior angles in polygons Statistical diagrams: -To be able to interpret and complete pie charts -To be able to draw and interpret line graphs -To be able to understand the difference between continuous and discrete data -To be able to use appropriate methods of data collection Inequalities: -To be able to represent, interpret and solve linear inequalities -To be able to draw and interpret Brackets: -To be able to expand and simplify double brackets with positive terms -To be able to expand double brackets with negative terms |
| Key terms/vocab | Percentages Decimal multiplier Increase/Appreciate Decrease/Depreciate Equal quantities Proportionally Manipulate Index Laws Indices/powers Algebraic expressions Equations | Sequences Term-to-term ‘nth’ term Generating the next term Position-to-term Ratio Ratios in their simplest form Sharing between a given ratio Key Scale drawings Significant figures Degree of accuracy Coordinate and mid-points X and Y axis Coordinate grid | Area of a trapezium; ½(a+b)h Trapezium Parallelogram Diameter Radius Circumference Chord Arc Segment Section Tangent Area of a circle; πr2 Circumference of a circle; πd Standard form Integers Venn diagrams Intersection | Volume Cube and cuboid Prism Triangular prism Cross-sectional area Capacity Dimensions Vertices Edges Faces | Surface area Volume Vector notation Translation Reflection Straight-line or linear graph Quadrilaterals Angle properties Table of values Coordinate axes Conversion/converting Units of measurement | Parallel lines Corresponding Alternate Co-interior Vertically opposite Interior and exterior angles Polygons Regular and irregular shapes Continuous and discrete data Primary and secondary source Pie charts Double brackets Expanding Positive and negative terms |
| Independent learning/wider reading | For more support and lots of practice questions go to www.mymaths.co.uk or www.mathswatch.co.uk | For more support and lots of practice questions go to www.mymaths.co.uk or www.mathswatch.co.uk | For more support and lots of practice questions go to www.mymaths.co.uk or www.mathswatch.co.uk | For more support and lots of practice questions go to www.mymaths.co.uk or www.mathswatch.co.uk | For more support and lots of practice questions go to www.mymaths.co.uk or www.mathswatch.co.uk | For more support and lots of practice questions go to www.mymaths.co.uk or www.mathswatch.co.uk |
| Assessment | Mini assessment on recent topics studied | Test on all topics studied so far | Mini assessment on recent topics studied | Test on all topics studied so far | Mini assessment on recent topics studied | Test on all topics studied so far |
| Careers links/Future Learning | Finance, Biologist, Chemist, Physicist, Business Analyst, Forecaster, Computer scientist, and many, many more! Maths is used in most occupations in some form! Continued studies lead to A level Maths/Further Maths, A level Biology/Chemistry/Maths, Economics, Psychology Careers links such as product design and manufacture from understanding 3D shapes and their proper-ties. Conversions between units which could be applied within construction and design, even within health and safety aspects if working with weight and capacity limits. Ratio and proportion could be uti-lised within budgeting and planning, therefore could be applicable within PA roles, marketing and planning jobs. Understanding properties of angles could be applied within construction and architec-tural areas. | Finance, Biologist, Chemist, Physicist, Business Analyst, Forecaster, Computer scientist, and many, many more! Maths is used in most occupations in some form! Continued studies lead to A level Maths/Further Maths, A level Biology/Chemistry/Maths, Economics, Psychology Careers links such as product design and manufacture from understanding 3D shapes and their proper-ties. Conversions between units which could be applied within construction and design, even within health and safety aspects if working with weight and capacity limits. Ratio and proportion could be uti-lised within budgeting and planning, therefore could be applicable within PA roles, marketing and planning jobs. Understanding properties of angles could be applied within construction and architec-tural areas. | Finance, Biologist, Chemist, Physicist, Business Analyst, Forecaster, Computer scientist, and many, many more! Maths is used in most occupations in some form! Continued studies lead to A level Maths/Further Maths, A level Biology/Chemistry/Maths, Economics, Psychology Careers links such as product design and manufacture from understanding 3D shapes and their proper-ties. Conversions between units which could be applied within construction and design, even within health and safety aspects if working with weight and capacity limits. Ratio and proportion could be uti-lised within budgeting and planning, therefore could be applicable within PA roles, marketing and planning jobs. Understanding properties of angles could be applied within construction and architec-tural areas. | Finance, Biologist, Chemist, Physicist, Business Analyst, Forecaster, Computer scientist, and many, many more! Maths is used in most occupations in some form! Continued studies lead to A level Maths/Further Maths, A level Biology/Chemistry/Maths, Economics, Psychology Careers links such as product design and manufacture from understanding 3D shapes and their proper-ties. Conversions between units which could be applied within construction and design, even within health and safety aspects if working with weight and capacity limits. Ratio and proportion could be uti-lised within budgeting and planning, therefore could be applicable within PA roles, marketing and planning jobs. Understanding properties of angles could be applied within construction and architec-tural areas. | Finance, Biologist, Chemist, Physicist, Business Analyst, Forecaster, Computer scientist, and many, many more! Maths is used in most occupations in some form! Continued studies lead to A level Maths/Further Maths, A level Biology/Chemistry/Maths, Economics, Psychology Careers links such as product design and manufacture from understanding 3D shapes and their proper-ties. Conversions between units which could be applied within construction and design, even within health and safety aspects if working with weight and capacity limits. Ratio and proportion could be uti-lised within budgeting and planning, therefore could be applicable within PA roles, marketing and planning jobs. Understanding properties of angles could be applied within construction and architec-tural areas. | Finance, Biologist, Chemist, Physicist, Business Analyst, Forecaster, Computer scientist, and many, many more! Maths is used in most occupations in some form! Continued studies lead to A level Maths/Further Maths, A level Biology/Chemistry/Maths, Economics, Psychology Careers links such as product design and manufacture from understanding 3D shapes and their proper-ties. Conversions between units which could be applied within construction and design, even within health and safety aspects if working with weight and capacity limits. Ratio and proportion could be uti-lised within budgeting and planning, therefore could be applicable within PA roles, marketing and planning jobs. Understanding properties of angles could be applied within construction and architec-tural areas. |
QEGS Year 8 Maths Nurture Group Curriculum Map |
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| Focus | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Topic | Introducing algebra: sequences, like terms and expanding. Factors, multiples and primes. | Fractions, negative numbers, and further algebra including equations. | Shape and space: properties and angles of shapes. Further area, and units of area. | Percentages, including reverse percentages. Ratio and Speed/distance/ time. | Rounding, circles (area and circumference), 3D shapes | Volume and surface area, averages and data. Preparation for starting GCSE. |
| Key concepts/ideas | Understand and use prime factor decomposition Compare and calculate with negative numbers Find and use both term-to-term and position-to-term rules to describe sequences Represent unknowns with letters forming and manipulating algebraic expressions Evaluate algebraic expressions through substitution | Add and subtract fractions Form and solve linear equations with one unknown | 1) Construction of triangles and quadrilaterals 2) Understand and use properties of angles in parallel lines Understand and convert between metric units of area for all rectilinear shapes | Use percentage change including reverse percentages Understand and use ratio Understand and use multiplicative relationships in contexts including speed | Use percentage change including reverse percentages Understand and use ratio Understand and use multiplicative relationships in contexts including speed | 1) Find the volumes and surface areas of prisms and composite solids 2) Understand and use appropriate strategies to collect, tabulate and classify data 3) Understand and use summary measures of data |
| Key skills | Unit 1: Prime factorisation ·Find the factors and multiples of a number ·Find prime numbers ·Find the prime factors of a number ·Determine HCF and LCM by prime factorisation ·Find squares, square roots, cubes and cube roots using prime factorisation ·Use indices to record repeated multiplication ·Calculate with the use of a calculator, including squares, cubes, square roots and cube roots Unit 3: Positive and negative numbers Represent and order positive and negative integers on a number line (using the symbols >, ³, <, and £) Apply the four basic operations on positive and negative integers Calculate with rational and decimal numbers (including negative numbers) Unit 18: Introduction to algebra Write and understand simple algebraic expressions Substitute numerical values into formulae and expressions Collect like terms and simplify expressions Multiply out brackets, identify and take out common factors to factorise Recognise that different-looking expressions may be identical and prove simple algebraic identities Unit 4a: Algebra Recognise and represent number patterns (including finding an algebraic expression for the nth term) Translate real-world situations into algebraic expressions Distinguish between terms and coefficients in algebraic expressions Distinguish between like and unlike terms in algebraic expressions Add and subtract linear algebraic expressions Expand simple linear expression | Unit 2: Add and subtract fractions and mixed numbers ·Add and subtract fractions with like and unlike denominators ·Add and subtract fractions mixed numbers and improper fractions ·Convert between improper fractions and mixed numbers ·Add and subtract fractions mixed numbers and improper fractions ·Calculate with decimals Unit 4b: Equations · Solve linear equations in one unknown · Solve fractional equations that can be reduced to linear equations · Formulate a linear equation in one unknown to solve problems | Unit 5: 2-D Shapes ·Measure, draw and identify angles ·Define an equilateral, isosceles, and scalene triangle ·Draw triangles given different information Classify special quadrilaterals on the basis of their properties: define 2-D shapes Draw accurately 2-D shapes given information Understand and use right, acute, obtuse and reflex angles, complementary and supplementary angles, vertically opposite angles, adjacent angles on a straight line, adjacent angles at a point, interior and exterior angles Identify the different types of angles formed by parallel lines and a transversal such as corresponding angles, alternate angles and interior angles Find unknown angles Unit 6: Length and area- units, parallelograms and trapeziums ·Convert between cm2and m2 ·Find the area and perimeter of a composite shape ·Find the areas of parallelograms and trapeziums ·Solve word problems involving area and perimeter | Unit 7: Percentage Change ·Use percentages greater than 100% ·Express one quantity as a percentage of another ·Compare two quantities by percentage ·Increase or decrease a quantity by a given percentage ·Reverse percentages: find the original quantity given a part of it and its percentage ·Reverse percentages: find the original quantity when we know its final value after the percentage increase or decrease ·Solve problems involving percentages and reverse percentages Unit 8: Ratio and Rate ·Interpret a : b and a : b : c, where a, b and c are whole numbers ·Compare two or more quantities by ratio ·Understand the relationship between ratios and fractions ·Write equivalent ratios ·Express ratios involving rational numbers in their simplest form ·Divide a quantity in a given ratio ·Find one quantity given the other quantity and their ratio ·Find the whole/ one part when a whole is divided into parts in a given ratio ·Understand and differentiate between the concepts of speed, average speed and uniform speed ·Calculate speed, distance or time given the other two quantities ·Convert from one unit of speed to another (e.g. km/h to m/s) ·Solve word problems involving ratio, speed, uniform speed and average speed | Unit 9: Rounding, significant figures and estimation ·Round off a number to a required number of decimal places ·Round off a number to a required number of significant figures ·Estimate the answer to a given problem ·Identify rounding and truncation errors Unit 10: Circles ·Use formulae to calculate the area and circumference of a circle ·Find the area and perimeter of a semicircle and quarter circle ·Solve word problems involving area and perimeter Unit 11: 3D shapes and their nets ·Recognise nets of 3D shapes ·Build and name 3D shapes Unit 12: Surface area and volume ·Find the volumes of cubes, cuboids, prisms and cylinders ·Find the volumes of composite solids ·Convert between cm3 and m3 | Unit 13: Statistics ·Find the mean, median more and range from raw datasets ·Use the mean/median/mode to compare data sets ·Use an average plus the range to compare datasets ·Find the mode, median and mean from tables and graphical representations ·Explore methods of data collection including surveys, questionnaires and the use of secondary data ·Classify and tabulate data ·Conduct statistical investigations using collected data ·Draw, analyse and interpret graphs including those met in year 7 |
| Key terms/vocab | Simplify, Like terms, Expressions, Expand, Factorise, Substitution, Identities, Equivalent, Prime, Square, Cube, Roots, Indices, LCM, HCF | Improper fractions, Mixed numbers, Denominator, Numerator, Nth term, Coefficients, Expressions, Equations, Linear | Equilateral, Scalene, Isosceles, Acute, Obtuse, Reflex, Trapezium, Parallelogram, Transversal line, Vertically opposite, Alternate, Corresponding, Co-interior | Reverse percentage, Speed, Distance, Time, Unit, Per, Average speed, Uniform speed | Estimate, Significant figures, Truncate, Circumference, Area, Volume, Prism, Composites, Cubes, Cuboids, Cylinders | Discrete, Continuous, primary, Secondary, Qualitative, Quantitative, Mean, Median, Mode, Range, Compare |
| Independent learning/wider reading | Discrete, Continuous, primary, Secondary, Qualitative, Quantitative, Mean, Median, Mode, Range, Compare | Discrete, Continuous, primary, Secondary, Qualitative, Quantitative, Mean, Median, Mode, Range, Compare | Discrete, Continuous, primary, Secondary, Qualitative, Quantitative, Mean, Median, Mode, Range, Compare | Discrete, Continuous, primary, Secondary, Qualitative, Quantitative, Mean, Median, Mode, Range, Compare | Discrete, Continuous, primary, Secondary, Qualitative, Quantitative, Mean, Median, Mode, Range, Compare | Discrete, Continuous, primary, Secondary, Qualitative, Quantitative, Mean, Median, Mode, Range, Compare |
| Assessment | Mini assessment on recent topics studied | Test on all topics studied so far | Mini assessment on recent topics studied | Test on all topics studied so far | Mini assessment on recent topics studied | Test on all topics studied so far |
| Careers links/Future Learning | Finance, Biologist, Chemist, Physicist, Business Analyst, Forecaster, Computer scientist, and many many more- Maths is used in most occupations in one form or another! Continued studies lead to A level Maths/Further Maths, A level Biology/Chemistry/Maths, Economics, Psychology | Finance, Biologist, Chemist, Physicist, Business Analyst, Forecaster, Computer scientist, and many many more- Maths is used in most occupations in one form or another! Continued studies lead to A level Maths/Further Maths, A level Biology/Chemistry/Maths, Economics, Psychology | Finance, Biologist, Chemist, Physicist, Business Analyst, Forecaster, Computer scientist, and many many more- Maths is used in most occupations in one form or another! Continued studies lead to A level Maths/Further Maths, A level Biology/Chemistry/Maths, Economics, Psychology | Finance, Biologist, Chemist, Physicist, Business Analyst, Forecaster, Computer scientist, and many many more- Maths is used in most occupations in one form or another! Continued studies lead to A level Maths/Further Maths, A level Biology/Chemistry/Maths, Economics, Psychology | Finance, Biologist, Chemist, Physicist, Business Analyst, Forecaster, Computer scientist, and many many more- Maths is used in most occupations in one form or another! Continued studies lead to A level Maths/Further Maths, A level Biology/Chemistry/Maths, Economics, Psychology | Finance, Biologist, Chemist, Physicist, Business Analyst, Forecaster, Computer scientist, and many many more- Maths is used in most occupations in one form or another! Continued studies lead to A level Maths/Further Maths, A level Biology/Chemistry/Maths, Economics, Psychology |