ADAPTING YOUR MATHS CURRICULUM 2020-21 - Made freely available to all Norfolk Schools by Norfolk County Council, to support the learning of ...

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 ∏- ≥
÷ √
 +
≤

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 Original template by @nathanday314
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∂∞x ∏- ≥
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 Paper 3 Paper 2 Paper 1 Gap filling
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 Secondary (Year 10 – Year 11 Foundation) - @JaggerMaths
 Feedback Revision Feedback

 November PPEs Gap filling February PPEs

 Indices and Solving
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 Area, Perimeter and
 Right-angled Triangles Quadrat ic graphs
 Algebraic
 Manipulat io n
 
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 Y11
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 Enrichment Percent ages % Perimeter
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 End of year exam Rounding and
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 ≤ < Ratio and
 Proportio n : Volume and
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≤ Original template by @nathanday314 ≤
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∂∞x ∏- ≥
÷ √
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≤
 Paper 3 Paper 2 Paper 1 Gap filling
 Calculator Calculator Non Calculator

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 Secondary (Year 10 – Year 11 Higher) - @JaggerMaths
 November PPEs Gap filling February PPEs

 Revision Vectors Transforming
 Feedback
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 Real life graphs and Advanced Functions f( )
 Rates of Change Trigonomet ry and Iteratio n 
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 Graphs of Histograms, Cumulat ive
 End of term exam End of year exam
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 Quadrat ic s Theorems

 Original template by @nathanday314

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 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
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