Welcome to the Maths Department
2020  2021
Mrs J Betteridge
Mathematics Curriculum Leader
The Team:
Mrs Kathryn Uffindell Assistant Curriculum Leader
Mr Aaron Bufton Classroom Teacher
Ms Lesley Danks Classroom Teacher
Mr Daniel HeavenGandy Classroom teacher
Mrs Linda Hustler Classroom Teacher
Mr Luke Whatmough Classroom Teacher
@EggarsMaths
Introduction to the Department:
In the Mathematics Department, we aim to help students build up their confidence in using mathematical skills and processes and applying them in problem solving. We endeavour to help make the transition from Primary to Secondary school as smooth as possible, and this year will be using KS2 SATS results and our own baseline line assessment in the first few weeks to set the students.
Key Stage 3 Information:
In Key Stage 3, we are constantly developing our curriculum to make it dynamic and relevant to the students we teach. Our KS3 curriculum has five main strands; Number, Algebra, Ratio and Proportion, Geometry and Statistics. We are also introducing regular half termly investigations which will stimulate, extend and challenge students. These will also encourage students to embrace the different facets of the Eggar’s Learner.
Key mathematical skills are tested regularly while formal assessments take place every term.
Regular reflection on progress and effort is made both in lessons and following informal learning checks and formal assessments.
Homework is set on a weekly basis using a mixture of different topics and four different levels of questions.
The standard of presentation expected of an Eggar’s student in Maths is extremely high
Key Stage 3 Overview:
Assessment in Key Stage 3 Maths
In KS3, students will be formally assessed termly. Their attainment will be measured using bands called “emerging”, “developing”, “secure” and “excelling”. (There will be other smaller assessments during each term).
KS2 results and an initial assessment at the start of Year 7 will determine in which band your son/daughter will start KS3.
Each band has many skills that will need to be developed over KS3. There are five different strands of Mathematics studied, linked to the National Curriculum Programmes of Study for Mathematics at KS3. The five strands are: Number, Algebra, Ratio and Proportion, Geometry and Measures, and Statistics. The details below show one set of skills within each of four of the strands: Number, Algebra, Geometry and Measures and Statistics.
YEAR 7

Number: Four operations and types of number Assessment Criteria


Band

Students can:


Emerging

 know and use the priority of operations and laws of arithmetic
 recall multiplication facts up to 10 × 10, multiply and divide by 10, 100, 1000
 add, subtract, multiply and divide numbers in different ways using mental and written methods and solve problems using four operations
 approximate before adding, subtracting, multiplying and dividing
 use a calculator to solve problems and interpret a calculator display
 use simple negative numbers
 recognise and use multiples, factors and prime numbers
 find common factors and common multiples
 work out the Highest Common Factor (HCF) and Lowest Common Multiple (LCM) of two numbers
 round numbers to the nearest 10, 100 and 1000


Developing

 all the skills in “Emerging” above
 check answers using estimation and inverse operations
 solve problems involving time and money using a calculator
 order positive and negative numbers
 add and subtract positive and negative numbers and begin to multiply with negative numbers
 work out the HCF and LCM of two or three numbers
 recognise and use square numbers, square roots and triangle numbers
 round decimals to the nearest whole number and to 1 or 2 decimal places





Secure

 all the skills in “Emerging” and “Developing” above
 recall the first ten square numbers and first 5 cube numbers
 use mental and written strategies for multiplication, division, addition and subtraction, including problem solving and calculations involving brackets
 estimate answers to complex calculations
 add, subtract, multiply and divide positive and negative numbers
 find all the factor pairs of any whole number
 carry out calculations involving squares, cubes, square roots and cube roots
 round to 1, 2 or 3 significant figures






Excelling

 all the skills in “Emerging”, “Developing” and “Secure” above
 find the HCF and LCM of two or three numbers using Venn diagrams
 round decimals to any number of decimal places and significant figures


YEAR 7

Algebra: Expressions, formulae and functions Assessment Criteria


Band

Students can:


Emerging

 find outputs and inputs of simple functions.
 describe simple functions using words or symbols
 know and use algebraic notation and terminology
 simplify algebraic expressions by collecting like terms
 write expressions given a description in words
 substitute positive integers into expressions and simple formulae written in words and letter symbols
 write simple formulae using letter symbols
 identify the unknowns in a formula and a function


Developing

 all the skills in “Emerging” above
 use arithmetic operations with algebra
 use brackets with numbers and letters
 simplify more complicated expressions by collecting like terms
 write expressions from word descriptions using addition, subtraction and multiplication and to represent function machines
 substitute into expressions involving powers
 write and use simple formulae using letter symbols
 expand expressions involving a single bracket





Secure

 all the skills in “Emerging” and “Developing” above
 introduce function notation
 construct expressions using four operations
 derive formulae from a description
 expand and simplify expressions involving single brackets
 factorise an algebraic expression






Excelling

 all the skills in “Emerging”, “Developing” and “Secure” above
 construct and use expressions using four operations, brackets and powers
 substitute into formulae and into expressions involving powers
 derive and use formulae from a description
 expand expressions involving double brackets
 factorise an algebraic expression, including variables as factors


YEAR 7

Geometry: Angles Assessment Criteria


Band

Students can:


Emerging

 identify a right angle as 90 degrees
 recognise quarter, half and threequarter turns, parallel and perpendicular lines and acute, obtuse and reflex angles
 draw and measure acute and obtuse angles using a ruler and protractor
 label lines and angles
 estimate the size of angles
 find missing angles on a straight line and round a point
 use a ruler and protractor to draw triangles accurately
 use the rule for the sum of angles in a triangle
 identify and name types of quadrilaterals


Developing

 all the skills in “Emerging” above
 identify angle, side and symmetry properties of triangles
 use the rule for angles on a straight line, angles around a point and vertically opposite angles
 solve problems involving angles
 calculate interior and exterior angles and solve angle problems involving triangles
 use the rule for the sum of angles in a quadrilateral
 solve angle problems involving quadrilaterals





Secure

 all the skills in “Emerging” and “Developing” above
 solve complex problems involving angles
 work out unknown angles involving parallel lines
 understand how to prove that a result is true
 use properties of a triangle to work out unknown angles
 use the properties of isosceles and equilateral triangles to solve problems
 describe the properties of quadrilaterals, including line and rotational symmetry
 work out the interior and exterior angles of a polygon






Excelling

 all the skills in “Emerging”, “Developing” and “Secure” above
 solve complex problems involving angles using geometric rules
 solve problems using the properties of angles in polygons


YEAR 7

Statistics: Analysing data Assessment Criteria


Band

Students can:


Emerging

 display data and find information from tables, pictograms, bar and barline charts
 organise data using a tally chart
 understand, draw and use frequency tables and grouped bar charts
 calculate averages and range from a set of data
 compare sets of data using range, mode and median


Developing

 all the skills in “Emerging” above
 read and construct bar charts (including dual and compound)
 read and construct charts for grouped data
 calculate averages and range from a chart or frequency table
 compare two sets of data using an average and the range


Secure

 all the skills in “Emerging” and “Developing” above
 identify sources of primary and secondary data and group discrete and continuous data
 choose a suitable sample size, identify a random sample, and understand how to reduce bias
 use twoway tables, pie charts, and grouped frequency diagrams
 draw and interpret scatter graphs, including outliers; describe correlations between two sets of data, and draw and use a line of best fit
 choose the most appropriate average for a set of data
 recognise when a graph is misleading


Excelling

 all the skills in “Emerging”, “Developing” and “Secure” above
 understand stratified sampling
 find the estimated mean from a set of grouped data
 recognise when a graph or chart is misleading.


YEAR 8:

Number: Number properties and calculations Assessment Criteria


Band

Students can:


Emerging

 add and subtract larger numbers and decimals
 multiply larger numbers and decimals
 use brackets
 add, subtract, multiply and divide negative numbers
 calculate using squares, square roots, cubes and cube roots
 use index notation for powers of numbers
 use mental methods to calculate combinations of powers roots and brackets
 use a calculator to check answers
 write a number as a product of its prime factors
 find the Highest Common Factor (HCF) and Lowest Common Multiple of two numbers using Venn diagrams


Developing

 all the skills in “Emerging” above
 use written methods to add, subtract and multiply with decimals
 calculate with money
 estimate answers to calculations
 use index notation for powers of numbers, including fractional powers
 estimate the square root of a number
 use index laws to calculate combinations of powers roots and brackets
 use prime factor decomposition and Venn diagrams to find the HCF and LCM of 2 numbers





Secure

 all the skills in “Emerging” and “Developing” above
 work out the laws of indices for positive, negative and fractional powers
 show that any number to the power of zero is 1
 calculate with powers, including fractional and negative powers
 use and understand the effect of multiplying and dividing by any integer power of 10
 use the prefixes associated with powers of 10






Excelling

 all the skills in “Emerging”, “Developing” and “Secure” above
 understand how to write a number in standard form and to convert between standard from and ordinary form
 use prime factor decomposition and Venn diagrams to find the HCF or LCM of two or three numbers


YEAR 8

Algebra: Expressions and equations Assessment Criteria


Band

Students can:


Emerging

 simplify expressions by collecting like terms
 find outputs and inputs of function machines
 construct functions from words using algebraic notation
 solve simple equations and check the solution is correct
 understand the difference between an expression and an equation, and identify the unknown in an equation
 use brackets with numbers and variables
 simplify expressions involving single brackets


Developing

 all the skills in “Emerging” above
 understand and simplify algebraic powers
 substitute values into formulae and algebraic expressions involving powers
 simplify expressions involving brackets, use rules for indices and factorise expressions
 multiply out double brackets and collect like terms
 write and simplify algebraic expressions and formulae
 change the subject of a formula
 find the inverse of a function
 solve real life problems using equations
 solve equations using the balancing method
 solve equations with the unknown number on both sides





Secure

 all the skills in “Emerging” and “Developing” above
 understand the meaning of an identity
 use the index laws in algebraic calculations and expressions
 write and simplify expressions involving brackets and powers
 factorise an algebraic expression using numbers and variables as factors
 substitute integers into expressions
 construct and solve equations with brackets






Excelling

 all the skills in “Emerging”, “Developing” and “Secure” above
 understand the meaning of an identity and be able to use reasoning to show an identity
 write and simplify expressions involving brackets and powers
 multiply out double and triple brackets and collect like terms
 factorise an algebraic expression using numbers and variables as factors, including factorising double brackets with positive values


YEAR 8

Geometry: Lines, Angles and Construction Assessment Criteria


Band

Students can:


Emerging

 use a protractor to measure and draw obtuse and reflex angles
 estimate the size of reflex angles
 use vertically opposite angles
 work out the size of unknown angles in a triangle, including isosceles and equilateral triangles
 accurately draw triangles using a ruler and protractor and pair of compasses
 accurately draw a net of a 3D shape
 investigate the sides of a rightangled triangle


Developing

 all the skills in “Emerging” above
 use alternate, corresponding and cointerior angles to find unknown angles
 use reasoning to complete mathematical proofs
 solve geometrical problems using side and angle properties of triangles and quadrilaterals and problems using properties of angles in parallel and intersecting lines
 find unknown angles by forming and solving equations
 solve geometrical problems showing reasoning
 calculate the sum of the interior and exterior angles of a polygon





Secure

 all the skills in “Emerging” and “Developing” above
 draw accurate diagrams to scale to solve problems
 construct nets of 3D solids using a ruler and compasses
 bisect a line and bisect angles using a ruler and compasses
 construct perpendicular lines using a ruler and compasses
 draw a locus and use loci to solve problems






Excelling

 all the skills in “Emerging”, “Developing” and “Secure” above
 draw a locus and use loci to solve problems, including loci of areas


YEAR 8

Statistics: Probability Assessment Criteria


Band

Students can:


Emerging

 use the language of probability and know and use probability notation
 use a probability scale with words and numbers
 write probabilities as fractions, decimals and percentages
 find all the possible outcomes of an event or two simple events
 use equally likely outcomes to calculate probabilities
 calculate the probability of an event's not happening
 use data from an experiment to estimate probabilities
 collect data from an experiment and make calculations based on results
 compare and interpret probabilities


Developing

 all the skills in “Emerging” above
 calculate probability based on equally likely outcomes, compare probabilities
 calculate probability of A or B happening by counting outcomes
 calculate the probability of an event’s not happening
 record data from a simple experiment, estimate probability based on experimental data and make conclusions based on the results
 use probability to estimate the number of expected wins in a game
 apply probabilities from experimental data in simple situations


Secure

 all the skills in “Emerging” and “Developing” above
 identify and find the probabilities of mutually exclusive outcomes and events
 find the probability of an event's not happening
 calculate and use the relative frequency of a value to estimate the probability of an event
 use estimated probability to calculate expected frequencies
 list all the possible outcomes of one or two events in sample space diagrams or Venn diagrams
 calculate probabilities of repeated events
 use tree diagrams to find the probabilities of two or more events


Excelling

 all the skills in “Emerging”, “Developing” and “Secure” above
 list all the possible outcomes of one or two events in sample space diagrams and Venn diagrams and know the set notation for Venn diagrams
 calculate probabilities of repeated events, independent and not independent
 use tree diagrams to find the probabilities of two or more events


In order to move to the next band, a pupil must achieve the criteria for the band they are in and some of the criteria from the next band. A pupil who does not consistently achieve all or most of the required skills could be moved down a band. Hence, as a parent you will be able to check your son/daughter’s progress in Mathematics.
Key Stage 3 Curriculum Videos by Year Group:
Year 7 Curriculum
Key Stage 4 Information
At Key Stage 4, students enter one of two pathways, Higher or Foundation, based on their potential and their endeavour throughout Key Stage 3. There is a considerable overlap in the content of these 2 pathways. This allows plenty of time for students to master the skills needed before a final decision on which tier they will sit for the exam in Year 11 has to be made.
Homework is set on a weekly basis, both to consolidate current learning and to revise different topics.
Assessment in KS4 Maths
In KS4, students will be formally assessed once a term. Their attainment will be measured against the exam board’s GCSE criteria and students will be graded in line with GCSE grade boundaries. (There will be other smaller assessments during each term).
KS3 results and ongoing assessment will determine which tier of assessment band your son/daughter will start on for KS4. This tier may change during KS4 depending on a student’s individual progress.
Examination Boards used:
We use the Edexcel exam board for Mathematics and the AQA Exam Board for Further Mathematics.
Qualification to be obtained:
GCSE Mathematics
Other Information
Students from all years take part in the national challenge run annually by the UK Mathematics Trust, and we also send students to local Maths challenges, competing against other schools.