Download Maths~Curriculum Outline - Parkfields Middle School

Year 8
Maths~Curriculum Outline
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Children can also find interactive lessons and exercises at www.mymaths.co.uk where they
can log on to revise, catch up on missed lessons, find information and practise Maths topics.
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Throughout all units there is an emphasis on using the knowledge and skills to solve real-life
problems (word problems, mathematical reasoning, financial and functional skills).
Enrichment Outlines: Children are usually expected to complete a short Friday Challenge
every week in addition to two Maths enrichments being set each term. Children are expected
to revise timestables which are tested weekly
Autumn Term
Simplifying numbers: Powers of 10, Large numbers and rounding, Significant figures, Estimating
answers, Problem solving with decimals, *Standard form
Interpreting Data: Information from charts, Reading pie charts, Creating pie charts, Scatter graphs,
*Correlation
Algebra : Algebraic notation, Like terms, Expanding brackets, Using algebra, Using powers,*Index
notation
Congruence and scaling : Congruent shapes, Shape and ratio, Scale diagrams
Fractions and decimals: Adding and subtracting fractions, Multiplying fractions and integers, Dividing
with integers and fractions, Multiplication with powers of ten, Division with powers of ten
Proportion: Direct proportion, Graphs and direct proportion, Inverse proportion, The difference
between direct and inverse proportion
Circles: The circle and its parts, Circumference of a circle, A formula to work out the approximate
circumference of a circle, *Area of Circle
Equations and formulae: Equations, Equations with the variable on both sides, More complex
equations, Substituting into formulae
Comparing data: Frequency tables, The mean, Drawing frequency diagrams, Comparing data, Which
average to use?
Spring term
Percentages: Simple interest, Percentage increases and decreases, Calculating the original value,
Using percentages
Equations and formulae: Multiplying out brackets, Factorising algebraic expressions, Equations with
brackets, Equations with fractions, Formulae, * Expressions with several variables
Polygons: Polygons, Angles in polygons, Interior angles of regular polygons
Using data: Scatter graphs and correlation, Interpreting graphs and diagrams, Two-way tables,
Comparing two or more sets of data, Statistical investigations * Estimation of a mean from grouped
data,Cumulative frequency
Application of graphs/Circles: The formula for the circumference of a circle, The formula for the area
of a circle, Mixed problems, *Step graphs, Time graphs, Exponential growth graphs
Pythagoras’ theorem/Enlargements: Scale factors and enlargements, The centre of enlargement,
Enlargements on grids,* Introducing Pythagoras’ theorem, Using Pythagoras’ theorem to solve
problems, The converse of Pythagoras’ theorem
Fractions: Adding and subtracting fractions, Multiplying fractions, Dividing fractions
Summer term
Algebra: Expanding brackets, Factorising algebraic expressions, Expand and simplify, * Factorising
quadratic expressions with positive coefficients, Factorising quadratic expressions with negative
coefficients, The difference of two squares
Decimal numbers: Multiplication of decimals, Powers of 10, Rounding suitably, Dividing decimals,
Solving problems
Surface area and volume of 3D shapes: Surface area of cubes and cuboids, Volume of cubes and
cuboids, Volume of triangular prisms
Solving equations graphically: Graphs from equations in the form y = mx + c, Problems involving
straight-line graphs, Solving simple quadratic equations by drawing graphs, Problems involving
quadratic graphs, *Graphs from equations in the form ay ± bx = c, Solving simultaneous equations by
drawing graphs, Solving quadratic equations by drawing graphs, Solving cubic equations by drawing
graphs
Distance, speed and time: Distance, Speed, Time
Similar triangles: Similar triangles, A summary of similar triangles, Using triangles to solve problems
Right-angled triangles: *Introduction to trigonometric ratios, How to find trigonometric ratios of angles,
Using trigonometric ratios to find angles, Using trigonometric ratios to find lengths (*not all sets)
Mathematics and personal, learning and thinking skills
The aims of the curriculum are that young people should become successful learners, confident individuals and
responsible citizens. The development of personal, learning and thinking skills (PLTS) is an essential part of
meeting these aims. PLTS have considerable impact on young people's ability to enter work and adult life as
confident and capable individuals who can make a positive contribution.
The mathematics programme of study provides opportunities to plan sequences of work, learning outcomes and
teaching approaches to ensure PLTS form an integral part of subject teaching and learning.
Independent enquirers
The programme of study requires pupils to work on open and closed tasks in a variety of contexts that allow them
to select the mathematics to use. The key concept of competence requires pupils to process and evaluate
information, applying mathematics to familiar and unfamiliar contexts. Pupils plan what to do, selecting the most
appropriate methods, tools and models when representing situations or problems.
Creative thinkers
The key concept of creativity requires pupils to combine understanding, experiences, imagination and reasoning
to construct new knowledge. They are also expected to use existing mathematical knowledge in novel contexts.
By adopting a questioning approach they develop their own lines of enquiry and convincing arguments to support
their decisions and conclusions. When deciding on how to use mathematics to model a situation or solve a
problem pupils need to think creatively, drawing on their knowledge and understanding of mathematics and
identifying the mathematical features that are important.
Team workers
The mathematics programme of study provides opportunities for pupils to work collaboratively as well as
independently to solve mathematical problems in a range of contexts. Knowing about the history of mathematics
and the mathematics of different cultures encourages and supports pupils to listen to, and be sensitive to,
different views and broadens their perspective on the subject.
Self-managers
Pupils are expected to work independently on extended tasks that bring together different aspects of
mathematical content, using several of the key processes. They will make decisions autonomously while working
towards goals, showing initiative, confidence, commitment and perseverance.
Effective participators
Pupils’ use of mathematical ideas and models to explore issues or problems is mediated through the key concept
of critical understanding. When interpreting and evaluating, pupils should be able to develop convincing
arguments to influence others and take part in discussions. Working on problems that arise in other subjects and
outside school helps pupils understand how mathematics is relevant in all areas of life.
Reflective learners
Pupils will be expected to evaluate their own and others' work and respond constructively. The key process of
analysing requires them to work logically towards results and solutions, and to value feedback and learn from
mistakes.