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Ridgewood

School

Mathematics

Our Maths faculty have an inspiring vision which drives all they do: ‘Teaching students Mathematics skills for life’.

They are a large and highly skilled faculty of staff who genuinely love maths, and who convey their love of the subject to all the students they teach. Comprising twelve staff with many years’ experience, the maths team focuses relentlessly on enabling students to understand the kind of maths which they will use for the rest of their lives, and ensuring that students’ confidence with numeracy is at the forefront of every lesson. All students study maths at both KS3 and KS4, along with a significant number choosing to carry on with the subject at post-16. The faculty are also actively involved in our Year 6 Transition Week, meaning that students’ primary school maths skills never dip.

In their maths lessons, students are encouraged to solve problems for themselves, and to become learners who can draw on all their knowledge of numbers and mathematical processes to understand why they get the answers they do. They focus on applying maths to real life scenarios across a wide range of topics, and are always stretched to increase their knowledge by being given challenging next steps.

The faculty prides itself on being organised, dedicated and hard-working, and teaching lessons which make students think at all times. Consequently, the results achieved by the Maths faculty are extremely impressive, and mean that students leave Ridgewood equipped with the mathematical skills and knowledge they require for the next step in their education or career. As well as success in examinations, the faculty consider it essential that students enjoy maths beyond the classroom and annually enter students for the UK Maths Challenge, aiming to win a bronze, silver or gold certificate for their mathematical skills.

 Year 7

Number

 

Term 1:1

  • Consolidate skills for addition, subtraction, multiplication and division (include the use of decimals, and problem solving questions) including applying the four rules of operations (BIDMAS)
  • Converting fractions, decimals and percentages
  • Ordering values such as whole numbers, decimals, fractions and justifying the placement on a number line and extending the on to the placement of surds by estimating powers. The use of =, ≠, <, >, ≤, ≥ is to be included.
  • Identifying lowest common multiple and highest common factors with the use of a factor tree and Venn diagram and applying this to problem solving questions
  • Addition and subtraction of fractions including worded problems
  • Percentages of amounts including problem solving questions and estimating percentages from a diagram. Here there is an emphasis on what a percentage actually is and comparing two quantities using percentages; working with percentages over 100% is also included.
  • Rounding values (to decimal places and significant figures) and using this to find estimates.

Ratio and Proportion

 

Term 1:2

  • Converting between units e.g. length, volume/capacity
  • Multiplication and division of fractions including worded problems and fractions of amounts.
  • Use scale factors e.g. scale maps and drawings
  • Use ratio notation including to simplest form
  • Divide a given quantity into a ratio and use reverse ratio to use 1 part to work out a whole.
  • Use compound units such as speed, unit pricing and density to solve problems.

Algebra

 

Term 2:1

  • Substitute in to expressions and simplify
  • Expand brackets and factorise single terms 
  • Equations: Use algebraic methods to solve linear equations in one variable (including all forms that require rearrangement).
  • Understand and use standard mathematical formulae; rearrange formulae to change the subject
  • Generate terms of a sequence from either a term-to-term or a position-to-term rule.

Shape

 

Term 2:2

  • Properties of 2D and 3D shapes including parallel/ perpendicular lengths with an emphasis of the use of points, lines, vertices, edges, planes, parallel lines, perpendicular lines, right angles, polygons, regular polygons and polygons with reflection and/or rotation symmetries and nets of shapes
  • Perimeter of shapes including compound and with the use of algebra (excluding circles)
  • Area and surface area of shapes including compound and with the use of algebra (including trapezium but excluding circles)
  • Volume of prisms including compound prisms (excluding cylinders)
  • Angles on straight line, around a point, in quadrilaterals and triangles including measuring/drawing acute/obtuse/reflex angles

Algebra (Graphs)

 

Term 3:1

  • Work with coordinates in all four quadrants. Understand and use lines parallel to the axes, y=x and y=-x including the use of graphs in real life context as well as volume depicted in graphs and speed/distance/time.
     
  • Recognise, sketch and produce graphs of linear and quadratic functions and cubic, reciprocal and exponential graphs of one variable with appropriate scaling, using equations in x and y and the Cartesian plane

Handling Data

 

Term 3:2

  • Construct and interpret appropriate tables, charts, and diagrams, including frequency tables, two way tables bar charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data
  • Describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete and continuous data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers)
  • Record, describe and analyse the frequency of outcomes of simple probability experiments involving randomness, fairness, equally and unequally likely outcomes, using appropriate language and the 0-1 probability scale

 

 

 

 

 

 

 

 

Assessment schedule

End of topic assessments

Useful websites

To further support your child in Maths, you can remind him/her of the importance of having the correct equipment: pen, pencil, 30cm ruler, protractor, compass and a scientific calculator if possible. It would also be beneficial to students if they were encouraged to complete homework to a high standard using either revision guides or the websites above to support them.

 Year 8

Number

 

Term 1:1

  • Consolidate percentages and fractions skills with multi mark questions.
  • Standard form. Converting a number written in standard form to an ordinary number and vice versa. Perform calculations involving standard form with and without a calculator including with addition/ subtraction/ multiplication/ division and in the context of real life problems leaving the final answer in standard form.
  • Calculate with roots, integers and fractional indices and be able to recognise reciprocals and powers of 2,3,4,5 and square (up to 15²) and cube roots.
  • Trial and improvement to estimate values.

Ratio and Proportion

 

Term 1:2

  • Use scale factors e.g. scale maps and drawings
  • Divide a given quantity into a ratio and use reverse ratio to use 1 part to work out a whole.
  • Solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics and understand the use of a multiplier.
  • Multi-mark ratio and percentages problems

Algebra

 

Term 2:1

  • Substitute in to expressions and simplify
  • Expand and factorise including double brackets
  • Equations: Use algebraic methods to solve linear equations in one variable (including all forms that require rearrangement including numerical denominator algebraic fractions).
  • Understand and use standard mathematical formulae; rearrange formulae to change the subject
  • Represent the solution set to an inequality on a number line and graphically.
  • Solve linear inequalities
  • Generate terms of a sequence from either a term-to-term or a position-to-term rule and find the nth term of a linear and quadratic sequence.

Shape

 

 

Term 2:2

  • Transformations of shapes including reflections, rotations, translations and enlargements
  • Angles in parallel lines including the use of correct terms and algebraic problems.
  • Pythagoras theorem to find hypotenuse and other lengths
  • Consolidate and extend area, perimeter and volume skills now including circles, cylinders, arcs, cones, spheres, pyramids and frustums.

 

Algebra (Graphs)

 

 

Term 3:1

  • Reduce a given linear equation in two variables to the standard form  y = mx + c; calculate and interpret gradients and intercepts of graphs of such linear equations numerically, graphically and algebraically and finding the equation of the line through two given points, or through one point with a given gradient
  • Identifying the midpoints of lines
  • Represent an inequality graphically

Handling Data

 

 

Term 3:2

  • Complete and interpret scatter graphs
  • Construct and interpret histograms with equal widths (unequal widths for higher)
  • Construct and interpret pie charts for grouped and ungrouped data
  • Understand the AND/OR rule and enumerate sets and unions/ intersections of sets systematically, using tables, grids and Venn diagrams 
  • Stratified sampling

Assessment schedule

End of topic assessments

Useful websites

To further support your child in Maths, you can remind him/her of the importance of having the correct equipment: pen, pencil, 30cm ruler, protractor, compass and a scientific calculator if possible. It would also be beneficial to students if they were encouraged to complete homework to a high standard using either revision guides or the websites above to support them.

Year 9 

Number

 

Term 1:1

  • Consolidate percentages and fractions skills with multi mark questions.
  • Addition, subtraction, multiplication, division, expansion of brackets, and rationalising surds with the use of problem solving, including expressing in the simplest form.
  • Apply and interpret limits of accuracy with the use of upper and lower bounds and within the context of problem solving.

Ratio and Proportion

 

Term 1:2

  • Solve problems involving direct and inverse proportion, including graphical and algebraic representations
  • Solve problems involving percentage change including: percentage increase, decrease and original value problems and simple and compound interest in financial mathematics and understand the use of a multiplier.
  • Recurring decimals to fractions and vice versa with problem solving questions
  • Multi-mark ratio and percentages problems

Algebra

 

Term 2:1

  • Taking out common factors. Expanding products of two or more binomials. Factorising quadratics in the form x2 + bx + c and introducing the quadratic formula and completing the square including those that require rearrangement.
  • Equations: Use algebraic methods to solve linear equations in one variable (including all forms that require rearrangement including algebraic fractions) and including those involving surds
  • Simplify and solve algebraic fractions
  • Understand and use standard mathematical formulae; rearrange formulae to change the subject
  • Recognise geometric sequences and appreciate other sequences that arise. E.g. Fibonacci type sequences and quadratic sequences as well as sequences involving surds.

Shape

 

 

Term 2:2

  • Apply and use the concepts of congruence and similarity, including the relationships between lengths, areas and volumes in similar figures
  • Finding interior and exterior angles in polygons
  • Pythagoras consolidation and/or introduction to trigonometry and understand the trigonometric ratios (possibility of sine and cosine rule for higher students).
  • Scale drawings and constructions of triangles and angles.
  • Consolidation of angles in shapes and parallel lines (extend to apply and prove the standard circle theorems concerning angles, radii, tangents and chords and use them to prove related results)
  • Consolidation of transformations of shapes including reflections, rotations, translations and enlargements
  • Apply addition and subtraction of vectors, multiplication of vectors by a scalar, and diagrammatic and column representation of vectors and use these to construct proof.
  • Use the basic congruence criteria for triangles (SSS, SAS, ASA, RHS)

Algebra (Graphs)

 

Term 3:1

  • Use linear and quadratic graphs to estimate values of y for given values of x and vice versa and to find approximate solutions of simultaneous equations including solving simultaneous equations
  • Parallel and perpendicular lines
  • Recognise and use the equation of a circle with centre at the origin and find the equation of a tangent to a circle at a given point.
  •  Extending on to y=sinx, y=cosx, y=tanx graphs.

Handling Data

 

 

Term 3:2

  • Consolidate mean, mode, median, range skills.
  • Find the mean, mode, median, range from grouped and ungrouped sets of data with the use of frequency tables
  • Make use of cumulative frequency diagrams and box plots to compare distributions. 
  • Record, describe and analyse the frequency of dependant and independent events through the use of tree diagrams.

Assessment schedule 

End of topic assessments

Useful websites

To further support your child in Maths, you can remind him/her of the importance of having the correct equipment: pen, pencil, 30cm ruler, protractor, compass and a scientific calculator if possible. It would also be beneficial to students if they were encouraged to complete homework to a high standard using either revision guides or the websites above to support them.

KS4 

At GCSE, students follow the Edexcel Mathematics GCSE specification.

The KS4 maths curriculum builds on the skills learnt at KS3. Year 10 and 11 follow a scheme of learning which introduces new topics based on the tier of exam the students are sitting (Foundation or Higher) while practising and furthering the key skills taught at KS3. The GCSE course is taught so students have an understanding of the key maths principles of Number, Ratio and Proportion, Algebra, Shape and Space, and Statistics. The new GCSE content is taught with a mixture of recall, problem solving and procedural questions, the emphasis being much more on the problem solving-style questions.
 
Exam revision guides and workbooks are available in the School Shop.
 
The Edexcel Mathematics paper (9-1) is assessed with 100% examination at the end of Year 11:
Paper 1 – 90 mins – Non Calculator
Paper 2 – 90 mins – Calculator
Paper 3 – 90 mins – Calculator
 

The full specification can be found at:

https://qualifications.pearson.com/content/dam/pdf/GCSE/mathematics/2015/specification-and-sample-assesment/gcse-maths-2015-specification.pdf

 

Please use the “Contact Us” facility on this website if you would like any further information about the Mathematics scheme of learning.

Home learning details and how parents can support their children:

  • Ensure all students have pen, pencil, ruler, protractor, compass and scientific calculator.
  • Ensure students complete weekly homework
  • Encourage students to do revision at home. Workbooks with accompanying revision guides are available at the school shop.
  • During KS4 students are preparing for their GCSE at the end of year 11 so it would be very beneficial to their mathematical studies if parents encouraged students to revise using past papers, previous assessments and other questions for about 20 minutes, 5 times per week.

Useful web links:

Students can access exam questions and practice on specific topics at the following websites:

These websites usually provide worked solutions. Students are encouraged to mark their work at home and then bring it in to school to ask their teacher for support on anything they have found challenging.

KS5 

More details of our A Level Maths courses can be found in the Sixth Form section of this website.

You can download the teaching timelines for Y12 and Y13 below.