“Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problemsolving skills, and the ability to think in abstract ways. Mathematics is important in everyday life, many forms of employment, science and technology, medicine, the economy, the environment and development, and in public decisionmaking. Different cultures have contributed to the development and application of mathematics. Today, the subject transcends cultural boundaries and its importance is universally recognised. Mathematics is a creative discipline. It can stimulate moments of pleasure and wonder when a pupil solves a problem for the first time, discovers a more elegant solution to that problem, or suddenly sees hidden connections. ” Taken from The National Curriculum Online
with added responsibility
Annette Alsopp  Subject Leader  
Tom Baker  Assistant Subject Leader  
Carol OnleyGregson  Teacher of Mathematics  
Chris Blaxland  Teacher of Mathematics  
Aysha Abdulraza  Teacher of Mathematics  
Sarah Dienes  Teacher of Mathematics  
Claire Foster  Teacher of Mathematics  
Sophie Reiness  Teacher of Mathematics  
Dr Michelle Bannon  Teacher of Mathematics  
Jane Snow  Specialist Mathematics Teaching Assistant 

Jane Jenks  Specialist Mathematics Teaching Assistant 
Years 7, 8 and 9 follow programmes of study reflecting the National Numeracy Strategy which:
recognises a student’s achievement in their previous school. enables a student to follow the appropriate programme of study. is based upon a variety of teaching and learning styles. sets topics in context as appropriate. enables students to practice routine skills. recognises the numeracy demands of other curriculum areas in planning the order of topics and the style of delivery.Students in Years 10 and 11 follow programmes of study reflecting the Key Stage 4 programmes of study. Students will be assessed by the Edexcel Linear GCSE or entry level. Students have the option to choose statistics at GCSE and this will also be assessed by Edexcel.
Marking ethos (adapted from the department handbook).
Work in Mathematics generates a great deal of marking, and it is not usually possible, nor, in general, desirable for a teacher to mark every piece of work which is done.” Cockcroft 417.
Responding to students’ work is an essential part of the teaching and learning process. It is important to give students regular feedback about how they progress. This feedback may be verbal or written. In general it must be diagnostic and supportive.
It has been accepted that there should be a whole school approach to marking students’ work. This is as follows:
 Monitoring of students’ work should be undertaken on a regular basis and in a manner that gives prompt acknowledgement of students’ efforts.
 Teachers are encouraged to comment (verbally or in written form) on students’ work as a matter of course.
Within the context of the Mathematics Team this is to be interpreted in the following way.
Marking policy
Teachers will often mark work as they circulate the class in order to identify misconceptions. Students can mark their own work and strategies can be developed for establishing what needs to be gone over as a class. Students may also from time to time peer assess each other’s work.
Homework on the whole should be marked by staff. Staff should initial and date the exercise book. The purpose of marking is:
to help students know what they can do, where they are wrong and why, and see ways forward in understanding. to give students a clear idea of what they have achieved. to encourage students and give them confidence to tackle new and more difficult work. to make clear expectations and acknowledge wellpresented work.
Summative Assessment
Students’ work is assessed formally: Teachers will be required to submit a level at the end of each term and the report will indicate the levels of progress and effort the student has made. These levels are determined from a combination of classwork, homework and half termly assessments. If a student’s performance is significantly higher or lower than those of other students in their group, set moves may be considered. At the end of year 7, 8 and 9 students will sit Optional tests which provide a nationally recognised benchmark. In year’s 10 and 11 students will sit modular assessments to track their progress every 6 weeks. These results are useful for providing a forecast at GCSE.KS3: List of the key objectives for each year group
Year 7
Simplify fractions by cancelling all common factors; identify equivalent fractions.
 Recognise the equivalence of percentages, fractions and decimals.
 Extend mental methods of calculation to include decimals, fractions and percentages.
 Multiply and divide threedigit by twodigit whole numbers; extend to multiplying and dividing decimals with one or two places by singledigit whole numbers.
 Break a complex calculation into simpler steps, choosing and using appropriate and efficient operations and methods.
 Check a result by considering whether it is of the right order of magnitude.
 Use letter symbols to represent unknown numbers or variables.
 Know and use the order of operations and understand that algebraic operations follow the same conventions and order as arithmetic operations.
 Plot the graphs of simple linear functions.
 Identify parallel and perpendicular lines; know the sum of angles at a point, on a straight line and in a triangle.
Convert one metric unit to another (e.g. grams to kilograms); read and interpret scales on a range of measuring instruments.
 Compare two simple distributions using the range and one of the mode, median or mean.
 Understand and use the probability scale from 0 to 1; find and justify probabilities based on equally likely outcomes in simple contexts.
 Solve word problems and investigate in a range of contexts, explaining and justifying methods and conclusions.
Year 8
Add, subtract, multiply and divide integers.
 Use the equivalence of fractions, decimals and percentages to compare proportions; calculate percentages and find the outcome of a given percentage increase or decrease.
 Divide a quantity into two or more parts in a given ratio; use the unitary method to solve simple word problems involving ratio and direct proportion.
 Use standard column procedures for multiplication and division of integers and decimals, including by decimals such as 0.6 or 0.06; understand where to position the decimal point by considering equivalent calculations.
 Simplify or transform linear expressions by collecting like terms; multiply a single term over a bracket.
 Substitute integers into simple formulae.
 Plot the graphs of linear functions, where y is given explicitly in terms of x ; recognise that equations of the form y = mx + c correspond to straightline graphs.
 Identify alternate and corresponding angles; understand a proof that the sum of the angles of a triangle is 180° and of a quadrilateral is 360°.
 Enlarge 2D shapes, given a centre of enlargement and a positive wholenumber scale factor.
 Use straight edge and compasses to do standard constructions.
 Deduce and use formulae for the area of a triangle and parallelogram, and the volume of a cuboid; calculate volumes and surface areas of cuboids.
 Construct, on paper and using ICT, a range of graphs and charts; identify which are most useful in the context of a problem.
 Find and record all possible mutually exclusive outcomes for single events and two successive events in a systematic way.
 Identify the necessary information to solve a problem; represent problems and interpret solutions in algebraic, geometric or graphical form.
 Use logical argument to establish the truth of a statement.
Year 9
 Add, subtract, multiply and divide fractions.
 Use proportional reasoning to solve a problem, choosing the correct numbers to take as 100%, or as a whole.
 Make and justify estimates and approximations of calculations.
Construct and solve linear equations with integer coefficients, using an appropriate method.
 Generate terms of a sequence using termtoterm and positiontoterm definitions of the sequence, on paper and using ICT; write an expression to describe the nth term of an arithmetic sequence.
 Given values for m and c, find the gradient of lines given by equations of the form y = mx + c.
 Construct functions arising from reallife problems and plot their corresponding graphs; interpret graphs arising from real situations.
 Solve geometrical problems using properties of angles, of parallel and intersecting lines, and of triangles and other polygons.
 Know that translations, rotations and reflections preserve length and angle and map objects on to congruent images.
 Know and use the formulae for the circumference and area of a circle.
 Design a survey or experiment to capture the necessary data from one or more sources; determine the sample size and degree of accuracy needed; design, trial and if necessary refine data collection sheets.
 Communicate interpretations and results of a statistical enquiry using selected tables, graphs and diagrams in support.
 Know that the sum of probabilities of all mutually exclusive outcomes is 1 and use this when solving problems.
 Solve substantial problems by breaking them into simpler tasks, using a range of efficient techniques, methods and resources, including ICT; give solutions to an appropriate degree of accuracy.
 Present a concise, reasoned argument, using symbols, diagrams, graphs and related explanatory text.
The table below is an overview of the module Structure for the KS4 programme of study.
Foundation Overview
Unit A 
Unit B 
Unit C 
Unit D 
Unit E 
Summer Year 9 
Autumn 1 Year 10 
Autumn 2 Year 10 
Autumn / Spring 1 Year 10 
Spring Year 10 
1. Integers 2. Decimals 3. Coordinates

4. Angles, lines and triangles 5. Reading scales and converting units 6. Collecting data

7. Charts and graphs 8. Symmetry, similarity and congruence 9. Types of number

10. Introduction to algebra 11. Constructions

12. Patterns and sequences 13. Properties of quadrilaterals and parallel lines 
Unit F 
Unit G 
Unit H 
Unit I 
Unit J 
Spring/ Summer Year 10 
Summer Year 10 
Summer Year 10 
Autumn Year 11 
Autumn Year 11 
14. Fractions 15.Pie Charts 16. Fractions, decimals and percentages 
17. Applications of percentages 18. Algebra using powers and brackets 19. Ration and proportion 
20. Linear equations and inequalities 21. Perimeter and area 22. 3D shapes

23. Reallife graphs 24. Straight line graphs 25. Compound measures

26. Timetables and distancetime graphs 27. Volume 28. Probability

Unit K 
Unit L 
Unit M 
Revision 

Autumn Year 11 
Spring Year 11 
Spring Year 11 
Summer Year 11 

29. Formulae 30. Angle properties of polygons 31. Transformations

32. Scatter graphs and correlation 33. Averages and Range 34. Quadratics graphs

34. Quadratics graphs 35. Trial and improvement 36. Circles 37.Pythagoras Theorem 


Higher Tier Overview
Unit A 
Unit B 
Unit C 
Unit D 
Module E 
Summer Year 9 
Autumn 1 Year 10 
Autumn 2 Year 10 
Autumn / Spring 1 Year 10 
Spring Year 10 
1. Integers and decimals 2. Coordinates 3. Fractions

4. Algebra 5. Shape and angle 6. Collecting data 
7. Displaying data 8. Construction and loci 9. Types of number 
10. Patterns and sequence 11. 2D and 3D shapes 
12. Perimeter and Area 13. Fractions, Decimals and Percentages

Unit F 
Unit G 
Unit H 
Unit I 
Module J 
Spring/ Summer Year 10 
Summer Year 10 
Summer Year 10 
Autumn Year 11 
Autumn Year 11 
14. Formulae and Linear Equations 15. Linear Graphs 16. Simultaneous Equations

17. Probability 18. Ratio and scale

19. Averages and range 20. Pythagoras and Trigonometry 21. Trial and improvement

22. Surface area and volume 23.Compound measures 24. Transformations

25. Similarity and congruence 26. Quadratic functions, graphs and equations

Unit K 
Unit L 
Unit M 
Revision 

Autumn Year 11 
Spring Year 11 
Spring Year 11 
Summer Year 11 

27. Index notation and surds 28. Circle theorems

29. Sine and cosine rules 30. Vectors 
31. Further graphs and functions 32. Transformations of graphs 


Meeting the needs of all students is an important factor in teaching and learning. Students who are identified as gifted and talented will be provided with extension and enrichment oppurtunities. We currently take part in the national maths challenges for years 7 – 11. Students in year 8 and 9 are selected to take part in a national team challenge and similar opputunities are available in year 10 and 11. One of our most popular events is the G&T enrichment workshop day at Queen Elizabeth College Crediton.
Students with SEN will receive suitably differentiated teaching, extra support and intervention to ensure they make good progress.
KS3: Year 9 SOL differentiated
Module A: Autumn Term: Half term 1

Extension 
NMF 3 
Core 
NMF 2 
Support 
NMF 1 
Resources 
6 hours  Algebra 1 & 2 
Find the next term and the nth term of quadratic sequences and functions and explore their properties
Deduce properties of the sequences of triangular and square numbers from spatial patterns.
Recognise that equations of the form y=mx+c
Plot the graph of the inverse of a linear function;
Know simple properties of quadratic functions

15
45
8
8
912 
Generate and describe simple integer sequences using termtoterm and positiontoterm definitions of the sequence
Generate terms of a simple sequence, given a rule
Generate sequences from practical contexts
Write an expression to describe the nth term of an arithmetic sequence
Generate terms of a quadratic sequence
Find the inverse of a linear function
Construct functions arising from reallife problems and plot their corresponding graphs 
23
25
25
23
45
78
911 
Generate and describe integer sequences.
Express simple functions in symbols;
Represent mappings expressed algebraically
Plot the graphs of linear functions, where y is given explicitly in terms of x, on paper and using ICT.

28
1012
1314
1314 

9 hours Number 1 
Add and subtract fractions
Multiply and divide fractions
Solve problems involving percentage changes
Understand and use proportionality and calculate the result of any proportional change using only multiplicative methods
Interpret and use ratio in a range of contexts
Estimate calculations by rounding numbers to one significant figure and multiplying or dividing mentally
Find the Reciprocal of a number 
18
1819
2124
2627
2931
3236
3435 
Add and subtract fractions
Multiple and divide fractions
Recognise when fractions or percentages are needed to compare proportions
Solve problems involving percentage changes
Interpret and use ratio in a range of contexts
Use proportional reasoning to solve a problem
Understand the order of precedence and effect of powers (BODMAS)
Make estimates and approximations of calculations 
1718
20
2223
2226
2728
2728
3132
33 
Order 4 digit numbers
Add and subtract fractions by writing them with a common denominator;
calculate fractions of quantities (fraction answers);
multiply and divide an integer by a fraction
Interpret percentage as the operator ‘so many hundredths of’; express one given number as a percentage of another
Reduce a ratio to its simplest form, including a ratio expressed in different units;
divide a quantity into two or more parts in a given ratio; use the unitary method to solve simple word problems involving ratio and direct proportion
Use inverse proportion 
1920
2122
23
23
2527
2527
2829 

6 hours – Algebra 3 
Construct and solve linear equations
Use trial and improvement methods
Solve a pair of simultaneous linear equations by eliminating one variable
Solve linear equations involving fractions
Link a graphical representation of an equation or a pair of equations to the algebraic solution; consider cases that have no solution or an infinite number of solutions. 
4344
4548
4950
5156 
Distinguish the different roles played by letter symbols
Simplify or transform algebraic expressions
Construct and solve linear equations
Use trial and improvement methods to find approximate solutions to equations
Use graphs to solve direct proportion problems

4142
4345
4749
5152 
Know the meanings of the words formula and function.
Substitute positive integers into expressions
Construct and solve linear equations with integer coefficients (unknown on either or both sides) using appropriate methods (e.g. inverse operations, transforming both sides in the same way).
Begin to use graphs and set up equations to solve simple problems involving direct proportion.

3536
35
3544
4546 

KS4: Year 11 SOL differentiated
Module A: Autumn Term: Half term 1
GCSE Tier: Higher
Contents: Algebra
A a 
Distinguish the different roles played by letter symbols in algebra, using the correct notation 
A b 
Distinguish in meaning between the words ‘equation’, ‘formula’, ‘identity’and ‘expression’ 
A c 
Manipulate algebraic expressions by collecting like terms, by multiplying a single term over a bracket, and by taking out common factors, multiplying two linear expressions, factorise quadratic expressions including the difference of two squares and simplifying rational expressions 
PRIOR KNOWLEDGE:
Experience of using a letter to represent a number
Ability to use negative numbers with the four operations
Recall and use BIDMAS
OBJECTIVES 
Higher Plus 
Higher 
Other 
By the end of the module the student should be able to: 



Use notation and symbols correctly (2.1) 

Pg185ExA2.1 

Write an expression (2.1) 
Pg121ExA1.2 
Pg189ExA2.3 

Select an expression/identity/equation/formula from a list (13.6) 

Pg195ExA2.6 

Manipulate algebraic expressions by collecting like terms (2.1) 

Pg185ExNa1.2 

Multiply a single term over a bracket (9.1) 
Pg121ExA1.2 
Pg187ExA2.2 

Factorise algebraic expressions by taking out common factors (9.2) 

Pg191ExA2.4 

Expand the product of two linear expressions (9.3) 
Pg121ExA1.2 
Pg189ExA2.3 

Factorise quadratic expressions including the difference of two squares (9.4) 
Pg123ExA1.3

Pg123ExA1.3


Simplify rational expressions by cancelling, adding, subtracting, and multiplying (32.1–32.3) 
Pg199ExA3.3 Pg201ExA3.4 


DIFFERENTIATION & EXTENSION
This topic can be used as a reminder of the KS3 curriculum and could be introduced via investigative material eg frogs, handshakes, patterns in real life, formulae
Use examples where generalisation skills are required
Extend the above ideas to the ‘equation’ of the straight line, y = mx + c
Look at word equations written in symbolic form, eg. F = 2C + 30 to convert temperature (roughly) and compare with F = C + 32
Practise factorisation where the factor may involve more than one variable
NOTES
There are plenty of old exam papers with matching tables testing knowledge of the ‘Vocabulary of Algebra’
(See Emporium website)
Students who perform well in the maths challenges will receive nationally recognised certificates. We also reward their efforts and provide a Heads lunch to recognise their efforts.
Tiverton High School has forged close links with Petroc College and staff are involved in a joint teaching and learning cooperative between the sites. This year has seen a rise in the number of students who chose to study A level maths at Petroc . The aim is to provide continuity from KS4 to KS5 as part of the TLP (Tiverton Learning Partnership).