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Mathematics - Year 8

Mathematics - Year 8

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Below you will find more specific information about the curriculum in mathematics for Year 8 students, explaining to you what students will learn, when, why and how. There is also information about how parents/carers are able to support students in their learning, extra-curricular opportunities in this subject and how mathematics links to other subjects and the wider world.

While this information covers a broad range of areas, please do get in touch with the KS3 Leader Miss Cockburn if you have any questions.

Please click on the questions below to find out more.

How are groups organised?

The year group is sorted into ability groups based on year 7 end of year exam results and classwork and tests done over the year.

What characteristics does a successful mathematics student have?

A mathematical student will be inquisitive looking for links between different topics and how they link to other subjects. They will enjoy problem solving and always be willing to give a question a go and persevere even if it does not go right the first time.

What are the key concepts students will study at this level?

The Key Stage 3 Mathematics course consists of questions covering the following areas:

  • Number
  • Algebra
  • Ratio, proportion and rates of change
  • Geometry and measures
  • Probability
  • Statistics

What will students learn at this level?

Sets 1, 2a, 2b, 4, 5a and 5b: (this could be subject to change)

Term 1 approximately after Module 6

Term 2 approximately after Module 12

Set 7:  (this could be subject to change)

Term 1 approximately after Module 5

Term 2 approximately after Module 10

Set 8:  (this could be subject to change)

Term 1 approximately after Module 6

Term 2 approximately after Module 12

Set 1

Module 1 - Multiples, factors and primes; Linear and quadratic sequences 
Module 2 - Angles; Constructions; Pythagoras’ Theorem; Trigonometry
Module 3 - Probability; Venn diagrams
Module 4 - Fractions; Percentages; Multiply and divide fractions including mixed numbers; Reverse percentages
Module 5 - Algebraic skills: simplifying, multiplying a single bracket, factorising; Indices; Multiply out two brackets
Module 6 - Area, surface area and volume; Circles
Module 7 - Straight line and quadratic graphs and functions
Module 8 - Rounding; Standard Form
Module 9 - 2D and 3D shapes
Module 10 - Linear equations; Simple formula
Module 11 - Data collection; Interpreting tables, graphs and diagrams; Averages; Cumulative frequency diagrams; Box plots
Module 12 - Fractions, decimals and percentages
Module 13 - Algebraic expressions; Linear functions; Direct and inverse proportion
Module 14 - Ratio and proportion
Module 15 - 2D and 3D shapes; Loci and bearings

Set 2A and Set 2B

Module 1 - Multiples, factors and primes; Linear sequences  
Module 2 - Angles; Constructions
Module 3 - Probability; Venn diagrams
Module 4 - Fractions; Percentages
Module 5 - Algebraic skills: simplifying, multiplying a single bracket, factorising; Indices
Module 6 - Area, surface area and volume; Circles
Module 7 - Straight line and quadratic graphs and functions
Module 8 - Rounding; Standard Form
Module 9 - 2D and 3D shapes
Module 10 - Linear equations; Simple formula
Module 11 - Data collection; Interpreting tables, graphs and diagrams; Averages
Module 12 - Fractions, decimals and percentages
Module 13 - Algebraic expressions; Linear functions
Module 14 - Ratio and proportion
Module 15 - 2D and 3D shapes; Loci and bearings

Sets 4, 5A and 5B

Module 1 - Multiples, factors and primes; Linear sequences
Module 2 - Angles; Constructions
Module 3 - Probability
Module 4 - Fractions; Percentages
Module 5 - Algebraic skills: simplifying, multiplying a single bracket, factorising; Indices; BODMAS
Module 6 - Area, surface area and volume
Module 7 - Straight line and quadratic graphs and functions
Module 8 - Rounding; Standard Form
Module 9 - 2D and 3D shapes; Ratio and proportion
Module 10 - Linear equations; Simple formula
Module 11 - Data collection; Interpreting tables, graphs and diagrams; Averages
Module 12 - Decimals; Order of operations
Module 13 - Algebraic expressions; Linear functions
Module 14 - Ratio and proportion
Module 15 - Bearings; Circles

Set 7

Module 1 - Multiples, factors and primes; Linear sequences
Module 2 - Angles; Constructions
Module 3 - Probability; Venn diagrams
Module 4 - Fractions, decimals and percentages
Module 5 - Algebraic skills: simplifying and multiplying a single bracket; Indices
Module 6 - Area, surface area and volume; Converting measurements
Module 7 - Coordinates; Distance time graphs
Module 8 - Rounding; Decimals
Module 9 - Translations
Module 10 - Linear equations; Simple formula
Module 11 - Interpreting tables, graphs and diagrams
Module 12 - Decimals; Order of operations

Set 8

Module 1 - Negative numbers; Multiples and factors; Sequences
Module 2 - Lines and angles; Constructions; 2D shapes
Module 3 - Probability
Module 4 - Fractions, decimals and percentages
Module 5 - Simplifying algebraic expressions and using symbols to represent unknown numbers
Module 6 - Area and perimeter; Converting between measurements
Module 7 - Linear functions
Module 8 - Rounding; Four rules
Module 9 - Congruency; Transformations
Module 10 - Linear equations; Simple formula
Module 11 - Interpreting tables, graphs and diagrams
Module 12 - BODMAS; Times table facts
Module 13 - Coordinates; Straight line graphs 
Module 14 - Ratio and proportion
Module 15 - 2D and 3D shapes; Constructions; Coordinates

What skills will students develop at this level?

  • Develop fluent knowledge, skills and understanding of mathematical methods and concepts
  • Acquire, select and apply mathematical techniques to solve problems
  • Reason mathematically, make deductions and inferences, and draw conclusions
  • Comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.

How will students learn at this level?

Mathematics is taught using a variety of techniques including the use of calculators but also written methods. There are opportunities for students to work individually, in pairs and in small groups. Students are expected to be able to explain their methods and show workings to support their answers.

How will students’ learning be assessed at this level?

Students have a test approximately one per half term covering three modules of work at a time.  They also have homework set weekly.

When do key assessments take place?

In June, soon after half term Year 8 students sit summer exams covering all of the work done during the year.

How can parents/carers support students’ learning?

  • Monitor that your child is doing homework set to the best of their ability and is being proactive when they do not understand.
  • When a test/exam is coming up, there will always be revision sheets provided. Make sure that your child uses them when revising, possibly redoing questions they have had difficulty with.
  • Encourage them to work on My Maths or Maths Watch to look up topics they need more support or further practice on.

What equipment do students need for this subject?

  • Scientific calculator – can be purchased from school
  • Pair of compasses
  • Protractor
  • Ruler
  • Pen
  • Pencil

How does mathematics link to other subjects?

Science and Technology - Science and Maths are intimately connected, particularly in fields such as chemistry, astronomy and physics. Students who can't master basic arithmetic skills will struggle to read scientific charts and graphs. More complex Maths such as geometry and algebra can help students solve scientific problems. Maths is also important in practical sciences, such as engineering and computer science. Students may have to solve equations when writing computer programs and figuring out algorithms.

Humanities - Humanities often require students to review charts and graphs that provide data or information. Knowledge of basic mathematical terms and formulas makes statistical information accessible.

The Arts - Musical rhythm often follows complex mathematical series, and Maths can help students learn the basic rhythms of dances used in ballet and theatre performances. Art thrives on geometry, and students who understand basic geometric formulas can craft impressive art pieces.

What websites or resources may be helpful to support students’ learning?

MyMaths

BBC Bitesize for Key Stage 3

vle.mathswatch.co.uk

CGP Key Stage 3 Workbooks and Revision Guides

What extra-curricular or enrichment opportunities are available for students in mathematics at this level?

  • Lunchtime Maths club
  • Hertfordshire Maths Challenge

What sort of careers can mathematics lead to?

  • Business decision making;
  • Engineering and construction;
  • Accountancy and other financial services;
  • Statistical analysis e.g. business, sport etc.;
  • Encryption coding;
  • Security;
  • Visual presentation of data-media services;
  • Catering industry and a myriad of other careers.

What does student’s work look like in mathematics at this level?

Students mostly work in squared exercise books or on worksheets stuck into the books.

How does mathematics support a broad and balanced curriculum, meeting the needs of all students, and developing traditional core skills?

Broad and balanced curriculum - Maths links to multiple subject areas using a range of skills. We deal with all major concepts of maths in every term. Many of the topics are covered in real world concepts.

Meeting the needs of all students - The students are taught in ability groups within their bands. There are different resources used according to ability.

Traditional core skills - Non-calculator techniques are emphasised throughout and mental problem solving skills are encouraged. Students are taught how to use a calculator, checking the output makes sense rather than just blindly believing the answer given.

How does this subject promote creativity, critical thinking, practice, perseverance and resilience, and making links?

Creativity and critical thinking - Problem solving and making links between different concepts.

Practice, perseverance and resilience - We actively encourage students to revise for tests and exams and to always have a go at a question

Making links - Where possible, links are made between different subject areas such as Geography and Science.

How does this subject encourage enrichment and the development of cultural capital, deep learning, and inclusivity?

Enrichment and cultural capital - Links are made to a variety of other subjects from science, economics, music, art.

Deep learning - Topics are presented in different contexts to encourage the use of different strategies and deeper understanding

Inclusivity - The context of questions is closely monitored and adapted if necessary