11-19 PROGRESSION

Our KS3 Maths Progress and Edexcel GCSE (9-1) Mathematics courses have been developed to provide
you and your students with seamless progression to GCSE. This 5 Year Scheme of Work is for use with
middle attainers leading to the either the Foundation or the Higher GCSE. Explore the tabs to see an
overview and a breakdown of the content for each of the 5 years.

For alternative Schemes of Work see www.pearsonschoolsandfecolleges.co.uk/Secondary/Mathematics-suppo

 veloped to provide
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/Secondary/Mathematics-support/Schemes-of-Work
5 year Scheme of Work (2 year KS3, 3 year KS4)

This 5 year scheme of work for middle ability students identifies areas of overlap between the KS3 Maths Progress Theta 1, 2
and 3 student books and the Edexcel GCSE (9-1) Mathematics Foundation and Higher student books. In Year 7 and Year 8,
students cover all units from KS3 Maths Progress Theta that are required as prior knowledge before moving on to study the GCSE
course in Year 9, Year 10 and Year 11. At the end of Year 8 or the start of Year 9, students can take the GCSE Baseline test to
determine whether they should take the Higher or the Foundation course.
The units are presented in a different order for Theta 2, as the extra content added to Unit 3 requires that it is placed after the
percentages teaching in Unit 10.
Tests for the 2 year SoW for KS3 and the 3 year SoW for GCSE can be found on Pearson's ActiveLearn Digital Service, which
combines front-of-class teaching resources with online homework and practice, as well as planning and assessment materials.

YEAR 1 YEAR 2
Theta 2 and Theta 3 lessons 2.1,
Theta 1
2.2, 3.1 and 3.2
Unit 1 Analysing and displaying data Unit 1 Number and lesson 2.1 from Theta 3

Unit 2 Number skills Unit 2 Area and volume

Unit 4 Expressions and equations and lesson
Unit 3 Expressions, functions and formulae
2.2 from Theta 3
Unit 4 Decimals and measures Unit 5 Real-life graphs
Unit 5 Fractions Unit 6 Decimals and ratio
Unit 6 Probability Unit 7 Lines and angles
Unit 7 Ratio and proportion Unit 8 Calculating with fractions
Unit 8 Lines and angles Unit 9 Straight-line graphs

Unit 9 Sequences and graphs Unit 10 Percentages, decimals and fractions

Unit 3 Statistics, graphs and charts and

Unit 10 Transformations
lessons 3.1 and 3.2 from Theta 3

At the end of Year 2/start of Year 3, you need to decide whether your students will follow the Foundation or Higher route in Years 3-5.
There are two options: you can use the results of the End of Year test or you can use the pre-GCSE Baseline test (Foundation or
Higher). Note that because we have removed the overlap between KS3 and KS4, the pre-GCSE Baseline tests may contain some
content that your students have not yet covered.

FOUNDATION ROUTE
YEAR 3 YEAR 4 YEAR 5

GCSE (9-1) Foundation GCSE (9-1) Foundation GCSE (9-1) Foundation

Unit 1 Number Unit 9 Graphs Unit 18 Fractions, indices and standard
form
Unit 2 Algebra Unit 10 Transformations Unit 19 Congruence, similarity and
vectors
Unit 3 Graphs, tables and charts Unit 11 Ratio and proportion Unit 20 More algebra
Unit 4 Fractions and percentages Unit 12 Right-angled triangles
Unit 5 Equations, inequalities and sequences Unit 13 Probability

Unit 6 Angles Unit 14 Multiplicative reasoning

Unit 7 Averages and range Unit 15 Constructions, loci and bearings
Unit 8 Perimeter, area and volume 1 Unit 16 Quadratic equations and graphs
Unit 17 Perimeter, area and volume 2

HIGHER ROUTE
YEAR 3 YEAR 4 YEAR 5
GCSE (9-1) Higher GCSE (9-1) Higher GCSE (9-1) Higher
Unit 1 Number Unit 9 Equations and inequalities Unit 18 Vectors and geometric proof
Unit 2 Algebra Unit 10 Probability Unit 19 Proportion and graphs
Unit 3 Interpreting and representing data Unit 11 Multiplicative reasoning
Unit 4 Fractions, ratio and proportion Unit 12 Similarly and congruence
Unit 5 Angles and trigonometry Unit 13 More trigonometry
Unit 6 Graphs Unit 14 Further statistics
Unit 7 Area and volume Unit 15 Equations and graphs
Unit 8 Transformation and constructions Unit 16 Circle theorems
Unit 17 More algebra
YEAR 1 KS3 Maths Progress Theta 1
TERM UNIT / LESSON HOURS GCSE (9-1) SPEC STEPS STEPS
REFERENCE FROM … TO …
AUTUMN 1 Analysing and displaying data 11 S2 S4 2nd 5th
AUTUMN 2 Number skills 12 N1 N2 N3 N4 N6 N14 2nd 5th
N15
HALF-TERM TEST
AUTUMN 3 Expressions, functions and formulae 10 A1 A2 A3 A4 A7 2nd 4th

AUTUMN 4 Decimals and measures 12 N1 N2 N13 N15 A8 R2 2nd 5th

G14 G16

END OF TERM TEST

SPRING 5 Fractions 10 N8 N10 N11 N12 R3 2nd 5th
SPRING 6 Probability 9 P3 P4 3rd 5th
HALF-TERM TEST
SPRING 7 Ratio and proportion 10 R3 R4 R5 3rd 5th
END OF TERM TEST
SUMMER 8 Lines and angles 11 G1 G3 G4 2nd 5th
SUMMER 9 Sequences and graphs 10 A8 A9 A23 A24 2nd 5th
HALF-TERM TEST
SUMMER 10 Transformations 10 G5 G7 G8 G19 3rd 6th
END OF TERM TEST
END OF YEAR TEST
OBJECTIVES PROGRESSION
MAP REFERENCE
YEAR 2 KS3 Maths Progress Theta 2 and Theta 3
TERM UNIT / LESSON HOURS GCSE (9-1) SPEC STEPS STEPS
REFERENCE FROM … TO …
AUTUMN 1 Number 12 N2 N3 N4 N6 4th 7th
AUTUMN 2 Area and volume 11 G14 G16 G17 4th 6th
HALF-TERM TEST
AUTUMN 4 Expressions and equations 12 A1 A2 A3 A4 A5 A6 A7 4th 6th

AUTUMN 5 Real-life graphs 10 A9 A10 A14 5th 6th

END OF TERM TEST
SPRING 6 Decimals and ratio 10 N1 N2 N15 5th 7th
SPRING 7 Lines and angles 10 G3 G4 5th 6th
HALF-TERM TEST
SPRING 8 Calculating with fractions 10 N8 N10 4th 7th
END OF TERM TEST
SUMMER 9 Straight-line graphs 10 A9 A10 R10 R11 R14 5th 7th
SUMMER 10 Percentages, decimals and fractions 10 N10 N12 R9 5th 7th

HALF-TERM TEST
SUMMER 3 Statistics, graphs and charts 14 S2 S4 S6 4th 7th
END OF TERM TEST
END OF YEAR TEST
OBJECTIVES PROGRESSION
MAP REFERENCE
YEAR 3 Edexcel GCSE (9-1) Mathematics
TERM UNIT / LESSON HOURS

Key: Italic specification references are assumed prior knowledge and are covered in the prior knowledge check rather than the main
AUTUMN 1 Number 13

AUTUMN 2 Algebra 12

END OF TERM 1 TEST

SPRING 3 Graphs, tables and charts 14

SPRING 4 Fractions and percentages 14

SPRING 5 Equations, inequalities and 14

sequences

END OF TERM 2 TEST

SUMMER 6 Angles 12

SUMMER 7 Averages and range 11

SUMMER 8 Perimeter, area and volume 1 12

END OF TERM 3 TEST

END OF YEAR 1 TEST
Mathematics Foundation Student Book
PRIOR KNOWLEDGE GCSE (9-1) SPEC STEPS STEPS
REFERENCE FROM … TO …

knowledge and are covered in the prior knowledge check rather than the main teaching.
N1 N2 N3 N4 N5 N6 2nd 7th
N7 N13 N14 N15
N1 N3 N4 A1 A2 A3 A4 3rd 7th
A5 A6 A7 A21

G2 G14 G15 S2 S4 S5 3rd 7th

S6
N1 N2 N3 N4 N8 N10 3rd 7th
N12 N15 R3 R9 S2

N1 N3 A2 A3 A5 A7 3rd 7th
A17 A21 A22 A23 A24
A25

G1 G3 G4 G6 G7 G11 3rd 8th

S1 S2 S4 S5 2nd 7th
N13 N14 R1 G12 G14 4th 8th
G16 G17 R1
ent Book
OBJECTIVES PROGRESSION
MAP
REFERENCE
YEAR 3 Edexcel GCSE (9-1) Mathematics
TERM UNIT / LESSON HOURS

Key: Italic specification references are assumed prior knowledge and are covered in the prior knowledge check rather than the main
AUTUMN 1 Number 13

AUTUMN 2 Algebra 13

END OF TERM 1 TEST

SPRING 3 Interpreting and representing data 12

SPRING 4 Fractions, ratio and percentages 11

SPRING 5 Angles and trigonometry 13

END OF TERM 2 TEST

SUMMER 6 Graphs 14

SUMMER 7 Area and volume 13

SUMMER 8 Transformations and constructions 13

END OF TERM 3 TEST

END OF YEAR 1 TEST
Mathematics Higher Student Book
PRIOR KNOWLEDGE GCSE (9-1) SPEC STEPS STEPS
REFERENCE FROM … TO …
knowledge and are covered in the prior knowledge check rather than the main teaching.
N2 N3 N4 N5 N6 N7 6th 12th
N8 N9 N14 N15
N1 N3 N8 N9 A1 A2 6th 10th
A3 A4 A5 A6 A7 A17
A21 A22 A23 A24 A25

G14 S1 S2 S3 S4 S5 S6 4th 8th

N2 N3 N8 N10 N11 6th 10th

N12 N13 R3 R4 R5 R6
R7 R8 R9 R10
N7 N8 N15 G1 G3 G4 6th 9th
G6 G20 G21

N13 A8 A9 A10 A11 6th 10th

A12 A14 A15 A16 A17
G11 R8 R10 R11
N8 N13 N14 N15 N16 6th 12th
R1 G1 G9 G12 G14
G16 G17 G18
R2 R6 G1 G2 G7 G8 6th 10th
G12 G13 G15 G24 G25
OBJECTIVES PROGRESSION
MAP REFERENCE
YEAR 4 Edexcel GCSE (9-1) Mathematics
TERM UNIT / LESSON HOURS

Key: Italic specification references are assumed prior knowledge and are covered in the prior knowledge check rather than the main
AUTUMN 9 Graphs 13

AUTUMN 10 Transformations 12
AUTUMN 11 Ratio and proportion 13

END OF TERM 4 TEST

SPRING 12 Right-angled triangles 13

SPRING 13 Probability 11

SPRING 14 Multiplicative reasoning 11

END OF TERM 5 TEST

SUMMER 15 Constructions, loci and bearings 13

SUMMER 16 Quadratic equations and graphs 11

SUMMER 17 Perimeter, area and volume 2 12

END OF TERM 6 TEST

END OF YEAR 2 TEST
Mathematics Foundation Student Book
PRIOR KNOWLEDGE GCSE (9-1) SPEC STEPS STEPS
REFERENCE FROM … TO …

knowledge and are covered in the prior knowledge check rather than the main teaching.
N13 A7 A8 A9 A10 2nd 8th
A12 A14 A17 R11 R14
G14
R6 G1 G7 G24 4th 7th
N11 N13 R1 R4 R5 R6 4th 8th
R7 R8 R10 R11 R12
R14

N7 N15 R12 G6 G11 3rd 8th

G20 G21
N5 P1 P2 P3 P4 P5 P6 3rd 8th
P7 P8
N13 R1 R7 R9 R10 R11 5th 8th
R13 R16 G14

R2 R6 G1 G2 G4 G5 G6 1st 7th
G7 G12 G13 G15
N4 A1 A3 A4 A6 A8 6th 8th
A11 A12 A14 A18
N8 N14 N15 N16 G9 4th 8th
G14 G16 G17 G18
ent Book
OBJECTIVES PROGRESSION
MAP
REFERENCE
YEAR 4 Edexcel GCSE (9-1) Mathematics
TERM UNIT / LESSON HOURS

Key: Italic specification references are assumed prior knowledge and are covered in the prior knowledge check rather than the main
AUTUMN 9 Equations and inequalities 12

AUTUMN 10 Probability 12

AUTUMN 11 Multiplicative reasoning 10

END OF TERM 4 TEST

SPRING 12 Similarity and congruence 10

SPRING 13 More trigonometry 14

SPRING 14 Further statistics 11

END OF TERM 5 TEST

SUMMER 15 Equations and graphs 11

SUMMER 16 Circle theorems 10

SUMMER 17 More algebra 13

END OF TERM 6 TEST

END OF YEAR 2 TEST
Mathematics Higher Student Book
PRIOR KNOWLEDGE GCSE (9-1) SPEC STEPS STEPS
REFERENCE FROM … TO …
knowledge and are covered in the prior knowledge check rather than the main teaching.
N1 N8 A3 A4 A5 A9 6th 12th
A11 A18 A19 A21 A22

N1 P1 P2 P3 P4 P5 P6 5th 12th
P7 P8 P9
N12 N13 A2 A9 R1 R6 6th 9th
R9 R10 R11 R13 R14
R16

R6 R12 G5 G6 G7 G17 6th 12th

G19
N16 A8 A12 A13 G20 9th 12th
G22 G23

S1 S3 S4 6th 12th

N8 A4 A11 A12 A18 6th 12th

A19 A20 A21 A22

A16 G9 G10 7th 11th

N8 A4 A5 A6 A7 A18 8th 12th
OBJECTIVES PROGRESSION
MAP REFERENCE
YEAR 5 Edexcel GCSE (9-1) Mathematics
TERM UNIT / LESSON HOURS PRIOR KNOWLEDGE

Key: Italic specification references are assumed prior knowledge and are covered in the prior knowledge check rather than the main tea
AUTUMN 18 Fractions, indices and standard 10
form
AUTUMN 19 Congruence, similarity and vectors 12

AUTUMN 20 More algebra 12

END OF TERM 7 TEST

 Foundation Student Book
GCSE (9-1) SPEC STEPS STEPS OBJECTIVES
REFERENCE FROM … TO …
heck rather than the main teaching.
N2 N3 N6 N7 N8 N9 6th 8th

R6 R12 G3 G5 G6 G7 6th 8th

G17 G19 G24 G25
A2 A3 A5 A6 A12 A14 4th 8th
A17 A19 A21 R10 R13
R14 R16
PROGRESSION
MAP REFERENCE
YEAR 5 Edexcel GCSE (9-1) Mathematics
TERM UNIT / LESSON HOURS PRIOR KNOWLEDGE

Key: Italic specification references are assumed prior knowledge and are covered in the prior knowledge check rather than the main tea
AUTUMN 18 Vectors and geometric proof 10

AUTUMN 19 Proportion and graphs 13

END OF TERM 7 TEST

 Higher Student Book
GCSE (9-1) SPEC STEPS STEPS OBJECTIVES
REFERENCE FROM … TO …

heck rather than the main teaching.

G25 9th 12th

A7 A12 A13 A14 A15 7th 12th

R7 R10 R13 R14 R15
R16
PROGRESSION
MAP REFERENCE
 REFERENCE
Higher tier students will be assessed on all content.
Foundation tier students will be assessed on content identified by the standard and underlined type.
N1
N2

N3

N4

N5

N6

N7
N8

N9
N10

N11
N12
N13

N14

N15

N16
A1

A2
A3
A4

A5
A6

A7

A8
A9

A10
A11

A12

A13
A14

A15

A16

A17

A18

A19

A20
A21

A22

A23
A24

A25
R1

R2
R3
R4
R5

R6
R7
R8
R9

R10
R11
R12

R13

R14

R15

R16

G1

G2

G3

G4
G5
G6

G7

G8
G9

G10

G11
G12

G13
G14

G15

G16

G17

G18
G19

G20

G21

G22

G23
G24
G25

P1

P2

P3

P4
P5

P6

P7

P8

P9

S1
S2

S3

S4

S5
S6
 STATEMENT FROM EDEXCEL SPECIFICATION FOR GCSE (9-1) MATHEMATICS
her tier students will be assessed on all content.
undation tier students will be assessed on content identified by the standard and underlined type.
order positive and negative integers, decimals and fractions; use the symbols =, ≠, <, > , ≤, ≥
apply the four operations, including formal written methods, to integers, decimals and simple fractions (proper and
improper), and mixed numbers – all both positive and negative; understand and use place value (e.g. when working with
very large or very small numbers, and when calculating with decimals)

recognise and use relationships between operations, including inverse operations (e.g. cancellation to simplify calculations
and expressions); use conventional notation for priority of operations, including brackets, powers, roots and reciprocals

use the concepts and vocabulary of prime numbers, factors (divisors), multiples, common factors, common multiples,
highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique
factorisation theorem

apply systematic listing strategies, including use of the product rule for counting (i.e. if there are m ways of doing one
task and for each of these, there are n ways of doing another task, then the total number of ways the two tasks can be
done is m × n ways)

use positive integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5 ; estimate
powers and roots of any given positive number
calculate with roots, and with integer and fractional indices
calculate exactly with fractions, surds and multiples of π; simplify surd expressions involving squares (e.g. √12 = √(4 × 3) =
√4 × √3 = 2√3) and rationalise denominators
calculate with and interpret standard form A × 10 n, where 1 ≤ A < 10 and n is an integer
work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 7/2 or 0.375 or 3/8);
change recurring decimals into their corresponding fractions and vice versa
identify and work with fractions in ratio problems
interpret fractions and percentages as operators
use standard units of mass, length, time, money and other measures (including standard compound measures) using
decimal quantities where appropriate
estimate answers; check calculations using approximation and estimation, including answers obtained using technology

round numbers and measures to an appropriate degree of accuracy (e.g. to a specified number of decimal places or
significant figures); use inequality notation to specify simple error intervals due to truncation or rounding

apply and interpret limits of accuracy, including upper and lower bounds
use and interpret algebraic manipulation, including:
● ab in place of a × b
● 3y in place of y + y + y and 3 × y
● a2 in place of a × a, a3 in place of a × a × a, a2b in place of a × a × b
● a/b in place of a ÷ b
● coefficients written as fractions rather than as decimals
● brackets

substitute numerical values into formulae and expressions, including scientific formulae
understand and use the concepts and vocabulary of expressions, equations, formulae, identities, inequalities, terms and
factors
simplify and manipulate algebraic expressions (including those involving surds and algebraic fractions) by:
● collecting like terms
● multiplying a single term over a bracket
● taking out common factors
● expanding products of two or more binomials
● factorising quadratic expressions of the form x 2 + bx + c, including the difference of two squares; factorising quadratic
expressions of the form ax2 + bx + c
● simplifying expressions involving sums, products and powers, including
the laws of indices

understand and use standard mathematical formulae; rearrange formulae to change the subject
know the difference between an equation and an identity; argue mathematically to show algebraic expressions are
equivalent, and use algebra to support and construct arguments and proofs
where appropriate, interpret simple expressions as functions with inputs and outputs; ; interpret the reverse process as
the ‘inverse function’; interpret the succession of two functions as a ‘composite function’ (the use of formal function
notation is expected)

work with coordinates in all four quadrants

plot graphs of equations that correspond to straight-line graphs in the coordinate plane; use the form y = mx + c to identif
parallel and perpendicular lines; find the equation of the line through two given points or through one point with a given
gradient

identify and interpret gradients and intercepts of linear functions graphically and algebraically
identify and interpret roots, intercepts, turning points of quadratic functions graphically; deduce roots algebraically and
turning points by completing the square
recognise, sketch and interpret graphs of linear functions, quadratic functions, simple cubic functions, the reciprocal
function y = 1/x with x ≠ 0, exponential functions y = kx for positive values of k, and the trigonometric functions (with
arguments in degrees) y = sin x, y = cos x and y = tan x for angles of any size

sketch translations and reflections of a given function

plot and interpret graphs (including reciprocal graphs and exponential graphs) and graphs of non-standard functions in
real contexts to find approximate solutions to problems such as simple kinematic problems involving distance, speed and
acceleration

calculate or estimate gradients of graphs and areas under graphs (including quadratic and other non-linear graphs), and
interpret results in cases such as distance-time graphs, velocity-time graphs and graphs in financial contexts (this does
not include calculus)

recognise and use the equation of a circle with centre at the origin; find the equation of a tangent to a circle at a given
point
solve linear equations in one unknown algebraically (including those with the unknown on both sides of the equation); fin
approximate solutions using a graph

solve quadratic equations (including those that require rearrangement) algebraically by factorising, by completing the
square and by using the quadratic formula; find approximate solutions using a graph
solve two simultaneous equations in two variables (linear/linear or linear/quadratic) algebraically; find approximate
solutions using a graph
find approximate solutions to equations numerically using iteration
translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or two simultaneous
equations), solve the equation(s) and interpret the solution

solve linear inequalities in one or two variable(s), and quadratic inequalities in one variable; represent the solution set on
a number line, using set notation and on a graph
generate terms of a sequence from either a term-to-term or a position-to-term rule
recognise and use sequences of triangular, square and cube numbers, simple arithmetic progressions, Fibonacci type
sequences, quadratic sequences, and simple geometric progressions (r n where n is an integer, and r is a rational number >
0 or a surd) and other sequences

deduce expressions to calculate the nth term of linear and quadratic sequences
change freely between related standard units (e.g. time, length, area, volume/capacity, mass) and compound units (e.g.
speed, rates of pay, prices, density, pressure) in numerical and algebraic contexts
use scale factors, scale diagrams and maps
express one quantity as a fraction of another, where the fraction is less than 1 or greater than 1
use ratio notation, including reduction to simplest form
divide a given quantity into two parts in a given part:part or part:whole ratio; express the division of a quantity into two
parts as a ratio; apply ratio to real contexts and problems (such as those involving conversion, comparison, scaling, mixing,
concentrations)

express a multiplicative relationship betweeb two quantities as a ratio or a fraction

understand and use proportion as equality of ratios
relate ratios to fractions and to linear functions
define percentage as `number of parts per hundred¿; interpret percentages and percentage changes as a fraction or a
decimal, and interpret these multiplicatively; express one quantity as a percentage of another; compare two quantities
using percentages; work with percentages greater than 100%; solve problems involving percentage change, including
percentage increase/decrease and original value problems, and simple interest including in financial mathematics

solve problems involving direct and inverse proportion, including graphical and algebraic representations
use compound units such as speed, rates of pay, unit pricing, density and pressure
compare lengths, areas and volumes using ratio notation; make links to similarity (including trigonometric ratios) and scale
factors
understand that X is inversely proportional to Y is equivalent to X is proportional to 1/Y; construct and interpret equations
that describe direct and inverse proportion
interpret the gradient of a straight line graph as a rate of change; recognise and interpret graphs that illustrate direct and
inverse proportion
interpret the gradient at a point on a curve as the instantaneous rate of change; apply the concepts of average and
instantaneous rate of change (gradients of chords and tangents) in numerical, algebraic and graphical contexts (this doe
not include calculus)

set up, solve and interpret the answers in growth and decay problems, including compound interest and work with
general iterative processes
use conventional terms and notation: points, lines, vertices, edges, planes, parallel lines, perpendicular lines, right angles,
polygons, regular polygons and polygons with reflection and/or rotation symmetries; use the standard conventions for
labelling and referring to the sides and angles of triangles; draw diagrams from written description

use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular
to a given line from/at a given point, bisecting a given angle); use these to construct given figures and solve loci problems;
know that the perpendicular distance from a point to a line is the shortest distance to the line

apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles; understand and use
alternate and corresponding angles on parallel lines; derive and use the sum of angles in a triangle (e.g. to deduce and use
the angle sum in any polygon, and to derive properties of regular polygons)

derive and apply the properties and definitions of special types of quadrilaterals, including square, rectangle,
parallelogram, trapezium, kite and rhombus; and triangles and other plane figures using appropriate language
use the basic congruence criteria for triangles (SSS, SAS, ASA, RHS)
apply angle facts, triangle congruence, similarity and properties of quadrilaterals to conjecture and derive results about
angles and sides, including Pythagoras' theorem and the fact that the base angles of an isosceles triangle are equal, and
use known results to obtain simple proofs

identify, describe and construct congruent and similar shapes, including on coordinate axes, by considering rotation,
reflection, translation and enlargement (including fractional and negative scale factors)
describe the changes and invariance achieved by combinations of rotations, reflections and translations
identify and apply circle definitions and properties, including: centre, radius, chord, diameter, circumference, tangent, arc,
sector and segment
apply and prove the standard circle theorems concerning angles, radii, tangents and chords, and use them to prove
related results
solve geometrical problems on coordinate axes
identify properties of the faces, surfaces, edges and vertices of: cubes, cuboids, prisms, cylinders, pyramids, cones and
spheres
construct and interpret plans and elevations of 3D shapes
use standard units of measure and related concepts (length, area, volume/capacity, mass, time, money, etc.)

measure line segments and angles in geometric figures, including interpreting maps and scale drawings and use of
bearings
know and apply formulae to calculate: area of triangles, parallelograms, trapezia; volume of cuboids and other right prism
(including cylinders)
know the formulae: circumference of a circle = 2πr = πd, area of a circle = πr²; calculate: perimeters of 2D shapes,
including circles; areas of circles and composite shapes; surface area and volume of spheres, pyramids, cones and
composite solids

calculate arc lengths, angles and areas of sectors of circles

apply the concepts of congruence and similarity, including the relationships between lengths, areas and volumes in simila
figures
know the formulae for: Pythagoras' theorem a² + b² = c², and the trigonometric ratios, sin θ = opposite/hypotenuse, cos θ
= adjacent/hypotenuse and tan θ = opposite/adjacent apply them to find angles and lengths in right-angled triangles and,
where possible, general triangles in two and three dimensional figures

know the exact values of sin θ and cos θ for θ = 0°, 30°, 45°, 60° and 90°; know the exact value of tan θ for θ = 0°, 30°, 45°
and 60°
know and apply the sine rule a/sin A = b/sin B = c/sin C , and cosine rule a² = b² + c² – 2bc cos A, to find unknown lengths
and angles
know and apply Area = 1/2 ab sin C to calculate the area, sides or angles of any triangle
describe translations as 2D vectors
apply addition and subtraction of vectors, multiplication of vectors by a scalar, and diagrammatic and column
representations of vectors; use vectors to construct geometric arguments and proofs
record, describe and analyse the frequency of outcomes of probability experiments using tables and frequency trees

apply ideas of randomness, fairness and equally likely events to calculate expected outcomes of multiple future
experiments
relate relative expected frequencies to theoretical probability, using appropriate language and the 0-1 probability scale

apply the property that the probabilities of an exhaustive set of outcomes sum to one; apply the property that the
probabilities of an exhaustive set of mutually exclusive events sum to one
understand that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample size

enumerate sets and combinations of sets systematically, using tables, grids, Venn diagrams and tree diagrams

construct theoretical possibility spaces for single and combined experiments with equally likely outcomes and use these to
calculate theoretical probabilities
calculate the probability of independent and ependent combined events, including using tree diagrams and other
representations, and know the underlying assumptions
calculate and interpret conditional probabilities through representation using expected frequencies with two-way
tables, tree diagrams and Venn diagrams
infer properties of populations or distributions from a sample, while knowing the limitations of sampling
interpret and construct tables, charts and diagrams, including frequency tables, bar charts, pie charts and pictograms for
categorical data, vertical line charts for ungrouped discrete numerical data, tables and line graphs for time series data and
know their appropriate use

construct and interpret diagrams for grouped discrete data and continuous data, i.e. histograms with equal and unequa
class intervals and cumulative frequency graphs, and know their appropriate use
interpret, analyse and compare the distributions of data sets from univariate empirical distributions through:
● appropriate graphical representation involving discrete, continuous and grouped data, including box plots
● appropriate measures of central tendency (median, mean, mode and modal class) and spread (range, including
consideration of outliers, quartiles and inter-quartile range)

apply statistics to describe a population

use and interpret scatter graphs of bivariate data; recognise correlation and know that it does not indicate causation; draw
estimated lines of best fit; make predictions; interpolate and extrapolate apparent trends while knowing the dangers of so
doing