 TERM PROGRAMME OF STUDY ASSESSMENT TASKS AUTUMN Unit 1 Pattern Sniffing –Generate a sequence from a term-to-term rule and position-to-term rule; nth term of linear sequences Prime numbers, highest common factors, lowest common multiples, prime factorisation, product notation and unique factorisation theorem. Unit 2 Investigating Number Systems –Interpret standard form (i.e. convert into and out of) Round numbers to appropriate accuracy (including dp and sf) Unit 3 Solving Calculation Problems –Calculate with numbers in standard form Apply four operations to integers, decimals and fractions (including mixed numbers); use conventional order of operations for these calculations Substitute into formulae; change the subject of a formula; use algebraic notation. Unit 4 Exploring Shape –Angles on parallel lines Derive and use sum of angles in a triangle; interior and exterior angles of regular polygons Unit 5 Generalising Arithmetic –Simplify and manipulate algebraic expressions by factorising simplify expressions involving sums, differences and products including the laws of indices. Understand and write simple inequalities End of term - test 1 SPRING Unit 6 Reasoning with Measures –Calculate perimeters of 2D shapes including circles; Calculate areas of circles and composite shapes; Know and apply formulae to calculate volumes of right prisms and cylinders Unit 7 Discovering Equivalence –Work with percentages greater than 100%; Solve percentage change problems including original amount and simple interest problems; Work interchangeably with terminating decimals and their fraction equivalents Unit 8 Investigating Statistics –Use and interpret scatter graphs; Recongise correlation Interpret, analyse and compare the distributions of data sets through appropriate graphical representation (discrete, continuous and grouped data) Interpret, analyse and compare the distributions of data sets through appropriate measures of central tendency and spread Apply statistics to describe a population Unit 9 Solving Number Problems –Solve linear equations with unknown on both sides Find approximate solutions to linear equations using a graph Unit 10 Reasoning with Fractions –Calculate exactly with fractions Apply the property of probabilities summing to 1 Enumerate sets, outcomes etc systematically using tables, grids and Venn diagrams Construct theoretical possibility spaces and use them to calculate theoretical probabilities End of term - Test 2 SUMMER Unit 11 Visualising Shape –Measure line segments and angles in geometric figures, including interpreting scale drawings and maps Use bearings Standard ruler and compass constructions (perpendicular bisector, perpendicular from/at a given point, angle bisector) Use constructions to solve loci problems Interpret plans and elevations of 3D shapes Unit 12 Exploring Change –Plot graphs of equations that correspond to straight line graphs Identify and interpret gradients and intercepts of functions graphically and algebraically Recognise, sketch and interpret graphs of linear and quadratic functions Unit 13 Proportional Reasoning –Recognise a ratio problem; apply ratio to real problems; Express a multiplicative relationship as a ratio or fraction; Understand and use proportion as equality of ratios; Relate ratio to fractions and to linear functions; Compare lengths, areas and volumes using ratio notation; Use scale factors, scale diagrams and maps; identify and work with fractions in ratio problems; solve problems involving direct and inverse proportion using graphical and algebraic representations. Unit 14 Describing Position –Identify, describe and construct similar shapes (including on coordinate axes) using enlargement Unit 15 Measuring and Estimating –Use compound units; change freely between compound units in numerical contexts Plot and interpret graphs of non-standard functions in real contexts and use to solve simple kinematic problems End of year - Test 3

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#### Year 8

The Year 8 curriculum continues to build students' skills, knowledge and understanding. Students go deeper into subject areas and the content becomes more demanding. Students continue to think about how they learn, along side what they are learning.

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