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Maths & Cross-Curricular Resources

My time zone and your time zone may be the same time zone. Maybe midnight for you and midnight for me are the same. Your month and my month could be the same month. But they could be different. Not every day. Not all the time. Not everywhere. But some times in some places on some days. Perhaps even on the day this was written.

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My time zone and your time zone may be the same time zone. Maybe midnight for you and midnight for me are the same. Your month and my month could be the same month. But they could be different. Not every day. Not all the time. Not everywhere. But some times in some places on some days. Perhaps even on the day this was written.
Tool to convert from Marks to Pearson Steps to GCSE Grades at granular level (using Pearson's map)
BW_2012

Tool to convert from Marks to Pearson Steps to GCSE Grades at granular level (using Pearson's map)

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At present it is a bit of a bind converting from Pearson “steps” from Pearson’s Key Stage 3 and Key Stage 4 (GCSE) unit and termly tests to GCSE grades. This spreadsheet simply undertakes the mapping and provides a -/on/+ range within each grade. If anyone from Pearson is unhappy with this being placed on this website, please do contact me so we can discuss our comparable levels of time and effort and a just and equitable solution for busy teachers using the Pearson tests but needing to record and share GCSE-level marks for pupils, parents and internal and external reporting. NOW UPDATED FOR PEARSON’S NEW KS4 UNIT TESTS (July-September 2018)
Maths assessment - year 8 - aligns with SOW provided on TES Resources
BW_2012

Maths assessment - year 8 - aligns with SOW provided on TES Resources

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CHALLENGING practice assessment AND main assessment - with answers for both. Spring Term. New maths curriculum. Test covers(skill by skill - referencing DfE bullet points - in order taught & tested rather than DfE order): Number: N1, N2, N4, N7, N5, N15, N10, N11, N9, N3, N8, N12, N16, N6 Algebra: A3, A8, A1, A4, A14, A2, A7, A5, A6, A15, A11, A16, A10, A9, A12, A13 Ratio, Proportion & Rates of Change: RPR3, RPR2, RPR8, RPR1, RPR7, RPR4, RPR5, RPR6 Geometry & Measure: GM1, GM2, GM8, GM9, GM3, GM4, GM5, GM10, GM11 Statistics: S1, S2 Probability: P1, P2
New Key Stage 3 Maths in two years: year 7 and year 8
BW_2012

New Key Stage 3 Maths in two years: year 7 and year 8

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New Curriculum. Two-year timeline, scheme of work & termly (unit-by-unit) progress maps. Timeline prints best as A5 booklet for pupils, parents and staff. Same with termly (unit-by-unit) progress maps. Designed to incorporate your school's additional details. Editable.
Scaffolded introduction to solving equations
BW_2012

Scaffolded introduction to solving equations

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Begins with two separate types of one-step equation to solve. Approaches each with varying levels of difficulty (Shanghai style). Then to the two-step equation. All can be approached with function machine approach if necessary. Extension/Next lesson: unknown on both sides of the equation.
Key Stage 3 in 2 Years - Progression Maps - Matching 2-Year Timeline - Spring Term (Y8)
BW_2012

Key Stage 3 in 2 Years - Progression Maps - Matching 2-Year Timeline - Spring Term (Y8)

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Folllowing the year 8 timeline for the Spring term I have provided elsewhere on this website, this breaks each objective into four steps: "Consolidating", "Developing", "Securing", "Mastering". Each objective is taken directly from the "new" UK National Curriculum for Key Stage 3 [where an objective is given for each bullet point (from page 5): https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf ] . "Consolidating" - is generally pitched for the weakest pupils: who are revisiting key stage 2 material that may have been first taught before year 6. "Mastering" - will generally pitched to stretch at or beyond expectations for key stage 3. Problem solving exercises will need to be set within and around material each week. Three hours per week has proven enough to deliver the material to the very most committed and able pupils (when accompanied with sufficient homework); however, five hours per week (and some looping back to earlier objectives if/when later objectives prove inaccessible) may suit pupils who would benefit from such an approach.
Key Stage 3 in 2 Years - Progression Maps - Matching 2-Year Timeline - Summer Term (Y8)
BW_2012

Key Stage 3 in 2 Years - Progression Maps - Matching 2-Year Timeline - Summer Term (Y8)

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Folllowing the year 8 timeline for the Summer term I have provided elsewhere on this website, this breaks each objective into four steps: "Consolidating", "Developing", "Securing", "Mastering". Each objective is taken directly from the "new" UK National Curriculum for Key Stage 3 [where an objective is given for each bullet point (from page 5): https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf ] . "Consolidating" - is generally pitched for the weakest pupils: who are revisiting key stage 2 material that may have been first taught before year 6. "Mastering" - will generally pitched to stretch at or beyond expectations for key stage 3. Problem solving exercises will need to be set within and around material each week. Three hours per week has proven enough to deliver the material to the very most committed and able pupils (when accompanied with sufficient homework); however, five hours per week (and some looping back to earlier objectives if/when later objectives prove inaccessible) may suit pupils who would benefit from such an approach.
Great Buckinghamshire Bake Off: Averages from Primary & Secondary Data
BW_2012

Great Buckinghamshire Bake Off: Averages from Primary & Secondary Data

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This resource forces pupils to realise the limits of particular types of data: primary and secondary. It also enables them to take a few first steps towards working out how they might estimate a mean if they cannot calculate one precisely. As a bonus it also allows them to think of how they might find a mode and a median from secondary data.
1D, 2D & 3D: Word search with associated card sort
BW_2012

1D, 2D & 3D: Word search with associated card sort

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An entry wordsearch with an associated card sort. Use Adobe's own .pdf viewer to print the card sort at two pages per sheet if you want it on A5 (remember to exclude the first, wordsearch, page if you do). Other sizes you can select for yourself.
KS3 Unit Progression Maps for each of: Number, Algebra, RP&RoC, Geometry, Statistics & Probability.
BW_2012

KS3 Unit Progression Maps for each of: Number, Algebra, RP&RoC, Geometry, Statistics & Probability.

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Units follow English DfE National Curriculum. The value added here is the additional detail supporting each unit objective: progression through "Consolidation", "Development", "Securing" and then "Mastering" elements for each objective [n.b. where objectives did not immediately lend themselves to stepped progression for some stages, elements were shared between them on as reasonable a basis as possible]. Why do/use/buy this? Because different pupils (and classes!) have different starting places and ending places and often they and their parents like to know what each objective entails so they can apply "flipped learning" or similar.
Key Stage 3 in 2 Years - Progression Maps - Matching 2-Year Timeline - Summer Term (Y7)
BW_2012

Key Stage 3 in 2 Years - Progression Maps - Matching 2-Year Timeline - Summer Term (Y7)

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Folllowing the year 7 timeline for the Summer term I have provided elsewhere on this website, this breaks each objective into four steps: "Consolidating", "Developing", "Securing", "Mastering". Each objective is taken directly from the "new" UK National Curriculum for Key Stage 3 [where an objective is given for each bullet point (from page 5): https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf ] . "Consolidating" - is generally pitched for the weakest pupils: who are revisiting key stage 2 material that may have been first taught before year 6. "Mastering" - will generally pitched to stretch at or beyond expectations for key stage 3. Problem solving exercises will need to be set within and around material each week. Three hours per week has proven enough to deliver the material to the very most committed and able pupils (when accompanied with sufficient homework); however, five hours per week (and some looping back to earlier objectives if/when later objectives prove inaccessible) may suit pupils who would benefit from such an approach.