**Mathematics at Deira International School**

Mathematics is everywhere! Students will learn how to manipulate, calculate, analyse, and reason whilst applying these skills to real-life problems. Our curriculum is designed for pupils to become knowledgeable and deep mathematical thinkers, this is achieved through purposeful practice, independent home learning opportunities and an emersion in mathematical technology. Problem-solving will form a significant part of the KS3 curriculum in which students will have to recall knowledge and skills across multiple topics to obtain a solution. IGCSE Mathematics begins in Year 9 at Deira International School and progresses though key stage 4 into year 10 and 11. All pupils are challenged to be the best mathematicians they are capable of being and every mathematics teacher ensures that pupils have access to the foundations of the subject all the way through to the “DIS Maths Mastery” standard in each unit of teaching.

Please click on the arrow for a detailed breakdown:

**Curriculum Intention **

Students will learn about number, algebra, data and shape. They will learn how to: analyse and display data; number skills; solve equations; use functions and formulae; manipulate fractions; solve angles and shape problems; calculate with decimals; use multiplicative reasoning; calculate perimeter, area and volume; work with sequences and linear graphs.

Students build on the mathematics learnt at KS2, strengthening their skills in each key area of the subject. The skills that Year 7 pupils acquire over the year have been selected to be both challenging, stimulating and to ensure a smooth transition to the IGCSE Edexcel qualification. During year 7 pupils will enhance their independent thinking, problem-solving skills and an ability to apply knowledge to real-life events such as: interpreting averages from the Dubai statistical records; plotting and interpreting a scatter diagram comparing temperature and rainfall in major worldwide cities; using formula to calculate a safe medicine dosage from a given age; use of nets to create a suitable package for a manufactured project.

**Curriculum Implementation **

In Year 7, students will be taught through many learning platforms including interactive websites. MathsWatch and Century Tech are used to enhance understanding and provide regular revision. Students are expected to own their own scientific calculator and will over time master its use.

There will also be student-led investigative lessons using Desmos activities which allows for students to explore topics and teachers to formatively assess progress throughout the entire lesson.

All lessons will include recall questions, whether in the connect the learner activities or interleaved into the lesson, to ensure students are retaining knowledge.

**Assessment **

Two assessments per term will be carried out to measure student progress, the assessments will be cumulative and will therefore include all work learnt up to that point (including expected knowledge from previous years).

**Wider Curriculum**

Our highest attaining students in KS3 will have the opportunity to take part in the UKMT Junior Mathematics challenge as well as a city-wide mathematics competition.

**Curriculum Impact **

By the end of Year 7 we expect the students to have developed the following skills;

1. Numeric and algebraic manipulation

2. Geometric and proportional reasoning

3. Analyse and display data in various contexts

4. Problem-solving

5. Independent discovery

6. Application of knowledge to real-life scenarios

7. Reflect and evaluate mathematical methods

8. Work collaboratively to obtain knowledge

9. Use technology to support their understanding

We hope for the students to develop a passion for Mathematics and for them to see how it applies to every-day life. We want the students to leave their lessons excited, and proud of a challenge they have overcome that day. Students should become resilient and not afraid of making mistakes, as this is seen as an opportunity for further understanding. 1

**Curriculum Intention **

Students will learn about number, algebra, data and shape. They will learn how to: identify and use factors; manipulate powers; work with 2D and 3D shapes; plot and interpret real-life graphs; draw and describe transformations; convert and compare fractions, decimals and percentages; accurately draw constructions and loci; calculate probability; accurately construct and interpret a scale drawing; use compound measures; work with the equation of linear graphs.

We build on the foundations learnt at KS2 and year 7, strengthening their skills in each key area of the subject. The skills that Year 8 pupils acquire over the year have been selected to be both challenging, stimulating and to ensure a smooth transition to the IGCSE Edexcel qualification. During year 8 pupils will enhance their independent thinking, problem-solving skills and an ability to apply knowledge to real-life events such as: calculating VAT using percentages; using straight line graphs to estimate future costs of a business; calculate with angle facts the required dimensions an architect might need; use measures to calculate the density of various metals.

**Curriculum Implementation **

In Year 8, students will be taught through many learning platforms including interactive websites. MathsWatch and Century Tech are used to enhance understanding and provide regular revision. Students are expected to own their own scientific calculator and will over time master its use.

There will also be student-led investigative lessons using Desmos activities which allow students to explore topics and teachers to formatively assess progress throughout the entire lesson.

All lessons will include recall questions, whether in the connect the learner activities or interleaved into the lesson, to ensure students are retaining knowledge.

**Assessment **

Two assessments per term will be carried out to measure student progress, the assessments will be cumulative and will therefore include all work learnt up to that point (including expected knowledge from previous years).

**Wider Curriculum**

Our highest attaining students in KS3 will have the opportunity to take part in the UKMT Junior Mathematics challenge as well as a city-wide mathematics competition.

**Curriculum Impact **

By the end of Year 8 we expect the students to have developed the following skills;

1. Numeric and algebraic manipulation

2. Geometric and proportional reasoning

3. Analyse and display data in various contexts

4. Problem-solving

5. Independent discovery

6. Application of knowledge to real-life scenarios

7. Reflect and evaluate mathematical methods

8. Work collaboratively to obtain knowledge

9. Use technology to support their understanding

We hope for the students to develop a passion for Mathematics and for them to see how it applies to every-day life. We want the students to leave their lessons excited, and proud of a challenge they have overcome that day. Students should become resilient and not afraid of making mistakes, as this is seen as an opportunity for further understanding.

**Curriculum Intention **

Students will learn about number, algebra, statistics and shape.Students will learn how to: manipulate decimals, percentages and fractions; calculate surface area and volume; manipulate algebraic expressions and surds; use index laws; use proportional reasoning; work with sequences and straight line graphs; calculate missing angles; compare averages and measures of spread; use geometric reasoning.

We build on the foundations learnt at KS2 and 3, strengthening their skills in each key area of the subject. The skills that Year 9 pupils acquire over the year have been selected as we introduce the IGCSE Edexcel syllabus. During year 9 pupils will enhance their independent thinking, problem-solving skills and an ability to apply knowledge to real-life events such as: calculating VAT using percentages; using straight line graphs to estimate future costs of a business; calculate with angle facts the required dimensions an architect might need; use measures to calculate the density of various metals.

**Curriculum Implementation **

In Year 9, students will be taught through many learning platforms including interactive websites. MathsWatch and Century Tech are used to enhance understanding and provide regular revision. Students are expected to own their own scientific calculator and will over time master its use.

There will also be student-led investigative lessons using Desmos activities which allows for students to explore topics and teachers to formatively assess progress throughout the entire lesson.

All lessons will include recall questions, whether in the connect the learner activities or interleaved into the lesson, to ensure students are retaining knowledge.

**Assessment **

Two assessments per term will be carried out to measure student progress, the assessments will be cumulative and will therefore include all work learnt up to that point (including expected knowledge from previous years).

**Wider Curriculum**

Our highest attaining students will have the opportunity to take part in the UKMT Junior Mathematics challenge as well as a city-wide mathematics competition.

**Curriculum Impact **

By the end of Year 9 we expect the students to have developed the following skills;

1. Numeric and algebraic manipulation

2. Geometric and proportional reasoning

3. Analyse and display data in various contexts

4. Problem-solving

5. Independent discovery

6. Application of knowledge to real-life scenarios

7. Reflect and evaluate mathematical methods

8. Work collaboratively to obtain knowledge

9. Use technology to support their understanding

We hope for the students to develop a passion for Mathematics and for them to see how it applies to every-day life. We want the students to leave their lessons excited, and proud of a challenge they have overcome that day. Students should become resilient and not afraid of making mistakes, as this is seen as an opportunity for further understanding.

THE LEARNING JOURNEY FOR MATHS | ||||

Unit / Block of work | Key Episodes / Questions | Colour code | Length of time (weeks) | Learner Attribute(s) |

Term 1 | ||||

Number | Rounding Written methods for multiplying and dividing Negative numbers Squares, cubes roots HCF and LCM BIDMAS | Red | 3 | Open-minded |

Data | Averages of a data set and from a table Averages to compare data Frequency tables & frequency polygons Line graphs Scatter graphs Compound and dual bar-charts Pie charts Two-way tables | Yellow | 5 | Inquirer |

Algebra | Expanding (single and double brackets) Factorising (single and double brackets) | Blue | 4 | Thinker |

Term 2 | ||||

Number | Add, subtract, multiply and divide decimals order decimals Improper fractions and mixed numbers Add, subtract, multiply and divide fractions percentages of an amount percentage increase/decrease. One quantity of another convert between FDP compare FDP | Red | 4 | Principled |

Algebra | solving linear Equations with brackets, fractions and x on both sides Solving equations with fraction/negative solutions Solve simple quadratic equations Inequalities on a number line solving inequalities , “highest integer” List integers | Blue | 4 | Balanced |

Shape | Basic angle facts Angles in a Triangle angles in special quadrilaterals angles in parallel and intersecting lines Area and perimeter of compound shapes | Green | 4 | Communicator |

Term 3 | ||||

Algebra | Plotting straight line graphs sketching straight line graphs Find the gradient of a line find the equation of a straight line Midpoint of two co-ordinates | Blue | 3 | Risk-taker |

Number | Sharing into a ratio Scale factors Direct proportion including recipes and best buys Currency conversion Conversion graphs | Red | 4 | Knowledgable |

Shape | Constructing triangles Constructing angle and perpendicular bisectors Introduction to loci drawing bearings measuring bearings return bearings | Green | 2 | Reflective |

THE LEARNING JOURNEY FOR MATHS | ||||

Unit / Block of work | Key Episodes / Questions | Colur Code | Length of time. | Learner Attribute(s) |

Term 1 | ||||

Number | Rounding Negatives Calculating with powers and roots Standard form Index laws | Red | 3 | Open-minded |

Algebra | Formula substitution Change the subject of the formula | Blue | 2 | Thinker |

Shape | 3D nets Area of trapezium and parallelograms Circles – area and perimeter sectors and arc length Surface area – cubes and cuboids prisms including cylinders pyramids Convert units; length, area, volume Pythagoras’ Theorem | Green | 6 | Inquirer |

Term 2 | ||||

Number | Converting decimals to fractions reverse percentages compound interest Speed/Distance/Time Density/Mass/Volume Pressure/Force/Area | Red | 4 | Principled |

Algebra | Expand and simplify double brackets Factorise linear and quadratic expressions | Blue | 3 | Balanced |

Shape | Trigonometry -SOHCAHTOA Similar Length, area and volume Interior and exterior angles of polygons | Green | 4 | Communicator |

Term 3 | ||||

Algebra | find nth term of a sequence find the next term Un=a+(n-1)d (Is a number in the sequence) Equation of straight lines Parallel and perpendicular lines | Blue | 4 | Knowledgable |

Probability | Simple probability – Scale, dice, fractions Compliment of event Tree diagrams Sample spaces. Mutually exclusive event Expected frequency Independent events | Yellow | 3 | Risk-taker |

Shape | Translation with column vectors Rotation Reflection Enlargement (inc negative and fractional) describing transformations | Green | 3 | Reflective |

THE LEARNING JOURNEY FOR MATHS FOUNDATION | ||||

Unit / Block of work | Key Episodes / Questions | Colour Code | Length of time (hours) | Learner Attribute(s) |

Term 1 | ||||

Integers and place value | Integrers; place value; directed numbers in context; order integers; BIDMAS; rounding | Red | 4 | Open-minded |

Decimals | Order decimals; convert to fractions and percentages; round to d.p and s.f; identify bounds; estimate; use of calculator | Red | 4 | Reflective |

Fractions | Equivalent fractions; mixed numbers and improper fractions; order fractions; convert to decimal and percentage | Red | 4 | Knowledgable |

Arithmetic of fractions | Add and subtract fractions; multiple and divide fractions | Red | 4 | Thinker |

Algebraic manipulation | Index notation and laws; collect like terms; multiply brackets; factorise linear expressions | Blue | 5 | Caring |

Perimeter, area and volume | Perimeter and area using rectangles and triangles; area of triangle and parallelogram; surface area and volume | Green | 6 | Communicator |

Term 2 | ||||

Circles and cylinders | Area and circumference; surface area and volume of cylinder | Green | 6 | Risk Taker |

Special numbers and powers | factors, multiples and primes; squares and cubes; prime factors; HCF and LCM | Red | 7 | Principled |

graphical representation of data | pictograms; two-way tables; bar charts; pie charts; scattergraphs | Yellow | 7 | Inquirer |

Expressions, formulae and rearranging formulae | Substitution; form expressions; change the subject | Blue | 6 | Balanced |

Term 3 | ||||

Linear graphs | Plot co-ordinates; midpoints; conversion graphs; y=mx+c; linear inequalities; regions | Blue | 6 | Thinker |

Percentages | Convert to decimals and fractions; Percentage increase/decrease; reverse percentages; Compound interest and depreciation | Red | 9 | Open-minded |

Statistical measures | Mean, median, mode and range of dataset; mean and mode from grouped data | Yellow | 7 | Inquirer |

Linear equations and inequalities | Solve equations and inequalities; form equations; inequalities on a number line | Blue | 8 | Balanced |

THE LEARNING JOURNEY FOR MATHS HIGHER | ||||

Unit / Block of work | Key Episodes / Questions | Colour Code | Length of time. (hours) | Learner Attribute(s) |

Term 1 | ||||

Decimals | convert recurring decimals, rounding, use of calculator. | Red | 8 | Thinker |

Fractions | ordering, convert a fraction, use the four operations | Red | 8 | Knowledgable |

Algebraic manipulation | index notation, collect like terms, products and quotients of terms, expand and factorise, algebraic fractions, complete the square, proof. | Blue | 16 | Inquirer |

Perimeter, area and volume | area and perimeter of 2d shapes, surface area and volume of 3d shapes. | Green | 16 | Communicator |

Term 2 | ||||

Special numbers and powers and roots | product of prime factors, highest common factor and lowest common multiple, surds, index laws. | Red | 12 | Knowledgable |

Graphical representation of data | histograms, cumulative frequency diagrams. | Yellow | 10 | Inquirer |

Expressions, formulae and rearranging formulae | substitution, use a formula, derive a formula, changing the subject, direct and inverse proportion. | Blue | 12 | Balanced |

Linear graphs | midpoints, gradients, y=mx+c, plot graphs, generate points, parallel and perpendicular lines, graphical linear inequalities, regions. | Blue | 14 | Communicator |

Term 3 | ||||

Percentages | Convert a percentage to fraction or decimal, multipliers, increase and decrease, reverse, compound. | Red | 10 | Open-minded |

Statistical measures | Mean median and mode, frequency tables, cumulative frequency graphs, range and interquartile range, | Yellow | 8 | Inquirer |

Linear equations and inequalities | Solve equations, unknowns on both sides, form and solve equations, solve linear inequalities, represent inequalities on a number line. | Blue | 8 | Thinker |

Sequences | Common difference, find term of sequence, find sum of a series. | Blue | 8 | Risk Taker |

Geometry of shapes | Angle properities, parallel lines, shapes, regular polygons | Green | 12 | Reflective |