What does the course cover? The programme of study and curriculum links

The Wolsey Hall Year 7 Maths course follows the National Curriculum for England at Key Stage 3 Links to an external site. and the Lower Secondary Maths course as a whole (Years 7-9) meets all the requirements of the Cambridge Lower Secondary Curriculum.  

We have ensured that all of the National Curriculum outcomes are covered in the course and the table below provides an overview of how the Wolsey Hall course can be mapped to the Mastering Mathematics Book 1 coursebook and to the National Curriculum for England and the Cambridge Lower Secondary Maths curriculum. 

Note The Lower Secondary Maths course as a whole (Years 7-9) meets all the requirements of the Cambridge Lower Secondary Curriculum. 

You may want to print out this overview of the course Download overview of the course and refer to it as you progress through the course. Do also bear in mind that: 

  • Before Module One, there is a Welcome call with your tutor. 
  • At the end of Module Four, there is a mid-course review. 
  • At the end of Module Nine, there is an end-of-course review. 

 

Module One National Curriculum Link Cambridge Curriculum link Coursebook Pages

Topics: 

  • 1.1 Column multiplication 
  • 1.2 Written methods of division 
  • 1.3 Solving word problems 
  • 1.4 Powers and roots 
  • 1.5 BIDMAS 
  • 1.6 Place value and decimals 
  • 1.7 Rounding to nearest 10, 100 or 1000 
  • 1.8 Rounding to decimal places 
  • Use the four operations, including formal written methods, applied to integers. 
  • Interpret when the structure of a numerical problem requires additive or multiplicative reasoning 
  • Use integer powers. 
  • Use real roots. 
  • Use conventional notation for the priority of operations. 
  • Understand and use place value for integers. 
  • Round numbers. 

7Ni.03 Estimate, multiply and divide integers (including where one integer is negative).* 

7Ni.06 Understand the relationship between squares and corresponding square roots, and cubes and corresponding cube roots. 

8Ni.06 Recognise squares of negative and positive numbers, and corresponding square roots. 

8Ni.07 Recognise positive and negative cube numbers, and the corresponding cube roots. 

8Nf.04 Use knowledge of the laws of arithmetic and order of operations (including brackets) to simplify calculations 

7Ni.02 Understand that brackets, positive indices and operations follow a particular order 

8Ni.01 Understand that brackets, indices (square and cube roots) and operations follow a particular order. 

7Np.02 Round numbers to a given number of decimal places. 

*objectives in brackets are studied at a later stage in Lower Secondary.

Pages 83-96 

Pages 76-79 

Pages 180-196 

ASSIGNMENT ONE

 

Module Two National Curriculum Link Cambridge Curriculum link Coursebook Pages

Topics: 

  • 2.1 Properties of 2D shapes (types of angles, types of triangles, types of polygons) 
  • 2.2 Line symmetry 
  • 2.3 Rotational symmetry 
  • 2.4 Coordinates 
  • 2.5 Translations 
  • 2.6 Reflections 
  • 2.7 Rotations 
  • Illustrate properties of a triangle. 
  • Apply angle facts and properties of Polygons. 
  • Identify properties of and describe the results of reflections. 
  • Work with coordinates in all four quadrants. 
  • Identify properties of, and describe the results of translations, reflections and rotations. 

7Gg.01 Identify, describe (and sketch) regular polygons, including reference to sides, angles and symmetrical properties. 

7Gg.10 Identify reflective symmetry and order of rotational symmetry of 2D shapes and patterns. 

6Gp.01 Read and plot coordinates (including integers, fractions and decimals), in all four quadrants (with the aid of a grid). 

6Gp.02 Use knowledge of 2D shapes and coordinates to plot points to form lines and shapes in all four quadrants. 

7Gp.02 Use knowledge of 2D shape. 

8Gp.03 Translate points and 2D shapes (using vectors, recognising that the image is congruent to the object after a translation). 

8Gp.04 Reflect 2D shapes and points in a given mirror line on or parallel to the x- or y-axis, or y = ± x on coordinate grids. Identify a reflection and its mirror line. 

7Gp.05 Rotate shapes 90° and 180° around a centre of rotation, recognising that the image is congruent to the object after a rotation. 

Pages 16-32 

Pages 37-56 

ASSIGNMENT TWO

 

Module Three National Curriculum Link Cambridge Curriculum link Coursebook Pages

Topics: 

  • 3.1 Word formulas 
  • 3.2 Using letters (Substitution) 
  • 3.3 Simplifying expressions 
  • 3.4 Multiplying and dividing by powers of 10 
  • 3.5 Adding and subtracting decimals 
  • 3.6 Multiplying  decimals 
  • 3.7 Dividing decimals 
  • Substitute numerical values into formulae. 
  • Simplify and manipulate algebraic expressions. 
  • Use the four operations applied to decimals. 

9Ae.03 Understand that a situation can be represented either in words or as an algebraic expression, and move between the two representations (including squares, cubes and roots). 

7Ae.01 Understand that letters can be used to represent unknown numbers, variables or constants. 

7Ae.02 Understand that the laws of arithmetic and order of operations apply to algebraic terms and expressions (four operations). 

7Ae.03 Understand how to manipulate algebraic expressions including: 

- collecting like terms 

- applying the distributive law with a constant. 

9Np.01 Multiply and divide integers and decimals by 10 to the power of any positive (or negative number). 

7Nf.04 Use knowledge of common factors, laws of arithmetic and order of operations to simplify calculations containing decimals (or fractions). 

7Nf.08 Estimate and multiply and divide decimals by whole numbers. 

Pages 100-114 

Pages 242-258 

ASSIGNMENT THREE

 

Module Four 

National Curriculum Link 

Cambridge Curriculum link 

Coursebook Pages 

Topics: 

  • 4.1 Equivalent fractions 
  • 4.2 Adding and subtracting fractions 
  • 4.3 Finding a fraction of an integer 
  • 4.4 Dividing and integer by a fraction - OPTIONAL 
  • 4.5 Mode, median and range 
  • 4.6 The mean 
  • 4.7 Using averages and range to compare data sets 
  • Substitute numerical values into formulae. 
  • Interpret fractions as operators and use the four operations. 
  • Calculate appropriate measures of central tendency. 
  • Compare observed distributions involving discrete and continuous data. 

7Nf.03 Estimate, multiply and divide proper fractions. 

7Ss.04 Use knowledge of mode, median, mean and range to describe and summarise large data sets. Choose and explain which one is the most appropriate for the context.  

7Ss.04 Use knowledge of mode, median, mean and range to describe and summarise large data sets. Choose and explain which one is the most appropriate for the context. 

8Ss.04 Use knowledge of mode, median, mean and range to compare two distributions, considering the interrelationship between centrality and spread. 

Pages 152-178 

Pages 202-220 

ASSIGNMENT FOUR 

 

 

 

 

Module Five 

National Curriculum Link 

Cambridge Curriculum link 

Coursebook Pages 

Topics: 

  • 5.1 Introduction to Probability 
  • 5.2 Probability of single events 
  • 5.3 Working with sequences (term-to-term rules) 
  • 5.4 Generating sequences (position to term rule) 
  • 5.5 Understanding ratio 
  • 5.6 Sharing in a given ratio 
  • 5.7 Proportion 
  • Understand that the probabilities of all possible outcomes sum to 1. 
  • Calculate theoretical probabilities. 
  • Generate terms of a sequence. 
  • Generate sequences from term-to-term rules. 
  • Generate sequences from position-to-term rules. 
  • Solve problems involving direct proportion. 
  • Use ratio notation. 

7Sp.01 Use the language associated with probability and proportion to describe, compare, order and interpret the likelihood of outcomes. 

7Sp.02 Understand and explain that probabilities range from 0 to 1, and can be represented as proper fractions, decimals and percentages. 

7Sp.03 Identify all the possible mutually exclusive outcomes of a single event, and recognise when they are equally likely to happen. 

7Sp.04 Understand how to find the theoretical probabilities of equally likely outcomes. 

7As.01 Understand term-to-term rules, and generate sequences from numerical and spatial patterns (linear and integers). 

7As.02 Understand and describe nth term rules algebraically (in the form n ± a, a × n where a is a whole number). 

7Nf.09 Understand and use the unitary method to solve problems involving ratio and direct proportion in a range of contexts. 

7Nf.10 Use knowledge of equivalence to simplify and compare ratios (same units). 

7Nf.11 Understand how ratios are used to compare quantities to divide an amount into a given ratio with two parts. 

Pages 1-11 

Pages 124-140 

Pages 283-300 

 

ASSIGNMENT FIVE 

 

 

 

 

Module Six 

National Curriculum Link 

Cambridge Curriculum link 

Coursebook Pages 

Topics: 

  • 6.1 Equations involving multiplication and division 
  • 6.2 Equations involving addition and subtraction 
  • 6.3 Two step equations 
  • 6.4 Using tables and charts  
  • 6.5 Vertical line charts 
  • 6.6 The metric system 
  • 6.7 Converting units of length 
  • Manipulate algebraic equations to maintain equivalence. 
  • Understand and use the concept of equations. 
  • Construct appropriate tables and charts 
  • Consolidate mathematical capability from Key Stage 2. 

 

7Ae.06 Understand that a situation can be represented either in words or as an equation. Move between the two representations and solve the equation (integer coefficients, unknown on one side). 

7As.03 Understand that a function is a relationship where each input has a single output. Generate outputs from a given function and identify inputs from a given output by considering inverse operations (linear and integers). 

7Ss.03 Record, organise and represent categorical, discrete and continuous data. (Choose and explain which representation to use in a given situation: ) 

(- Venn and Carroll diagrams)

(- tally charts, frequency tables (and two-way tables) 

(- dual and compound bar charts 

(- waffle diagrams and pie charts) 

(- frequency diagrams for continuous data) 

(- line graphs)

(- scatter graphs) 

(- infographics.) 

Converting between standard units is introduced in Cambridge Primary Mathematics. 

Pages 114-123 

Pages 221-236 

Pages 308-324 

 

ASSIGNMENT SIX 

 

 

 

 

Module Seven 

National Curriculum Link 

Cambridge Curriculum link 

Coursebook Pages 

Topics: 

  • 7.1 Multiples (including LCM by listing) 
  • 7.2 Factors and Prime numbers (including HCF by listing) 
  • 7.3 Area and Perimeter of a Rectangle 
  • 7.4 Area of a Triangle 
  • 7.5 Compound Shapes 

 

  • Use the concepts and vocabulary of factors and multiples. 
  • Use the concept and vocabulary of prime numbers. 
  • Solve problems involving perimeter. 
  • Solve problems involving area. 
  • Apply formulae to calculate area of shapes. 

7Ni.04 Understand lowest common multiple and highest common factor (numbers less than 100). 

7Gg.05 Derive and know the formula for the area of a triangle. Use the formula to calculate the area of triangles and compound shapes made from rectangles and triangles. 

Calculating the perimeter of 2D shapes is introduced in Cambridge Primary Mathematics. 

Pages 66-81 

Pages 325-339 

 

ASSIGNMENT SEVEN 

 

 

 

 

Module Eight 

National Curriculum Link 

Cambridge Curriculum link 

Coursebook Pages 

Topics: 

  • 8.1 Writing one amount as a percentage of another 
  • 8.2 Finding a percentage of a number 
  • 8.3 Converting between fractions, decimals and percentages 
  • 8.4 Angle facts (angles in a straight line, angles at a point, vertically opposite angles) 
  • 8.5 Angles in a triangle 
  • 8.6 Angles in a quadrilateral 

 

  • Interpret percentages as a fraction or a decimal. 
  • Move freely between different numerical representations . 
  • Interpret percentages as operators 
  • Apply angle facts to derive results about angles. 
  • Derive and use the sum of angles in a triangle. 
  • Apply angle facts and properties of quadrilaterals. 

7Nf.05 Recognise percentages of shapes and whole numbers, (including percentages less than 1 or greater than 100). 

7Nf.01 Recognise that fractions, terminating decimals and percentages have equivalent values. 

7Gg.11 Derive the property that the sum of the angles in a quadrilateral is 360°, and use this to calculate missing angles. 

7Gg.12 Know that the sum of the angles around a point is 360º, and use this to calculate missing angles. 

8Gg.11 Recognise and describe the properties of angles on (parallel and) intersecting lines, using geometric vocabulary such as (alternate, corresponding and) vertically opposite 

Angles on a straight line are introduced in Cambridge Primary Mathematics. 

Pages 262-282 

Pages 340-356 

ASSIGNMENT EIGHT 

 

 

 

 

Module Nine 

National Curriculum Link 

Cambridge Curriculum link 

Coursebook Pages 

Topics: 

  • 9.1 Multiplying by doubling and halving  
  • 9.2 Tessellation 
  • 9.3 Finding factors of numbers greater than 100 
  • 9.4 Inequalities and intervals 
  • 9.5 Midpoint of a line segment 
  • 9.6 Experimental probability 
  • 9.7 Drawing a stem-and-leaf diagram 
  • Use the concepts and vocabulary of factors. 
  • Understand and use the concepts and vocabulary of inequalities. 
  • Use the symbols =, ≠, , ≤, ≥. 
  • Use language and properties precisely to analyse probability. 
  • Construct and interpret appropriate tables, charts, and diagrams, for ungrouped and grouped numerical data. 

8Nf.07 (Estimate and) multiply decimals by integers (and decimals.) 

7Ni.05 Use knowledge of tests of divisibility to find factors of numbers greater than 100. 

7Nf.06 Understand the relative size of quantities to compare and order decimals and fractions, using the symbols =, ≠, > and <. 

8Gp.02 Use knowledge of coordinates to find the midpoint of a line segment. 

7Sp.05 (Design and conduct chance experiments or simulations, using small and large numbers of trials. Analyse the frequency of outcomes to) calculate experimental probabilities. 

8Ss.03 Record, organise and represent (categorical), discrete (and continuous data). (Choose and explain which representation to use in a given situation): 

- stem-and-leaf diagrams. 

No coursebook 

ASSIGNMENT NINE