Transitioning from the English National Curriculum to iLowerSecondary Mathematics

This document is designed to help schools moving from the English National Curriculum to iLowerSecondary. It indicates iLowerSecondary
objectives from Years 7 to 9 that will not have been covered by the English National Curriculum by your point of transitioning and may need
separate teaching to provide students with a solid base for their learning. The curriculum document will provide further examples of what each
objective looks like in practice.

Your Year Additional iLowerSecondary objectives to teach How you can address these
group
Year 8 Number

Y7: Change an improper (vulgar) fraction to a mixed number. Practise changing improper fractions and support this using pictorial
representations.
Algebra
Ensure students have experience working through a range of
Y7: Solve missing number problems and problems involving problems, for example: missing-number problems, problems
formulae. involving missing lengths, angles and coordinates represented by
letters, problems involving writing and using formulae.

Y7: Solve problems involving sequences. Examine a range of sequences, as a group, including: arithmetic
sequences, simple geometric sequences, sequence of square
numbers, sequence of triangle numbers. Work as a class to solve
problems involving these sequences.

Y7: Find the midpoint of a line segment, given the coordinates of Start by plotting the points on a grid and finding the midpoint by
the end points. measuring.
Derive and use the rule: midpoint = (sum of the two x coordinates
divided by 2, sum of the two y coordinates divided by 2).

Support students in solving problems involving coordinates and

Y7: Solve problems involving coordinates and straight lines. straight lines. For example: Given three coordinates, A, B, C, write
down the coordinates of D such that ABCD is a parallelogram.
Geometry

Y7: Describe and name acute, obtuse and reflex angles.

 Model the use of the terms ‘less than 90 degrees’, ‘more than 90
Y7: Use a protractor to measure and draw angles; estimate the size degrees and less than 180 degrees’ and ‘more than 180 degrees
of angles. and less than 360 degrees’.

Y7: Solve problems involving angles.

Y7: Calculate exterior angles of triangles and quadrilaterals.

Work with students and model calculating and measuring interior
Y7: Solve angle problems involving triangles and quadrilaterals. and exterior angles in a variety of shapes. Model using a ruler a
protractor to draw triangles accurately.
Y7: Recognise and describe rotational symmetry.
Explore the properties of shapes through group work on symmetry.
Y7: Identify and describe all the symmetries of common 2D shapes
(reflection and rotation).

Y7: Identify reflection symmetry in common 3D solids.

Statistics

Y7: Analyse and present data using spreadsheets in a computer Give students the opportunity to collect real life data. Enter data in
software program. lists or tables in a spreadsheet and use formulae to find the
averages and range. Create bar charts.
Y7: Read and interpret information from tally charts, frequency
tables, bar charts, bar-line charts, compound bar charts, line graphs
and pie charts.
Set class investigations and collect real data from the school
Y7: Decide how best to represent their data. environment to give students a meaningful data set to practise all of
the statistical skills required.
Year 9 Number

Y8: Recognise recurring and terminating decimals. Use group work to explore this area. For recurring decimals, use
the term ‘repeating digits’ and recognise common shorthand
Y8: Convert recurring decimals to a fraction using an algebraic notation for this. Recognise that terminating decimals can be written
method. as a fraction.

Y8: Divide a quantity into three parts in a given ratio.

Y8: Write and compare unit ratios (1:n or n:1). See N8.5C in curriculum document for further examples of unit ratio
work.
Algebra
Y8: Simplify simple algebraic expressions involving powers, using See curriculum A8.1B for examples.
the index laws.

Y8: Draw, use and interpret distance-time graphs. Examine conversion graphs together to, for example: converting
between currencies or units of measure.
Geometry

Y8: Sketch nets of 3D solids. Give students the opportunity to investigate the properties of 3D
and 2D shapes, including handling physical models, grouping by
Y8: Draw and interpret 2D representations of 3D solids. characteristics, and creating nets – including cubes, cuboids,
cylinders and pyramids.
Y8: Calculate the surface area of cubes and cuboids.

Y8: Solve problems involving area, surface area and volume. Investigate a range of shapes and calculate their properties. Relate
this to practical investigations around the volume of familiar rooms
or areas.
Statistics

Y8: Design, read and interpret two-way tables. Look at and Read information from two-way tables, calculate
‘missing values’ in two-way tables and design two-way tables to
represent data.

Y8: Explain why a graph or chart is misleading. Explain how the scale of an axis can be altered to maximise or
minimise similarities and differences in data.

Y8: Estimate probability based on experimental or collected data. Use the terms ‘relative frequency’ and ‘experimental probability’;
understand that the greater the number of trials, the more reliable
the estimated probability, and that when you repeat an experiment
you may get different results. Give students the opportunity to use
experimental probability to predict the expected number of wins in a
game, or the expected number of customers the next day.