Key Stage 3 mathematics: mastery professional development materials

– overall structure and mapping to the national curriculum

Teaching for mastery is teaching that aims for deep and sustainable learning; learning that is rooted in an appreciation of the connectedness of mathematical
ideas and based on an understanding of the underlying structures. It emphasises the need to go beyond being able to memorise facts and practise
procedures and routines.

Such teaching requires us to ‘look through’ the national curriculum statements of content and descriptions of what students need to be able to do. We must
discern what students need to be aware of and understand in order to do these things fluently. These materials therefore offer a more ‘fine grained’
description of the key themes and big ideas of the curriculum by detailing:
• six broad mathematical themes
• a number of core concepts within each theme
• a set of ‘knowledge, skill and understanding’ statements within each core concept
• a collection of focused key ideas within each statement of knowledge, skill and understanding.

The diagram on page 2 and Table 1 on pages 3–21 detail the complete Key Stage 3 curriculum structure that forms the foundation for the NCETM secondary
mastery professional development materials.

Please note: Numbering of themes, core concepts, ‘knowledge, skills and understanding’ statements, and key ideas is for ease of reference only. Whilst the
numbering represents one possible teaching order, it is not intended to be prescriptive. Each guidance document details the prior learning required so that the
sequencing can be adapted to fit your own scheme.

Table 2 on pages 22–32 indicates where the national curriculum Key Stage 3 mathematics programme of study statements are covered, followed by related
endnotes.

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Table 1: NCETM secondary mastery professional development materials: Key Stage 3 curriculum structure

Theme Core concepts 'Knowledge, skills and Key ideas

understanding' statements (* = key ideas exemplified in guidance documents)

1 The structure of 1.1 Place value, 1.1.1 Understand the value of 1.1.1.1 Understand place value in integers
the number estimation and digits in decimals,
system rounding measure and integers 1.1.1.2 Understand place value in decimals, including recognising
exponent and fractional representations of the column headings

1.1.1.3 Understand place value in the context of measure

1.1.1.4 Order and compare numbers and measures using <, >, =

1.1.2 Round numbers to a 1.1.2.1 Round numbers to up to three decimal places

required number of
decimal places 1.1.2.2 Round numbers to any number of decimal places

1.1.3 Round numbers to a 1.1.3.1 Understand the concept of significant figures

required number of
significant figures 1.1.3.2* Round integers to a required number of significant figures

1.1.3.3 Round decimals to a required number of significant figures

1.1.4 Estimate calculations by 1.1.4.1 Understand what is meant by a sensible degree of accuracy
rounding
1.1.4.2* Estimate numerical calculations

1.1.4.3 Estimate and check if solutions to problems are of the correct

magnitude

1.1.4.4 Determine whether calculations using rounding will give an

underestimate or overestimate

3
 1.1.4.5 Understand the impact of rounding errors when using a
calculator, and the way that these can be compounded to result
in large inaccuracies

1.1.4.6 Calculate possible errors expressed using inequality notation

a<x≤b
1.2 Properties of 1.2.1 Understand multiples 1.2.1.1 Understand what a multiple is and be able to list multiples of n
number
1.2.1.2* Identify and explain whether a number is or is not a multiple of
a given integer

1.2.2 Understand integer 1.2.2.1 Understand the concept of square and cube
exponents and roots
1.2.2.2 Understand the concept of square root and cube root

1.2.2.3 Understand and use correct notation for positive integer

exponents
1.2.2.4 Understand how to use the keys for squares and other powers
and square root on a calculator

1.2.3 Understand and use the 1.2.3.1 Understand what a factor is and be able to identify factors of
unique prime positive integers
factorisation of a
number 1.2.3.2 Understand what a prime number is and be able to identify
prime numbers

1.2.3.3 Understand that a positive integer can be written uniquely as a

product of its prime factors
1.2.3.4* Use the prime factorisation of two or more positive integers to
efficiently identify the highest common factor

4
 1.2.3.5 Use the prime factorisation of two or more positive integers to
efficiently find their lowest common multiple

1.3 Ordering and 1.3.1 Work interchangeably 1.3.1.1 Understand that 1 can be written in the form n (where n is any
comparing with terminating n
decimals and their integer) and vice versa
corresponding fractions 1.3.1.2 Understand that fractions of the form a where a > b are
b
greater than 1 and use this awareness to convert between
improper fractions and mixed numbers

1.3.1.3 Understand that a fraction represents a division and that

performing that division results in an equivalent decimal
1.3.1.4 Appreciate that any terminating decimal can be written as a
56
fraction with a denominator of the form 10n (e.g. 0.56 = 100
,
560
1000
, etc.)

1.3.1.5* Understand the process of simplifying fractions through dividing

both numerator and denominator by common factors

1.3.1.6 Know how to convert from fractions to decimals and back again
using the converter key on a calculator

1.3.1.7 Know how to enter fractions as divisions on a calculator and

understand the limitations of the decimal representation that
results
1.3.2 Compare and order 1.3.2.1 Compare negative integers using < and >
positive and negative
integers, decimals and 1.3.2.2 Compare decimals using < and >
fractions
1.3.2.3 Compare and order fractions by converting to decimals

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 1.3.2.4 Compare and order fractions by converting to fractions with a
common denominator

1.3.2.5 Order a variety of positive and negative fractions and decimals

using appropriate methods of conversion and recognising when
conversion to a common format is not required
1.3.2.6 Appreciate that, for any two numbers there is always another
number in between them

1.3.3 Interpret and compare 1.3.3.1* Be able to write any integer in a range of forms, e.g.
numbers in standard 53 = 5.3 × 10, 530 ×
1
, 5300 × 0.01, etc.
form A × 10n, 1 ≤ A < 10 10

1.3.3.2 Understand that very large numbers can be written in the form
a × 10n, (where 1 < a ≤ 10) and appreciate the real-life contexts
where this format is usefully used

1.3.3.3 Understand that very small numbers can be written in the form
a × 10−n, (where 1 < a ≤ 10) and appreciate the real-life
contexts where this format is usefully used

1.4 Simplifying and 1.4.1 Understand and use the 1.4.1.1 Understand that a letter can be used to represent a generalised
manipulating conventions and number
expressions, vocabulary of algebra
equations and including forming and 1.4.1.2 Understand that algebraic notation follows particular
formulae interpreting algebraic conventions and that following these aids clear communication
expressions and
1.4.1.3 Know the meaning of and identify: term, coefficient, factor,
equations
product, expression, formula and equation
1.4.1.4* Understand and recognise that a letter can be used to
represent a specific unknown value or a variable

6
 1.4.1.5 Understand that relationships can be generalised using
algebraic statements

1.4.1.6 Understand that substituting particular values into a generalised

algebraic statement gives a sense of how the value of the
expression changes
1.4.2 Simplify algebraic 1.4.2.1 Identify like terms in an expression, generalising an
expressions by understanding of unitising
collecting like terms to
maintain equivalence 1.4.2.2 Simplify expressions by collecting like terms

1.4.3 Manipulate algebraic 1.4.3.1* Understand how to use the distributive law to multiply an
expressions using the expression by a term such as 3(a + 4b) and 3p2(2p + 3b)
distributive law to
maintain equivalence 1.4.3.2 Understand how to use the distributive law to factorise
expressions where there is a common factor, such as 3a + 12b
and 6p3 + 9p2b
1.4.3.3 Apply understanding of the distributive law to a range of
problem-solving situations and contexts (including collecting
like terms, multiplying an expression by a single term and
factorising), e.g. 10 – 2(3a + 5), 3(a ± 2b) ± 4(2ab ± 6b), etc.

1.4.4 Find products of 1.4.4.1 Use the distributive law to find the product of two binomials
binomials
1.4.4.2 Understand and use the special case when the product of two
binomials is the difference of two squares

1.4.4.3 Find more complex binomial products

1.4.5 Rearrange formulae to 1.4.5.1* Understand that an additive relationship between variables can
change the subject be written in a number of different ways

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 1.4.5.2 Understand that a multiplicative relationship between variables
can be written in a number of different ways

1.4.5.3 Apply an understanding of inverse operations to a formula in

order to make a specific variable the subject (in a wide variety
of increasingly complex mix of operations)
2 Operating on 2.1 Arithmetic 2.1.1 Understand and use the 2.1.1.1* Understand the mathematical structures that underpin addition
number procedures structures that underpin and subtraction of positive and negative integers
addition and subtraction
strategies 2.1.1.2* Generalise and fluently use written addition and subtraction
strategies, including columnar formats, with decimals
2.1.2 Understand and use the 2.1.2.1 Understand the mathematical structures that underpin
structures that underpin multiplication and division of positive and negative integers
multiplication and
division strategies 2.1.2.2 Factorise multiples of 10n in order to simplify multiplication and
division of both integers and decimals, e.g. 300 × 7000,
0.3 × 0.007, 0.9 ÷ 0.03, etc.

2.1.2.3 Generalise and fluently use written multiplication strategies to

calculate accurately with decimals

2.1.2.4 Generalise and fluently use written division strategies to

calculate accurately with decimals

2.1.3 Know, understand and 2.1.3.1 Understand the mathematical structures that underpin the
use fluently a range of addition and subtraction of fractions
calculation strategies for
addition and subtraction 2.1.3.2 Generalise and fluently use addition and subtraction strategies
of fractions to calculate with fractions and mixed numbers

8
2.1.4 Know, understand and 2.1.4.1* Understand the mathematical structures that underpin the
use fluently a range of multiplication of fractions
calculation strategies for
multiplication and 2.1.4.2* Understand how to multiply unit, non-unit and improper
division of fractions fractions

2.1.4.3 Generalise and fluently use strategies to multiply with mixed

3 2
numbers (e.g. 2 4 × 13 )

2.1.4.4 Understand the mathematical structures that underpin the

division of fractions

2.1.4.5 Divide a fraction by a whole number

2.1.4.6 Divide a whole number by a fraction

2.1.4.7 Divide a fraction by a fraction

2.1.5 Use the laws and 2.1.5.1 Know the commutative law and use it to calculate efficiently
conventions of
arithmetic to calculate 2.1.5.2 Know the associative law and use it to calculate efficiently
efficiently
2.1.5.3 Know the distributive law and use it to calculate efficiently

2.1.5.4 Calculate using priority of operations, including brackets,

powers, exponents and reciprocals

2.1.5.5* Use the associative, distributive and commutative laws to

flexibly and efficiently solve problems
2.1.5.6 Know how to fluently use certain calculator functions and use a
calculator appropriately

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2.2 Solving linear 2.2.1 Understand what is 2.2.1.1 Recognise that there are many different types of equations of
equations meant by finding a which linear is one type
solution to a linear
equation with one 2.2.1.2 Understand that in an equation the two sides of the 'equals'
unknown sign balance

2.2.1.3* Understand that a solution is a value that makes the two sides
of an equation balance

2.2.1.4 Understand that a family of linear equations can all have the
same solution

2.2.2 Solve a linear equation 2.2.2.1 Solve a linear equation requiring a single additive step
with a single unknown
on one side where 2.2.2.2 Solve a linear equation requiring a single multiplicative step
obtaining the solution
requires one step
2.2.3 Solve a linear equation 2.2.3.1 Understand that an equation needs to be in a format to be
with a single unknown 'ready' to be solved, through collecting like terms on each side
where obtaining the of the equation
solution requires two or
more steps (no 2.2.3.2 Know that when an additive step and a multiplicative step are
brackets) required, the order of operations will not affect the solution
2.2.3.3* Recognise that equations with unknowns on both sides of the
equation can be manipulated so that the unknowns are on one
side

2.2.3.4 Solve complex linear equations, including those involving

reciprocals

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 2.2.4 Solve efficiently a linear 2.2.4.1 Appreciate the significance of the bracket in an equation
equation with a single
unknown involving 2.2.4.2 Recognise that there is more than one way to remove a bracket
brackets when solving an equation

2.2.4.3 Solve equations involving brackets where simplification is

necessary first

3 Multiplicative 3.1 Understanding 3.1.1 Understand the concept 3.1.1.1* Appreciate that any two numbers can be connected via a
reasoning multiplicative of multiplicative multiplicative relationship
relationships relationships
3.1.1.2 Understand that a multiplicative relationship can be expressed
as a ratio and as a fraction

3.1.1.3 Be able to calculate the multiplier for any given two numbers

3.1.1.4 Appreciate that there are an infinite number of pairs of numbers

for any given multiplicative relationship (equivalence)
3.1.2 Understand that 3.1.2.1* Use a double number line to represent a multiplicative
multiplicative relationship and connect to other known representations
relationships can be
represented in a 3.1.2.2 Understand the language and notation of ratio and use a ratio
number of ways and table to represent a multiplicative relationship and connect to
connect and move other known representations
between those different
3.1.2.3 Use a graph to represent a multiplicative relationship and
representations
connect to other known representations

3.1.2.4 Use a scaling diagram to represent a multiplicative relationship

and connect to other known representations

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3.1.3 Understand that 3.1.3.1 Find a fraction of a given amount
fractions are an
example of a 3.1.3.2 Given a fraction and the result, find the original amount
multiplicative
3.1.3.3 Express one number as a fraction of another
relationship and apply
this understanding to a
range of contexts

3.1.4 Understand that ratios 3.1.4.1 Be able to divide a quantity into a given ratio
are an example of a
multiplicative 3.1.4.2 Be able to determine the whole, given one part and the ratio
relationship and apply
3.1.4.3* Be able to determine one part, given the other part and the ratio
this understanding to a
range of contexts 3.1.4.4 Use ratio to describe rates (e.g. exchange rates, conversions,
cogs, etc.)

3.1.5 Understand that 3.1.5.1 Describe one number as a percentage of another

percentages are an
example of a 3.1.5.2 Find a percentage of a quantity using a multiplier
multiplicative
3.1.5.3 Calculate percentage changes (increases and decreases)
relationship and apply
this understanding to a 3.1.5.4 Calculate the original value, given the final value after a stated
range of contexts percentage increase or decrease

3.1.5.5 Find the percentage increase or decrease, given start and

finish quantities

3.1.6 Understand 3.1.6.1 Understand the connection between multiplicative relationships

proportionality and direct proportion

3.1.6.2 Recognise direct proportion and use in a range of contexts

including compound measures

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 3.1.6.3 Recognise and use inverse proportionality in a range of
contexts

3.2 Trigonometry 3.2.1 Understand the 3.2.1.1* Understand that the trigonometric functions are derived from
trigonometric functions measurements within a unit circle

3.2.1.2 Recognise the right-angled triangle within a unit circle and use
proportion to scale to similar triangles

3.2.1.3* Know how the sine, cosine and tangent ratios are derived from
the sides of a right-angled triangle

3.2.2 Use trigonometry to 3.2.2.1 Choose appropriate trigonometric relationships to use to solve
solve problems in a problems in right-angled triangles
range of contexts
3.2.2.2 Use trigonometric ratios to find a missing side in a right-angled
triangle
3.2.2.3 Use trigonometric ratios to find a missing angle in a right-
angled triangle

4 Sequences and 4.1 Sequences 4.1.1 Understand the features 4.1.1.1* Appreciate that a sequence is a succession of terms formed
graphs of a sequence according to a rule

4.1.1.2 Understand that a sequence can be generated and described

using term-to-term approaches

4.1.1.3 Understand that a sequence can be generated and described

by a position-to-term rule
4.1.2 Recognise and describe 4.1.2.1 Understand the features of an arithmetic sequence and be able
arithmetic sequences to recognise one

4.1.2.2* Understand that any term in an arithmetic sequence can be

expressed in terms of its position in the sequence (nth term)

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 4.1.2.3 Understand that the nth term allows for the calculation of any
term

4.1.2.4 Determine whether a number is a term of a given arithmetic

sequence

4.1.3 Recognise and describe 4.1.3.1 Understand the features of a geometric sequence and be able
other types of to recognise one
sequences (non-
arithmetic) 4.1.3.2 Understand the features of special number sequences, such as
square, triangle and cube, and be able to recognise one

4.1.3.3 Appreciate that there are other number sequences

4.2 Graphical 4.2.1 Connect coordinates, 4.2.1.1 Describe and plot coordinates, including non-integer values, in
representations equations and graphs all four quadrants

4.2.1.2 Solve a range of problems involving coordinates

4.2.1.3* Know that a set of coordinates, constructed according to a

mathematical rule, can be represented algebraically and
graphically

4.2.1.4 Understand that a graphical representation shows all of the

points (within a range) that satisfy a relationship

4.2.2 Explore linear 4.2.2.1 Recognise that linear relationships have particular algebraic
relationships and graphical features as a result of the constant rate of
change
4.2.2.2 Understand that there are two key elements to any linear
relationship: rate of change and intercept point

4.2.2.3* That writing linear equations in the form y = mx + c helps to

reveal the structure

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 4.2.2.4 Solve a range of problems involving graphical and algebraic
aspects of linear relationships

4.2.3 Model and interpret a 4.2.3.1 Understand that different types of equation give rise to different
range of situations graph shapes, identifying quadratics in particular
graphically
4.2.3.2 Read and interpret points from a graph to solve problems

4.2.3.3 Model real-life situations graphically

4.2.3.4 Recognise that the point of intersection of two linear graphs

satisfies both relationships and hence represents the solution to
both those equations

5 Statistics and 5.1 Statistical 5.1.1 Understand and 5.1.1.1* Understand what the mean is measuring, how it is measuring it
probability representations calculate accurately and calculate the mean from data presented in a range of
and measures measures of central different ways
tendency and spread
5.1.1.2 Understand what the median is measuring, how it is measuring
it and find the median from data presented in a range of
different ways

5.1.1.3* Understand what the mode is measuring, how it is measuring it

and identify the mode from data presented in a range of
different ways

5.1.1.4 Understand what the range is measuring, how it is measuring it

and calculate the range from data presented in a range of
different ways
5.1.2 Construct accurately 5.1.2.1 Construct bar charts from data presented in a number of
statistical different ways
representations
5.1.2.2* Construct pie charts from data presented in a number of
different ways

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 5.1.2.3 Construct pictograms from data presented in a number of
different ways

5.1.2.4 Construct scatter graphs from data presented in a number of

different ways

5.2 Statistical 5.2.1 Interpret reasonably 5.2.1.1 Understand that the different measures of central tendency
analysis statistical measures and offer a summary of a set of data
representations
5.2.1.2 Understand how certain statistical measures may change as a
result in changes of data

5.2.1.3 Understand range as a measure of spread, including a

consideration of outliers

5.2.1.4 Understand that the different statistical representations offer

different insights into a set of data
5.2.1.5* Use the different measures of central tendency and spread to
compare two sets of data

5.2.1.6 Use the different statistical representations to compare two sets

of data

5.2.1.7 Recognise relationships between bivariate data represented on

a scatter graph

5.2.2 Choose appropriately 5.2.2.1 Given a statistical problem, choose what data needs to be
statistical measures and analysed to explore that problem
representations
5.2.2.2* Given a statistical problem, choose appropriate statistical
measures to explore that problem

5.2.2.3 Given a statistical problem, choose appropriate representations

to explore that problem

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 5.2.2.4 Given a statistical problem, choose appropriate measures and
representations to effectively summarise and communicate
conclusions

5.3 Probability 5.3.1 Explore, describe and 5.3.1.1 Understand that some outcomes are equally likely, and some
analyse the frequency are not
of outcomes in a range
of situations 5.3.1.2 Understand that the likelihood of events happening can be
ordered on a scale from impossible to certain

5.3.1.3* Understand that the likelihood of outcomes can be determined

by designing and carrying out a probability experiment
5.3.2 Systematically record 5.3.2.1 Systematically find all the possible outcomes for two events
outcomes to find using a range of appropriate diagrams
theoretical probabilities
5.3.2.2 Systematically identify all possible outcomes for more than two
events using appropriate diagrams, e.g. lists
5.3.2.3 Find theoretical probabilities from sets of outcomes organised
in a systematic way from a range of appropriate
representations

5.3.3 Calculate and use 5.3.3.1* Understand that probability is a measure of the likelihood of an
probabilities of single event happening and that it can be assigned a numerical value
and combined events
5.3.3.2 Calculate and use theoretical probabilities for single events

5.3.3.3 Understand that the probabilities of all possible outcomes sum

to one
5.3.3.4 Calculate and use theoretical probabilities for combined events
using a variety of appropriate representations, including Venn
diagrams

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6 Geometry 6.1 Geometrical 6.1.1 Understand and use 6.1.1.1* Understand that a pair of parallel lines traversed by a straight
properties angle properties line produces sets of equal and supplementary angles

6.1.1.2* Know and understand proofs that in a triangle, the sum of

interior angles is 180 degrees

6.1.1.3 Know and understand proofs for finding the interior and exterior
angle of any regular polygon

6.1.1.4 Solve problems that require use of a combination of angle facts

to identify values of missing angles, providing explanations of
reasoning and logic used
6.1.2 Understand and use 6.1.2.1 Recognise that similar shapes have sides in proportion to each
similarity and other but angle sizes are preserved
congruence
6.1.2.2 Recognise that for congruent shapes both side lengths and
angle sizes are preserved
6.1.2.3 Understand and use the criteria by which triangles are
congruent

6.1.2.4 Recognise rotational symmetry in shapes

6.1.3 Understand and use 6.1.3.1 Be aware that there is a relationship between the lengths of the
Pythagoras' theorem sides of a right-angled triangle

6.1.3.2* Use and apply Pythagoras' theorem to solve problems in a

range of contexts
6.2 Perimeter, area 6.2.1 Understand the concept 6.2.1.1 Use the properties of a range of polygons to deduce their
and volume of perimeter and use it perimeters
in a range of problem-
solving situations 6.2.1.2 Recognise that there is constant multiplicative relationship (π)
between the diameter and circumference of a circle

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 6.2.1.3 Use the relationship C = πd to calculate unknown lengths in
contexts involving the circumference of circles

6.2.2 Understand the concept 6.2.2.1* Derive and use the formula for the area of a trapezium
of area and use it in a
range of problem- 6.2.2.2 Understand that the areas of composite shapes can be found in
solving situations different ways

6.2.2.3* Understand the derivation of, and use the formula for, the area
of a circle

6.2.2.4 Solve area problems of composite shapes involving whole

and/or part circles, including finding the radius or diameter
given the area

6.2.2.5* Understand the concept of surface area and find the surface
area of 3D shapes in an efficient way

6.2.3 Understand the concept 6.2.3.1 Be aware that all prisms have two congruent polygonal parallel
of volume and use it in a faces (bases) with parallelogram faces joining the
range of problem- corresponding vertices of the bases
solving situations
6.2.3.2 Use the constant cross-sectional area property of prisms and
cylinders to determine their volume

6.3 Transforming 6.3.1 Understand and use 6.3.1.1 Understand the nature of a translation and appreciate what
shapes translations changes and what is invariant

6.3.1.2 Understand the minimum information required to describe a

translation (vertical and horizontal displacement)

6.3.1.3 Translate objects from information given in a variety of forms

6.3.2 Understand and use 6.3.2.1 Understand the nature of rotations and appreciate what
rotations changes and what is invariant

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 6.3.2.2* Understand the minimum information required to describe a
rotation (centre of rotation, size and direction of rotation)

6.3.2.3 Rotate objects using information about centre, size and

direction of rotation

6.3.3 Understand and use 6.3.3.1 Understand the nature of reflections and appreciate what
reflections changes and what is invariant

6.3.3.2* Understand the minimum information required to describe a

reflection (line of reflection)

6.3.3.3 Reflect objects using a range of lines of reflection (including

non-vertical and non-horizontal)

6.3.4 Understand and use 6.3.4.1 Understand the nature of enlargements and appreciate what
enlargements changes and what is invariant
6.3.4.2 Understand the minimum information required to describe an
enlargement (centre of enlargement and scale factor)

6.3.4.3 Enlarge objects using information about the centre of

enlargement and scale factor

6.4 Constructions 6.4.1 Use the properties of a 6.4.1.1 Understand a circle as the locus of a point equidistant from a
circle in constructions fixed point

6.4.1.2 Use intersecting circles to construct triangles and rhombuses

from given lengths
6.4.2 Use the properties of a 6.4.2.1 Be aware that the diagonals of a rhombus bisect one another at
rhombus in right angles
constructions
6.4.2.2 Be aware that the diagonals of a rhombus bisect the angles

20
 6.4.2.3* Use the properties of a rhombus to construct a perpendicular
bisector of a line segment

6.4.2.4 Use the properties of a rhombus to construct a perpendicular to

a given line through a given point

6.4.2.5 Use the properties of a rhombus to construct an angle bisector

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 Table 2: Coverage of the national curriculum Key Stage 3 mathematics programme of study

NCETM 'Knowledge, skills and understanding' statements

KS3 programme of study 1. The 2. Operating 3. 4. Sequences 5. Statistics 6. Geometry

structure of on number Multiplicative and graphs and
Pupils should be taught to: the number reasoning probability
system

N1 understand and use place value for 1.1.1

decimals, measures and integers of any
size

N2 order positive and negative integers, 1.1.1, 1.3.2

decimals and fractions; use the number
line as a model for ordering of the real
numbers; use the symbols =, ≠, <, >, ≤, ≥
N3 use the concepts and vocabulary of prime 1.2.1, 1.2.3
Number

numbers, factors (or divisors), multiples,

common factors, common multiples,
highest common factor, lowest common
multiple, prime factorisation, including
using product notation and the unique
factorisation property

N4 use the four operations, including formal 2.1.1–2.1.4

written methods, applied to integers,
decimals, proper and improper fractions,
and mixed numbers, all both positive and
negative

22
N5 use conventional notation for the priority 2.1.5
of operations, including brackets, powers,
roots and reciprocals

N6 recognise and use relationships between 2.1.1–2.1.2

operations including inverse operations
N7 use integer powers and associated real 1.2.2
roots (square, cube and higher),
recognise powers of 2, 3, 4, 5 and
distinguish between exact representations
of roots and their decimal approximations
N8 interpret and compare numbers in 1.3.3
standard form A × 10n 1 ≤ A < 10, where n
is a positive or negative integer or zero

N9 work interchangeably with terminating 1.3.1

decimals and their corresponding fractions
7 3
(such as 3.5 and 2
or 0.372 and 8
)

N10 define percentage as ‘number of parts per 3.1.5

hundred’, interpret percentages and
percentage changes as a fraction or a
decimal, interpret these multiplicatively,
express one quantity as a percentage of
another, compare two quantities using
percentages, and work with percentages
greater than 100%
N11 interpret fractions and percentages as 3.1.3, 3.1.5
operators

23
 N12 [use standard units of mass, length, time,
money and other measures, including with
decimal quantities]i

N13 round numbers and measures to an 1.1.2–1.1.3

appropriate degree of accuracy (for
example, to a number of decimal places
or significant figures)

N14 use approximation through rounding to 1.1.4

estimate answers and calculate possible
resulting errors expressed using inequality
notation a < x ≤ b

N15 use a calculator [and other technologies]ii 2.1.5

to calculate results accurately and then
interpret them appropriately
N16 appreciate the infinite nature of the sets of 1.3.2
integers, real and rational numbers.

A1 use and interpret algebraic notation, 1.4.1

including:
• ab in place of a × b
• 3y in place of y + y + y and 3 × y
Algebra

• a² in place of a × a, a³ in place of
a × a × a; a²b in place of a × a × b
• a in place of a ÷ b
b
• coefficients written as fractions rather
than as decimals
• brackets

24
A2 substitute numerical values into formulae 1.4.1
and expressions, including scientific
formulae

A3 understand and use the concepts and 1.4.1

vocabulary of expressions, equations,
inequalities, terms and factors

A4 simplify and manipulate algebraic 1.4.2–1.4.4

expressions to maintain equivalence by:
• collecting like terms
• multiplying a single term over a
bracket
• taking out common factors
• expanding products of two or more
binomials
A5 [understand and use standard 1.4.5
mathematical formulae]iii; rearrange
formulae to change the subject
A6 model situations or procedures by 1.4.1, 4.2.3
translating them into algebraic
expressions or formulae and by using
graphs

A7 use algebraic methods to solve linear 2.2.1–2.2.4

equations in one variable (including all
forms that require rearrangement)

A8 work with coordinates in all four quadrants 4.2.1

25
A9 recognise, sketch and produce graphs of 4.2.2–4.2.3
linear and quadratic functions of one
variable with appropriate scaling, using
equations in x and y and the Cartesian
plane

A10 interpret mathematical relationships both 4.2.3

algebraically and graphically

A11 reduce a given linear equation in two 4.2.2

variables to the standard form y = mx + c;
calculate and interpret gradients and
intercepts of graphs of such linear
equations numerically, graphically and
algebraically

A12 use linear and quadratic graphs to 4.2.3

estimate values of y for given values of x
and vice versa and to find approximate
solutions of simultaneous linear equations

A13 find approximate solutions to contextual 4.2.3

problems from given graphs of a variety of
functions, including piece-wise linear,
exponential and reciprocal graphs

A14 generate terms of a sequence from either 4.1.1

a term-to-term or a position-to-term rule

A15 recognise arithmetic sequences and find 4.1.2

the nth term

A16 recognise geometric sequences and 4.1.3

appreciate other sequences that arise.

26
 R1 [change freely between related standard
units (for example time, length, area,
volume/capacity, mass)]iv

R2 use scale factors, scale diagrams and 3.1.4

maps
R3 express one quantity as a fraction of 3.1.3
Ratio, proportion and rates of change

another, where the fraction is less than 1

and greater than 1
R4 use ratio notation, including reduction to 3.1.4
simplest form

R5 divide a given quantity into two parts in a 3.1.4

given part:part or part:whole ratio; express
the division of a quantity into two parts as
a ratio
R6 understand that a multiplicative 3.1.1–3.1.4
relationship between two quantities can
be expressed as a ratio or a fraction

R7 relate the language of ratios [and the 3.1.4

associated calculations to the arithmetic of
fractions and to linear functions]v

R8 solve problems involving percentage 3.1.5

change, including: percentage increase,
decrease and original value problems
[and simple interest in financial
mathematics]vi

27
 R9 solve problems involving direct and 3.1.6
inverse proportion, including graphical and
algebraic representations

R10 use compound units such as speed, unit 3.1.6

pricing and density to solve problems.
G1 derive and apply formulae to calculate and 6.2.1–6.2.3
solve problems involving: perimeter and
area of triangles, parallelograms, trapezia,
volume of cuboids (including cubes) and
other prisms (including cylinders)
G2 calculate and solve problems involving: 6.2.1
Geometry and measures

perimeters of 2-D shapes (including

circles), areas of circles and composite
shapes
G3 [draw and measure line segments and
angles in geometric figures, including
interpreting scale drawings]vii

G4 derive and use the standard ruler and 6.4.1–6.4.2

compass constructions (perpendicular
bisector of a line segment, constructing a
perpendicular to a given line from/at a
given point, bisecting a given angle);
recognise and use the perpendicular
distance from a point to a line as the
shortest distance to the line

28
G5 [describe, sketch and draw using 6.1.2
conventional terms and notations: points,
lines, parallel lines, perpendicular lines,
right angles, regular polygons, and other
polygons that are reflectively]viii and
rotationally symmetric
G6 [use the standard conventions for labelling 6.1.2
the sides and angles of triangle ABC]ix,
and know and use the criteria for
congruence of triangles

G7 [derive and illustrate properties of

triangles, quadrilaterals, circles, and other
plane figures (for example, equal lengths
and angles) using appropriate language
and technologies]x
G8 identify properties of, and describe the 6.3.1–6.3.3
results of, translations, rotations and
reflections applied to given figures

G9 identify and construct congruent triangles, 6.1.2, 6.3.4

and construct similar shapes by
enlargement, with and without coordinate
grids

G10 [apply the properties of angles at a point,

angles at a point on a straight line,
vertically opposite angles]xi

29
G11 understand and use the relationship 6.1.1
between parallel lines and alternate and
corresponding angles

G12 derive and use the sum of angles in a 6.1.1

triangle and use it to deduce the angle
sum in any polygon, and to derive
properties of regular polygons

G13 apply angle facts, triangle congruence, 6.1.1–6.1.3

similarity and properties of quadrilaterals
to derive results about angles and sides,
including Pythagoras’ theorem, and use
known results to obtain simple proofs

G14 use Pythagoras’ theorem and 3.2.1–3.2.2,

trigonometric ratios in similar triangles to 6.1.3
solve problems involving right-angled
triangles

G15 [use the properties of faces, surfaces,

edges and vertices of cubes, cuboids,
prisms, cylinders, pyramids, cones and
spheres to solve problems in 3-D]xii
G16 interpret mathematical relationships both 6.2
algebraically and geometrically.

30
 P1 record, describe and analyse the 5.3.1
frequency of outcomes of simple
probability experiments involving
randomness, fairness, equally and
unequally likely outcomes, using
appropriate language and the 0–1
probability scale
Probability

P2 understand that the probabilities of all 5.3.3

possible outcomes sum to 1
P3 enumerate sets and unions/intersections 5.3.2
of sets systematically, using tables, grids
and Venn diagrams

P4 generate theoretical sample spaces for 5.3.3

single and combined events with equally
likely, mutually exclusive outcomes and
use these to calculate theoretical
probabilities.

S1 describe, interpret and compare observed 5.1.1, 5.2.1–

distributions of a single variable through: 5.2.2
Statistics

appropriate graphical representation

involving discrete, continuous and
grouped data; and appropriate measures
of central tendency (mean, mode, median)
and spread (range, consideration of
outliers)

31
 S2 construct and interpret appropriate tables, 5.1.2
charts, and diagrams, including frequency
tables, bar charts, pie charts, and
pictograms for categorical data, and
vertical line (or bar) charts for ungrouped
and grouped numerical data
S3 describe simple mathematical 5.2.1
relationships between two variables
(bivariate data) in observational and
experimental contexts and illustrate using
scatter graphs.

Notes Relevant sections of the professional development materials

i
N12 Students will have met standard units of mass, length, time, money and 1.1 Place value, estimation and rounding
other measures, including decimal quantities, at Key Stage 2. 6.2 Perimeter, area and volume
As such, we have not focused on these as a stand-alone key idea at Key
Stage 3; rather, measures may be used as a context throughout students’
learning.
ii
N15 The national curriculum states that teachers should use their judgement Use of dynamic software: 3.2 Trigonometry
about when ICT tools should be used. We have therefore not explicitly Use of statistical software: 5 Statistics and probability
covered ICT in the key ideas, as use of ICT is best determined by teachers
based on the needs of their students and the available resources.

32
 iii
A5 Students will have been introduced to the idea of a mathematical formula 1.4.1.3 Know the meaning of and identify: term, coefficient, factor, product,
at Key Stage 2. expression, formula and equation
As such, we have not focused on these as a separate key idea at Key 5.1 Statistical representations and measures
Stage 3; rather, use of formulae may be used as a context for work on 5.2 Statistical analysis
algebra including changing the subject of a formula throughout this Key
Stage. 6.2 Perimeter, area and volume

iv
R1 Students will have converted between related standard units of mass, 1.4.1.3 Know the meaning of and identify: term, coefficient, factor, product,
length, time, money and other measures, including decimal quantities, at expression, formula and equation
Key Stage 2. For example, between litres and millilitres and hours and 6.2 Perimeter, area and volume
minutes.
They will also have converted between related metric and imperial
measures using approximate equivalents.
As such, we have not focused on these as a stand-alone key idea at Key
Stage 3; rather, conversion may be used as a context throughout students’
learning.
v
R7 Understanding that the same relationship between two entities can be 3.1.4 Understand that ratios are an example of a multiplicative relationship
expressed in different ways is an important aspect of mathematics. Once and apply this understanding to a range of contexts
the basics of a concept are grasped, its relationship to other 4.2.2.2 Understand that there are two key elements to any linear
representations and forms helps to deepen understanding and can improve relationship: rate of change and intercept point
efficiency when calculating. In this case:
4.2.3.3 Model real-life situations graphically
• when working with ratios, students should explore the connections with
fractions
• when exploring linear functions and the features of straight line graphs,
links to ratio should be made.
vi
R8 Rather than this being a specific key idea in these materials, we have 3.1.5 Understand that percentages are an example of a multiplicative
endeavoured to use money and finance as a context for studying relationship and apply this understanding to a range of contexts
percentage increase.

33
 vii
G3 Students will have constructed and measured line segments and angles 4.2 Graphical representations
at Key Stages 1 and 2, including within the contexts of 2-D shape. 5.1 Statistical representations and measures
As such, we have not focused on these as a stand-alone key idea at Key 6 Geometry (especially 6.4 Constructions)
Stage 3; rather, students should be given opportunity to construct and
measure in a wide range of contexts, including geometric and statistical.

viii
G5 Students will have described, sketched and constructed using 3.2 Trigonometry
conventional terms and notations: points, lines, parallel lines, perpendicular 6 Geometry (especially 6.4 Constructions)
lines, right angles, regular polygons, and other polygons that are
reflectively symmetrical at Key Stage 2. Note that rotational symmetry is a
new idea at Key Stage 3.
As such, we have not focused on these as a separate key idea at Key
Stage 3; rather, students should continue to use and apply these ideas in a
range of contexts as they continue to study geometry.
ix
G6 Students will have used the standard conventions for labelling the sides 3.2 Trigonometry
and angles of triangle ABC at Key Stage 2, including from 2-D 6 Geometry
representations.
As such, we have not focused on these as a separate key idea at Key
Stage 3; rather, students should continue to use and apply these ideas in a
range of contexts as they continue to study geometry.
x
G7 Students will have worked with the properties of 2-D shapes at Key 3.2 Trigonometry
Stages 1 and 2. 6 Geometry
As such, we have not focused on these as a stand-alone key idea at Key
Stage 3; rather, students should be given opportunity to use and apply
these existing knowledge and skills as they continue to study geometry.

34
 xi
G10 Students will have applied the properties of angles at a point, angles at a 6.1 Geometrical properties
point on a straight line and vertically opposite angles at Key Stage 2.
As such, we have not focused on these as a stand-alone key idea at Key
Stage 3; rather, students should be given opportunity to use and apply
these knowledge and skills as they continue to study geometry.

xii
G15 Students will have used the properties of faces, surfaces, edges and 3.2 Trigonometry
vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres 6 Geometry
to solve problems in 3-D at Key Stage 2, including from 2-D
representations.
As such, we have not focused on these as a separate key idea at Key
Stage 3; rather, students should be given opportunity to use and apply
these knowledge and skills as they continue to study geometry.

35