Aimed at (re-)opening understanding of triangles before (re-)entering consideration of their area, this slide deck provides: * 4 Q&A Penary slides * 4 Worksheet slides (printable as four-sided pamphlet) * Consideration of different types of triangle (scalene, right-angled, isosceles) in the same rectangle * An insight into proof (if used properly) * A trailed means to identify and distinguish the perpendicular height Ideal for extension at Key Stage 2, focus in Key Stage 3 and support/reinforcement in Key Stage 4 / resit. Pupil-trialled and tested .

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.

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.

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.

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.

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

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: Year 6: NPV:1,2,3,4 Year 6: NASMD: 1,2,3,4,5,6,7,8,9 Year 6: NFDP: 1,2,3,4,5,6,7,8,9,10,11 Year 7: KS3: N1, N2, N4, N7, N5, N15, N10, N11 Algebra: Year 6: 1,2,3,4, 5 Year 7: A3, A8, A1, A4, A14, A2 Ratio, Proportion & Rates of Change: Year 6: RP: 1,2,3,4 Year 7: RPR3, RPR2 Geometry & Measure: Year 6: M: 1,2,3,4,5,6,7 Year 6: GPoS:1,2,3,4,5 Year 6: GPaD: 1,2 Year 7: GM1, GM2, Statistics: Year 7: S:1,2 Probability: N/A

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.

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.