KS2 & 3 Booster Course: Year 7 Maths

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Year 7 Maths

Worried your child’s education has fallen behind?
Our top tutors can close that gap
Enrol your child on our LIVE, interactive online teaching programme, with flexible hours
This course will also run during half term, you can choose your start date: 19th October or 26th October
£375 per week ENROL NOW and we will take care of the rest!

Course Leader – Peter English:

Peter English is a Cambridge University graduate with a Masters in Education from Loughborough University. He has over 30 years experience in teaching mathematics and physics at several schools as well as becoming Head of Department at Brighton College for many years.

About Myddelton College: 
Myddelton College, one of the fastest growing independent schools in the UK has teamed up with leading educational specialists to ensure that your child is fully equipped to enter into the next phase of their studies.
Myddelton College is a co-educational independent boarding school located in Denbigh, North Wales. At Myddelton, there is a focus on 21st Century Learning, as well as engaging specialist programmes such as our ‘Learning Through the Outdoors’ programme, which encourages our students to learn and apply knowledge beyond the classroom.

Our Approach:
All children progress at different speeds and meet different hurdles in their learning, they need bespoke learning plans and individual support. Our programme meets these requirements by offering small class sizes of up to 20 students. We provide immediate feedback to enable students to progress at their own speed. By using a combination of video link and interactive software, the teacher will provide live tuition. All exercises are marked automatically and results are recorded.
The programme consists of 6 hours per day for five days, covering the whole syllabus. Pupils will be assessed at the start of the programme to determine their base line performance and progress will be monitored continuously. Practice is the key to success, the greater the variety of examples the child has encountered and mastered, the less likely they are to meet unfamiliar situations.

Summary of Topics for Year 7:

The national curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

For the Year 7 course, we will meet these aims within the subject heading of Number

Number – Pupils should be taught to:

  • understand and use place value for decimals, measures and integers of any size
  • order positive and negative integers, decimals and fractions; use the number line as a model for ordering of the real numbers; use the symbols =, ≠, <, >, ≤, ≥
  • use the concepts and vocabulary of prime 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
  • use the four operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative
  • use conventional notation for the priority of operations, including brackets, powers, roots and reciprocals
  • recognise and use relationships between operations including inverse operations
  • use integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5 and distinguish between exact representations of roots and their decimal approximations
  • interpret and compare numbers in standard form A x 10n 1≤A<10, where n is a positive or negative integer or zero work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 2 7 or 0.375 and 8 3 )
  • define percentage as ‘number of parts per 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%
  • interpret fractions and percentages as operators
  • use standard units of mass, length, time, money and other measures, including with decimal quantities
  • round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures]
  • use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a < x ≤ b
  • use a calculator and other technologies to calculate results accurately and then interpret them appropriately