Connected to the objectives is a supplement of examples to illustrate what pupils should know and be able to do within a particular strand by the end of the year. The examples are a selection, not a full set, and are not intended to be taught as a ‘scheme of work' or used on a series of worksheets. Their main purpose is to help you first to interpret the meaning and pitch of a particular objective and then to plan and teach so that pupils make progress. They should be used to ensure that pupils show steady progression throughout the year, and from one year to the next, towards end of key stage targets. They could also be used alongside assessment criteria to help you formulate pupil target statements.
The examples to support ‘Using and applying mathematics' objectives from the original Framework remain valid but are too limited in range to fully support planning for the new curriculum. In the next phase of developments there will be further exemplification of the mathematical process and applications objectives. We hope to have these available in spring 2009.
Objectives are briefly described in the left-hand column, and illustrated for Year 7, Year 8 and Year 9 in the other three columns across a double-page spread.
In the original Framework some examples for able pupils in Year 9 appeared in the Year 9 column in blue italic and were connected to Year 9 extension objectives. These extension objectives are now in either the Year 10 or Year 11 columns and so the examples have been repositioned to connect to the appropriate objectives in Years 10 and 11. These are on pages numbered with a 4 prefix: for example 4-237.
In the Year 11 column we have used our convention of blue italics to indicate examples that are best considered as an extension of the pitch in that year. By doing this, the need for additional pages for just one or two examples in a separate column is eliminated.
Good planning ensures that mathematical ideas are presented in an interrelated way, not in isolation from each other. Awareness of the connections helps pupils to make sense of the subject, avoid misconceptions and retain what they learn. To help establish the connections between topics, some cross-references are included in the examples. These cross-references cannot be made electronically at present.
The icon 
appears next to most of the learning objectives in Key Stage 3 and for a small selection of objectives in Key Stage 4. When this icon is selected, a pdf document will open showing the relevant pages of examples, extracted from the full collection.
Many teachers using the examples provided with the original 2001 Framework for teaching mathematics: Years 7, 8 and 9 have come to reference them by page number, and this version retains the same pagination and numbering. A small number of additional pages have been created for Key Stage 4. To retain the page numbering, these pages are prefixed by a 4. For example, page 237 is followed by page 4-237.
A full set of all examples is available to download below.
Number: supplement of examples – 82 pages. (2.58 MB)
Algebra: supplement of examples – 78 pages. (3.39 MB)
Geometry and measures: supplement of examples – 86 pages. (3.87 MB)
Statistics: supplement of examples – 45 pages. (3.39 MB)
We have not updated the rates and prices in the examples because this would need doing on a regular basis. The examples illustrate the pitch and challenge of the mathematical processes and procedures and this is largely unaffected by the rates and prices. It is crucial that teachers and pupils research the current equivalents if the actual examples are used in the classroom (this research in itself would be a worthwhile learning task).
