KEY Methods 1 Applications 1 Methods 2 Applications

KEY Methods 1 Applications 1 Methods 2 Applications 2

AQA GCSE Linked Pair Pilot Route Map – Foundation Tier [Year 10] Year 10 OCTOBER SEPTEMBER Wk 1 Wk 2 Wk 3 Wk 4 Indices and Powers Number NOVEMBER Wk 11 Wk 6 Fractions , Decimals and Percentages Wk 13 Wk 14 Ratio and Proportion JANUARY Fractions, Decimals and Percentages Wk 22 Equations, Graphs and Formulae Wk 15 Algebraic Argument Wk 16 Wk 23 Equations, Formulae and Inequalities Wk 24 Holiday Wk 32 Wk 25 Statistical Measures Wk 33 Wk 34 Wk 35 Holiday Basic Algebra Wk 18 Holiday Wk 19 January Examinations June Examinations Wk 43 Number Wk 44 Wk 20 Scatter Graphs Coordinates and Graphs Wk 26 Wk 27 Wk 28 Wk 29 Wk 30 March Examinations Probability Representing Data Probability Wk 36 Finance JUNE Wk 37 Wk 38 Wk 39 Wk 40 Holiday Revision JULY Wk 42 Wk 10 November Examinations MAY JUNE June Examinations Holiday Wk 9 MARCH Collecting data Wk 41 Wk 17 Holiday APRIL Wk 31 Wk 8 JANUARY FEBRUARY Wk 21 Holiday Wk 7 DECEMBER Wk 12 Basic Algebra Wk 5 NOVEMBER Wk 45 Multiples, Factors and Primes Year 11

AQA GCSE Linked Pair Pilot Route Map – Foundation Tier [Year 11] Year 11 OCTOBER SEPTEMBER Wk 1 Wk 2 Venn Diagrams Wk 3 Wk 4 Wk 5 Angles Sequences NOVEMBER Wk 13 Polygons and Circles Wk 14 Perimeter, Area and Volume JANUARY Equations Wk 22 Approximation and Calculators Wk 23 Trial and Improvement Wk 32 Linear and Real Life Graphs Wk 15 Wk 16 June Examinations Wk 17 Wk 18 Wk 42 June Examinations Year 10 Wk 19 Pythagoras Number Coordinates MARCH Wk 24 Wk 25 Measures Wk 26 Pythagoras Wk 27 March Examinations Perimeter, Area and Volume Wk 28 Percentage, Ratio and Proportion Wk 29 Wk 34 Angles Bearings Wk 35 Polygons and Circles JULY Wk 43 Wk 44 Wk 45 Wk 36 Coordinates and Graphs Wk 30 Holiday Equations MAY Wk 33 Wk 20 January Examinations Holiday JUNE Wk 41 Wk 10 November Examinations JANUARY APRIL Wk 31 Wk 9 Transformations FEBRUARY Wk 21 Holiday Wk 8 DECEMBER Wk 12 Shapes Wk 7 Holiday Algebraic Manipulation Wk 11 Wk 6 NOVEMBER JUNE Wk 37 Shapes Wk 38 Wk 39 Holiday Transformations Wk 40 Loci and Construction

Unit M 1 – Number (Slide 1 of 3) Candidates should be able to: Continued on next page Teachers own notes Ø Understand use number operations and the relationship between them, including inverse operations and hierarchy of operations. Return to Routemap View next page

Unit M 1 – Number (Slide 2 of 3) Candidates should be able to: Continued on next page Teachers own notes ØArithmetic of real numbers: add, subtract, multiply and divide any number ØNon-calculator arithmetic competency will be assessed in this unit. ØCalculations will be restricted to 3 digit integers and decimals up to two decimal places. ØMultiplication will be limited to 3 - digit integers by 2 -digit integers. Ø For non-calculator work multiplication and division of decimals will be limited to multiplying or dividing by a single digit integer or decimal number to 1 significant figure. ØAddition and subtraction of fractions without a calculator will be assessed. Return to Routemap View next page

Unit M 1 – Number (Slide 3 of 3) Candidates should be able to: ØUse the concepts and vocabulary of factor (divisor) multiple and prime numbers. ØThese terms will not be explicitly assessed in this unit but their meaning should be known as they could be used in a question on number, algebra or probability. These terms could appear in any section. The explicit testing of these terms will be in M 2. ØUse calculators effectively and efficiently (Calculators are only allowed in Section A). Candidates should know not to round off values during the intermediate steps of a calculation. Return to Routemap Teachers own notes

Unit M 1 – Indices and Powers Candidates should be able to: ØNumbers and their representations including powers, roots, indices (integers). ØKnowledge of powers, roots and indices will be assessed in Section B (non calculator) although they can occur in number, algebra and probability questions in Section A. Candidates should also understand that an integer is a positive or negative whole number and would, for example, if describing the integer members of two overlapping inequalities or sets, include zero. Candidates should know the squares and corresponding roots up to 15 and the cubes and corresponding roots of the cubes of 1, 2, 3, 4, 5 and 10. Return to Routemap Teachers own notes

Unit A 1 – Number (Slide 1 of 2) Candidates should be able to: ØUnderstand use number operations and the relationship between them, including inverse operations and hierarchy of operations. ØUnderstand numbers and their representation including powers, roots, indices (integer values). ØWhere powers, indices and roots occur in this unit it will be in the context of problems in number, finance, algebra or statistics. Candidates will be expected to use a calculator to calculate powers and roots. Return to Routemap Continued on next page Teachers own notes

Unit A 1 – Number (Slide 2 of 2) Candidates should be able to: Teachers own notes ØUse calculators effectively and efficiently, including statistical functions. ØCandidates should be able to use a calculator for: calculations involving the four rules; to check answers; enter complex calculations such as estimating the mean of a grouped frequency table; calculations using the four rules with fractions; calculations using the functions x 2, x 3, x n, √x, 3 √x, 1/x. The term reciprocal need not be known at Foundation tier. ØCandidates should be able to interpret the calculator display (for example, values that have been rounded) and understand that 3. 6 as a money answer should be written as £ 3. 60 Return to Routemap Return to previous page

Unit M 1 – Fractions, Decimals and Percentages Candidates should be able to: ØUnderstand that ‘percentage’ means ‘number of parts per 100’ and use this to compare proportions. ØIn Section B (non calculator) questions will be based on a starting point of calculating 50%, 25%, 10% or 1%. ØUse multipliers for percentage change. ØIn Section B (non calculator) percentage change will be based on a starting point of 50%, 25%, 10% or 1%. Use of a multiplier will give a decimal product. Calculating the percentage change and adding or subtracting may be a more efficient method. Interpret fractions, decimals and percentages as operators. ØUnderstand use the relationship between ratio, fractions and decimal representations. ØCandidates should know how to convert a fraction to a decimal. Return to Routemap Teachers own notes

Unit A 1 – Fractions, Decimals and Percentages (Slide 1 of 2) Candidates should be able to: ØUnderstand that ‘percentage’ means ‘number of parts per 100’ and use this to compare proportions. ØPercentage questions will not be assessed explicitly in this unit but questions may involve a comparison using percentages. ØUse multipliers for percentage change. ØThis reference will be assessed in this unit in the context of finance or statistics. Return to Routemap Continued on next page Teachers own notes

Unit A 1 – Fractions, Decimals and Percentages (Slide 2 of 2) Candidates should be able to: Teachers own notes ØInterpret fractions, decimals and percentages as operators. ØCandidates should be able to: use percentages to interpret or compare statistical diagrams or data sets; interpret a percentage as a multiplier when solving problems. ØCandidates should be able to convert between fractions, decimals and percentages to find the most appropriate method of calculation. Return to Routemap Return to previous page

Unit M 1 – Basic Algebra Candidates should be able to: ØDistinguish the different roles played by letter symbols in Algebra, using the correct notation. ØDistinguish in meaning between the words equation, inequality, formula and expression. ØManipulate algebraic expressions by collecting like terms, by multiplying a single term over a bracket, taking out common factors. Return to Routemap Teachers own notes

Unit A 1 – Basic Algebra Candidates should be able to: ØManipulate algebraic expressions by collecting like terms, by multiplying a single term over a bracket, taking out common factors. Return to Routemap Teachers own notes

Unit M 1 – Ratio and Proportion Candidates should be able to: ØUnderstand use the relationship between ratio, fractions and decimal representations. ØCandidates should know how to convert a fraction to a decimal. ØUnderstand use direct proportion. ØDivide a quantity in a given ratio. Return to Routemap Teachers own notes

Unit A 1 – Ratio and Proportion Candidates should be able to: ØUnderstand use direct proportion. ØDivide a quantity in a given ratio. Return to Routemap Teachers own notes

Unit M 1 – Algebraic Argument Candidates should be able to: ØUse algebra to support and construct arguments. Return to Routemap Teachers own notes

Unit M 1 – Coordinates and Graphs Candidates should be able to: ØUse the conventions for coordinates in the plane and plot points in all four quadrants. ØIn this unit plotting points will be used when drawing straight line graphs ØRecognise and plot equations that correspond to straight-line graphs in the coordinate plane. Return to Routemap Teachers own notes

Unit A 1 – Scatter Graphs Candidates should be able to: ØRecognise correlation and draw and/or use lines of best fit by eye, understanding and interpreting what these represent, and appreciating that correlation does not imply causality. Return to Routemap Teachers own notes

Unit M 1 – Equations, Graphs and Formulae Candidates should be able to: ØSet up, and solve simple equations and inequalities. ØSolve quadratic equations approximately using a graph. ØDerive a formula, substitute numbers into a formula and change the subject of a formula. ØCandidates should be able to: use formulae from mathematics; use formulae expressed in words and symbols; substitute numbers into a formula; change the subject of a formula which will involve at most two letters and two inverse operations to rearrange and will not include any terms containing a power. Return to Routemap Teachers own notes

Unit A 1 – Equations, Formulae and Inequalities Candidates should be able to: ØSet up, and solve simple equations and inequalities. ØDerive a formula, substitute numbers into a formula. ØIn this unit the formulae will be derived from practical situations such as the time taken to cook a turkey or how much to charge for a taxi journey. ØSolve linear inequalities in one variable, and represent the solution set on a number line. Return to Routemap Teachers own notes

Unit A 1 – Statistical Measures Candidates should be able to: ØCalculate, median, mean, range and modal class. ØDiscuss and start to estimate risk. Return to Routemap Teachers own notes

Unit A 1 – Representing Data (Slide 1 of 2) Candidates should be able to: ØDesign, use and interpret two-way tables for discrete and grouped data. ØLook at data to find patterns and exceptions. ØCompare distributions and make inferences. ØProduce and interpret charts and diagrams for categorical data including bar charts, pie charts and pictograms. ØProduce and interpret diagrams for grouped and ungrouped data, including tally charts, vertical line graphs, Stem-and-leaf diagrams, frequency polygons and histograms with equal class intervals. Return to Routemap Continued on next page Teachers own notes

Unit A 1 – Representing Data (Slide 2 of 2) Candidates should be able to: Teachers own notes ØWork with time series including their graphical representation. ØUnderstand that a time series is a series of data points typically spaced over uniform time intervals. ØPlot and interpret time-series graphs. ØBe able to use a time series graph to predict a subsequent value. ØUnderstand that if data points are joined with a line then the line will not represent actual values but will show a trend. Return to Routemap Return to previous page

Unit M 1 – Probability (Slide 1 of 3) Candidates should be able to: Continued on next page Teachers own notes ØUnderstand use the vocabulary of probability and the probability scale. ØCandidates should be able to: use words to indicate the chances of an outcome for an event; use fractions, decimals or percentages to put values to probabilities; place events with equally likely outcomes on a probability scale from 0 to 1. Return to Routemap View next page

Unit M 1 – Probability (Slide 2 of 3) Candidates should be able to: Continued on next page Teachers own notes ØUse Venn diagrams to represent the number of possibilities and hence find probabilities. ØUnderstand that P(A) means the probability of event A ØUnderstand that P(A’) means the probability of not event A ØUnderstand that P(A B) means the probability of event A or B ØUnderstand that P(A B) means the probability of event A and B. ØCompare experimental data and theoretical probabilities, and make informal inferences about the validity of the model giving rise to theoretical probabilities. Return to Routemap View next page

Unit M 1 – Probability (Slide 3 of 3) Candidates should be able to: ØUnderstand that when a statistical experiment or survey is repeated there will usually be different outcomes, and that increasing sample size generally leads to better estimates of probability and population characteristics. Return to Routemap Teachers own notes

Unit A 1 – Probability (Slide 1 of 2) Candidates should be able to: ØUnderstand use the vocabulary of probability and the probability scale. ØIn this unit, probability questions will be about applying probability theory to statistical problems. ØUnderstand use theoretical models for probabilities including the model of equally likely outcomes. ØIn this unit this reference will only be assessed alongside reference A 1. S 3, comparing a relative frequency with a theoretical frequency. Return to Routemap Continued on next page Teachers own notes

Unit A 1 – Probability (Slide 2 of 2) Candidates should be able to: Teachers own notes ØUnderstand use estimates of probability from relative frequency. ØCandidates should be able to estimate probabilities by considering relative frequency. Questions in this unit will be set in a realistic context. ØUnderstand that when a statistical experiment or survey is repeated there will usually be different outcomes, and that increasing sample size generally leads to better estimates of probability and population characteristics. Return to Routemap Return to previous page

Unit A 1 – Collecting Data Candidates should be able to: ØData Handling Cycle. ØDesign an experiment or survey, identifying possible sources of bias. ØDesign data-collection sheets distinguishing between different types of data. ØExtract data from publications, charts, tables and lists. Return to Routemap Teachers own notes

Unit A 1 – Finance (Slide 1 of 5) Candidates should be able to: ØCarry out calculations relating to enterprise, saving and borrowing, appreciation and depreciation. ØUnderstand calculate VAT. ØUnderstand basic business terms such as profit and loss and carry out related calculations. ØUnderstand how interest is calculated and related terms such as principal, interest rate, per annum and be able to calculate simple interest. ØUnderstand terms related to income tax such as personal allowance, taxable income and tax bands and carry out related calculations. ØUnderstand that the value of items such as cars, for example, will depreciate (or appreciate) over time and carry out related calculations. Return to Routemap Continued on next page Teachers own notes

Unit A 1 – Finance (Slide 2 of 5) Candidates should be able to: Continued on next page Teachers own notes ØUse mathematics in the context of personal and domestic finance including loan repayments, budgeting, RPI and CPI , exchange rates and commissions. ØUnderstand calculate wages and salaries given hourly/weekly/monthly rates of pay. ØUnderstand the terms gross wage/salary and net wage/salary and that wages and salaries are subject to Tax and National insurance. ØUnderstand terms such as bonus and sales commission. ØUnderstand that overtime is often paid at a higher rate and should understand terms such as ‘time and a half’ and carry out related calculations. [CONTINUED ON NEXT SLIDE] Return to Routemap Return to previous page

Unit A 1 – Finance (Slide 3 of 5) Candidates should be able to: Continued on next page Teachers own notes ØUnderstand the term ‘Retail Price Index’ (RPI) and be able to do related calculations. ØUnderstand the term ‘Consumer Price Index’ (CPI) and be able to do related calculations. ØUnderstand that different currencies have a variable exchange rate and carry out related calculations. ØUnderstand that when exchanging money or carrying out a financial transaction that a commission may be charged. ØKnow that loans are normally paid back at a fixed rate over a fixed number of months and that the amount paid back will vary depending on the number of months taken to pay the loan back. Return to Routemap Return to previous page

Unit A 1 – Finance (Slide 4 of 5) Candidates should be able to: Teachers own notes ØUse spreadsheets to model financial, statistical and other numerical situations. Candidates should be able to: ØRead a spreadsheet and be able to pick out information. ØUnderstand construct formulae, using normal spreadsheet notation (see notes below). Return to Routemap Return to previous page

Unit A 1 – Finance (Slide 5 of 5) Candidates should be able to: Teachers own notes ØConstruct and use flow charts. Candidates should be able to: Understand the symbols used in flow charts (see notes below). Work through a flow chart to obtain the final output. Construct a simple flow diagram to perform a simple financial or mathematical calculation which may involve a repeated action. Return to Routemap Return to previous page

Unit M 2 – Number (Slide 1 of 3) Candidates should be able to: Continued on next page Teachers own notes ØUnderstand use number operations and the relationship between them, including inverse operations and hierarchy of operations. ØAdd, subtract, multiply and divide any number. ØThe four rules will be assessed in the context of problems in number, algebra and geometry. Candidates will be expected to use a calculator. Return to Routemap View next page

Unit M 2 – Number (Slide 2 of 3) Candidates should be able to: Continued on next page Teachers own notes ØUnderstand numbers and their representation including powers, roots, indices (integers). Powers and roots will not be assessed in this units but knowledge of square, cube, square root and cube root will be needed for questions involving area and volume. Candidates will be expected to use a calculator to calculate powers and roots. ØApproximate to specified degrees of accuracy including a given power of ten, number of decimal places and significant figures. Candidates should be able to round to; The nearest 10, 100 or 1000 1, 2 or 3 decimal places 1 significant figure. Return to Routemap View next page

Unit M 2 – Number (Slide 3 of 3) Candidates should be able to: ØUnderstand that ‘percentage’ means ‘number of parts per 100’ and use this to compare proportions. ØQuestions explicitly assessing knowledge of percentage will be assessed in this unit and in M 1. ØUnderstand use the relationship between ratio and fractions. ØFind proportional change, using fractions, decimals and percentages. ØUse calculators effectively and efficiently. Return to Routemap Teachers own notes

Unit M 2 – Multiples, Factors and Primes Candidates should be able to: ØUse the concepts and vocabulary of factor (divisor) multiple, common factor, common multiple, highest common factor, least common multiple, prime numbers and prime factor decomposition. ØUnderstand that factors of a number can be derived from its prime factorisation. Return to Routemap Teachers own notes

Unit M 2 – Venn Diagrams Candidates should be able to: ØUnderstand use Venn diagrams to solve problems. Return to Routemap Teachers own notes

Unit M 2 – Algebraic Manipulation Candidates should be able to: ØDistinguish the different roles played by letter symbols in Algebra, using the correct notation. ØManipulate algebraic expressions by collecting like terms, by multiplying a single term over a bracket, taking out common factors. Return to Routemap Teachers own notes

Unit M 2 – Angles Candidates should be able to: ØRecall and use properties of angles at a point on a straight line (including right angles), perpendicular lines and vertically opposite angles. ØUnderstand use the angle properties of parallel and intersecting lines, triangles and quadrilaterals. Return to Routemap Teachers own notes

Unit M 2 – Sequences Candidates should be able to: ØGenerate terms of a sequence using term-toterm and position-to-term definitions ØForm linear expressions to describe the nth term of a sequence. Return to Routemap Teachers own notes

Unit M 2 – Equations Candidates should be able to: ØSet up, and solve simple equations. ØRecognise and use equivalence in numerical, algebraic and graphical representations. Return to Routemap Teachers own notes

Unit M 2 – Transformations Candidates should be able to: ØDescribe and transform 2 D shapes usingle or combined rotations, reflections, translations or enlargements by a positive scale factor and distinguish properties that are preserved under particular transformations. ØUse 2 D vectors to describe translations. ØUnderstand congruence and similarity, including the relationship between lengths, in similar figures. Return to Routemap Teachers own notes

Unit M 2 – Shapes Candidates should be able to: ØRecall the properties and definitions of special types of quadrilateral, including square, rectangle, parallelogram, trapezium, kite and rhombus. ØRecognise reflection and rotational symmetry of 2 D shapes. Return to Routemap Teachers own notes

Unit M 2 – Polygons and Circles Candidates should be able to: ØCalculate and use the sums of the interior and exterior angles of polygons. ØSolve problems in the context of tiling patterns and tessellation. ØUnderstand that a tessellation of shapes covers the plane with no gaps. ØUnderstand that shapes that fit together at a point in a tessellation have an angle sum of 360°. ØDistinguish between centre, radius, chord, diameter, circumference, tangent, arc, sector and segment. Return to Routemap Teachers own notes

Unit M 2 – Perimeter, Area and Volume Candidates should be able to: ØFind circumferences of circles and areas enclosed by circles. ØCalculate perimeters and areas of shapes made from triangles and rectangles. ØCalculate volumes of right prisms and of shapes made from cubes and cuboids. Return to Routemap Teachers own notes

Unit M 2 – Pythagoras Candidates should be able to: ØUse Pythagoras’ theorem in 2 D. Return to Routemap Teachers own notes

Unit M 2 – Coordinates Candidates should be able to: ØUse the conventions for coordinates in the plane and plot points in all four quadrants. ØUse geometric information to complete diagrams on a coordinate grid. Return to Routemap Teachers own notes

Unit A 2 - Number Candidates should be able to: ØUnderstand use number operations and the relationship between them, including inverse operations and hierarchy of operations. ØUse the concepts and vocabulary of factor (divisor) multiple, common factor, common multiple and prime number. Return to Routemap Teachers own notes

Unit A 2 – Approximation and Calculators Candidates should be able to: ØApproximate to specified degrees of accuracy including a given power of ten, number of decimal places and significant figures. ØCandidates should be able to round to; ØThe nearest 10, 100 or 1000 Ø 1, 2 or 3 decimal places Ø 1 significant figure. ØUse calculators effectively and efficiently. Return to Routemap Teachers own notes

Unit A 2 – Trial and Improvement Candidates should be able to: ØFind approximate solutions of equations using systematic trial and improvement. Return to Routemap Teachers own notes

Unit A 2 – Measures Candidates should be able to: ØInterpret scales on a range of measuring instruments and recognise the inaccuracy of measurements. ØConvert measurements from one unit to another. ØMake sensible estimates of a range of measures. ØUnderstand use compound measures in familiar and unfamiliar contexts. Return to Routemap Teachers own notes

Unit A 2 – Pythagoras’s Theorem Candidates should be able to: ØUse Pythagoras’ theorem in 2 D. ØCandidates should understand, use and recall Pythagoras’ theorem. In this unit this will be assessed in the context of a geometrical problem. Return to Routemap Teachers own notes

Unit A 2 – Perimeter, Area and Volume Candidates should be able to: ØCalculate perimeters and areas of shapes made from triangles and rectangles. ØCalculate volumes of right prisms and of shapes made from cubes and cuboids. Return to Routemap Teachers own notes

Unit A 2 – Percentage, Ratio and Proportion Candidates should be able to: ØUnderstand that ‘percentage’ means ‘number of parts per 100’ and use this to compare proportions. ØPercentage questions will not be assessed explicitly in this unit but questions may involve a comparison using percentages. ØFind proportional change. ØDivide a quantity in a given ratio. Return to Routemap Teachers own notes

Unit A 2 – Equations Candidates should be able to: ØSet up, and solve simple equations. Return to Routemap Teachers own notes

Unit A 2 – Linear and Real Life Graphs Candidates should be able to: ØFind and interpret gradients of straight line graphs in practical contexts. ØConstruct linear functions from real-life problems and plot their corresponding graphs. ØRecognise and use graphs that illustrate direct proportion. ØDiscuss, plot and interpret graphs (which may be non-linear) modelling real situations, including journeys/travel graphs. ØCalculate areas under graphs consisting only of straight lines and interpret the result. Return to Routemap Teachers own notes

Unit A 2 – Angles Candidates should be able to: ØMeasure and draw lines and angles. ØRecall and use properties of angles at a point on a straight line (including right angles), perpendicular lines and vertically opposite angles. ØUnderstand use the angle properties of parallel and intersecting lines, triangles and quadrilaterals. Return to Routemap Teachers own notes

Unit A 2 – Bearings Candidates should be able to: ØUnderstand use bearings. Return to Routemap Teachers own notes

Unit A 2 – Polygons and Circles Candidates should be able to: ØDistinguish between centre, radius, chord, diameter, circumference, tangent, arc, sector and segment. ØFind circumferences of circles and areas enclosed by circles. Return to Routemap Teachers own notes

Unit A 2 – Coordinates and Graphs Candidates should be able to: ØUse the conventions for coordinates in the plane and plot points in all four quadrants. ØIn this unit plotting points will be used when constructing linear functions from real-life graphs. ØRecognise and plot equations that correspond to straight-line graphs in the coordinate plane. ØIn this unit the straight lines graphs will be from practical situations such as a conversion graphs. ØFind approximate solutions of equations using graphical methods. Return to Routemap Teachers own notes

Unit A 2 – Shapes Candidates should be able to: ØRecall the properties and definitions of special types of quadrilateral, including square, rectangle, parallelogram, trapezium, kite and rhombus. ØRecognise reflection and rotational symmetry of 2 D shapes. ØUse 2 D representations of 3 D shapes. Return to Routemap Teachers own notes

Unit A 2 – Transformations Candidates should be able to: ØUnderstand congruence and similarity, including the relationship between lengths, in similar figures. Return to Routemap Teachers own notes

Unit A 2 – Loci and Constructions Candidates should be able to: ØUse and interpret maps and scale drawings. ØDraw triangles and other 2 D shapes using a ruler, pair of compasses and protractor. ØUse straight edge and a pair of compasses to do constructions. ØConstruct loci. Return to Routemap Teachers own notes