Mathematics
Key stage 4 overview
At Key Stage 4, HHS Mathematics department follows the White Rose Year 10 and 11 schemes of work. The schemes of work are adapted for each class to allow everyone to achieve the highest possible grades. The curriculum interweaves topics from previous years into every lesson to encourage regular retrieval of important knowledge.
In Years 10 and 11 every learner will have two maths teachers. These two teachers will teach topics that are different enough for there to be no overlap, but use complimentary mathematical habits and skills.

In Year 10, learners begin by developing their algebraic skills, solving a variety of equations and inequalities. They develop multiple ways to represent the solutions to these equations. At the same time, learners learn how to use trigonometry to solve rightangled triangles, and triangles of any size. In the Spring learners are taught how to solve problems using ratio and proportion, and geometry. Finally, in the summer, learners study statistics, and focus on how to solve numerical problems without a calculator.

In Year 11, learners start by studying graphs and algebraic techniques, building on and refreshing the skills gained in Autumn of Year 10. The Spring is spent on revising topics from Key Stage 3 and 4, with a focus on reasoning and mathematical communication. This develops learners’ ability to communicate while preparing them adequately for their exams in the summer.
Note on revision strategies:
From the Spring of Year 11, learners are supported to revise for their exams in a more targeted way. We use a combination of past exam papers in class and the virtual exam folder on pinpointlearning.co.uk to provide targeted exam practice. This takes place alongside the curriculum delivered in class.
GCSE MATHEMATICS TERM OVERVIEWS
Year 11 Autumn
Autumn (Teacher A): Graphs 


Skills 

Knowledge 

Rationale 
This module builds on earlier study of straight line graphs in years 9 and 10. Students plot straight lines from a given equation, and find and interpret the equation of a straight line from a variety of situations and given information. There is opportunity to revisit graphical solutions of simultaneous equations. Higher tier students also study the equations of perpendicular lines. Then, students develop their knowledge of nonlinear graphs, looking at quadratic, cubic and reciprocal graphs. They will be able to recognise the different shapes. They find the roots of quadratics graphically, and will revisit this in addition to turning points when they look at algebraic methods in the next unit. Higher tier students also look at simple exponential graphs and the equation of a circle. The equation of the tangent to a circle is covered later when the circle theorem of tangent/radius is met. Higher students also extend their understanding of gradient to include the instantaneous rates of change. Lastly, learners revise conversion graphs and reflection in straight lines. Students study other reallife graphs, including speed/distance/time, constructing and interpreting these. Higher tier students also investigate the area under a curve. 
Autumn (Teacher B): Algebra 

Skills 

Knowledge 

Rationale 
Learners begin the Autumn term by expanding and factorising with a single bracket before moving on to quadratic expressions. The use of algebra tiles to develop conceptual understanding is encouraged throughout. Context questions are included to revisit e.g. area and Pythagoras’ theorem. Following this, learners consolidate and build on their study of changing the subject in Year 9. The unit begins with a review of solving equations and inequalities before moving on to rearrangement of both familiar and unfamiliar formulae. Checking by substitution is encouraged throughout. Higher students also study solving equations by iteration. Lastly, learners study functions. As well as introducing formal function notation, this unit brings together and builds on the work on quadratic functions and graphs undertaken with Teacher A. This is also an opportunity to revisit trigonometric functions. 
Year 11 Spring
Spring (Teacher A): Reasoning 


Skills 

Knowledge 

Rationale 
Students develop their multiplicative reasoning in a variety of contexts, from simple scale factors through to complex equations involving direct and inverse proportion. They link inverse proportion with the formulae for pressure and density. There is also the opportunity to review ratio problems. Students consolidate their knowledge of angles facts and develop increasingly complex chains of reasoning to solve geometric problems. Higher tier students revise the first four circle theorems studied in Year 10 and learn the remaining theorems. Students also revisit vectors and the key topics of Pythagoras’ theorem and trigonometry. Students develop their algebraic reasoning by looking at more complex situations. They use their knowledge of sequences and rules to made inferences, and Higher tier students move towards formal algebraic proof. Forming and solving complex equations, including simultaneous equations, is revisited. Higher tier students also look at solving inequalities in more than one variable. 
Spring (Teacher B): Language & communication 

Skills 

Knowledge 

Rationale 
Students revise and extend their learning from KS3, exploring all the transformations and constructions, relating these to symmetry and properties of shapes when appropriate. There is an emphasis on describing as well as performing transformations as using the language promotes deeper thinking and understanding. Higher tier students extend their learning to explore the idea of invariance and look at trigonometric graphs as a vehicle for exploring graph transformations. This block is another vehicle for revision as the examinations draw closer. Students look at organisation information, with Higher tier students extending this to include the product rule for counting. Links are made to probability and other aspects of Data Handling such as describing and comparing distributions and scatter diagrams. Plans and elevations are also revised. You can adapt the exact content to suit the needs of your class. This is another block designed to be adapted to suit the needs of your class. Examples of communication in various areas of mathematics are provided in order to highlight gaps in knowledge that need addressing in the runup to the examinations. “Show that” is used to encourage students to communicate in a clear mathematical fashion, and this skill should be transferred to their writing of solutions to any type of question. 