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Year 11 Rationale

The Harrow High School Mathematics department follows a tailored version of the White Rose Maths scheme of work. The White Rose Maths approach focusses on developing skills and reinforcing competency in all areas, whilst providing opportunities to build reasoning and problem-solving into each lesson, with delivery of the curriculum focused on depth rather than acceleration. Learners study either a higher or foundation curriculum, both of which build on content covered at Key Stage 3 and provide ample opportunities for learners to be challenged.

From 2024/5, Year 11 will study a continuation of the adapted Year 10 scheme of work.

Autumn Term 

In the autumn term, learners cover two strands:

  • graphs, and
  • algebra.

Both of these strands build on and extend content learners have covered in previous years.

In the graphs strand, learners plot straight line graphs from a given equation, and find and interpret the equation of a straight line from a variety of situations and given information. Learners later develop their knowledge of non-linear graphs, looking at quadratic, cubic and reciprocal graphs. They find roots of quadratics graphically and will revisit this when they look at algebraic methods in the functions block in the algebra strand. Higher tier learners also look at simple exponential graphs and the equation of a circle, as well as instantaneous rates of change considering the gradient of a curve at a point. Learners apply their knowledge of graphs to real-life graphs including conversion graphs and speed-time graphs. Higher tier learners will investigate the area under a curve.

In the algebra strand learners begin by reviewing expanding and factorising techniques from previous years before moving on to quadratics. Algebra tiles are used throughout to develop conceptual understanding. Context questions are included throughout in order to provide valuable revision time on other topics including Pythagoras’ theorem and area. Learners also review how to change the subject, and solve equations and inequalities before moving on to rearrangement of more complex formulae. Higher tier learners also study how to solve equations by iteration.

The algebra and graphs strands are brought together in the final topic of the term: functions, where learners extend this knowledge by being introduced to formal function notation.

Spring Term

The foci for the spring term are:

  • reasoning and
  • communication.

Learners develop their ability to reason through a variety of contexts which bring together previous content, providing an opportunity for development of knowledge, as well as revision.

Learners develop their multiplicative reasoning through use of scale factors, direct and inverse proportion, and complex equations. Learners also consolidate their knowledge of angles and shapes through geometric reasoning. Higher tier learners revisit the circle theorems they covered in Year 10 and learn the remaining theorems.

Finally, learners develop their algebraic reasoning by looking at more complex situations. Learners use their knowledge of sequences and rules to make inferences, and higher tier learners move towards formal algebraic proof.

In the communication aspects of the spring term, learners revise and extend their learning of KS3 and KS4 topics. Learners develop their ability to communicate in a clear mathematical fashion, whilst using appropriate mathematical language to promote deeper thinking and understanding.