# Mathematics

Mr S Robinson (Head of Team) | srobinson@conyers.org.uk | Mr J Downs | jdowns@conyers.org.uk |

Mr K Anderson | kanderson@conyers.org.uk | Mrs K Gray | kgray@conyers.org.uk |

Miss L Allanson | lallanson@conyers.org.uk | Mr M Black | mblack@conyers.org.uk |

Mr P Dixon | pdixon@conyers.org.uk | Mr A Pach | apach@conyers.org.uk |

Mr M Taylor | mtaylor@conyers.org.uk | Mx A Taylor | ataylor@conyers.org.uk |

Mrs J White | jwhite@conyers.org.uk |

## Key Stage 4 Curriculum Map

**Curriculum Intent**

Students should leave KS3 knowing the fundamental rules that govern mathematics and that these are to be used in various ways to help solve more complex problems. The intention at KS4 is to harness these skills and knowledge to develop our students into independent, critical thinkers who are adaptable to new and unfamiliar situations thus allowing them to realise their potential.

**Key Knowledge and Skills **

#### Foundation

Calculate with roots and integer indices

Manipulate algebraic expressions by expanding the product of two binomials

Manipulate algebraic expressions by factorising a quadratic expression

Understand and use the gradient of a straight line to solve problems

Solve two linear simultaneous equations algebraically and graphically

Plot and interpret graphs of quadratic functions

Change freely between compound units

Use ruler and compass methods for constructions and loci

Calculate exactly with multiples of π

Apply Pythagoras’ theorem and trigonometry in two dimensions

Use geometrical reasoning to construct simple proofs

Use tree diagrams to list outcomes

Solve problems involving direct and inverse proportion

Understand and use vectors

Analyse data through measures of central tendency

#### Higher

Manipulate fractional indices

Solve problems involving similar shapes

Calculate volumes of spheres, cones and pyramids

Simplify surds, including rationalising the denominator of a surd expression

Manipulate expressions and solve quadratic equations and inequalities

Deduce roots and turning points of quadratic functions

Sketch translations and reflections of given functions

Use the sine and cosine rules to solve problems

Convert between recurring decimals and fractions

Solve equations using iterative methods

Link graphs of quadratic functions to related equations

Interpret a gradient as a rate of change

Recognise and use the equation of a circle with centre at the origin

**Sequence Discussion**

Year 10 begins with 3 short topics which thorough understanding of will allow for ‘easy marks’ to be picked up in exams either through questions directly about them or as follow through marks (rounding, estimation, fraction, decimal and percentage conversation (and some arithmetic) and metric unit conversions. We then introduce right angled trigonometry as the first new GCSE topic. KS3 objectives form the pre-requisite knowledge of all KS4 topics, however, students studying the foundation level have opportunities to revisit and relearn previously seen content. Higher tier students have this opportunity on some occasions in Year 11.

The Year 11 scheme is written in such a way to allow for some flexibility in teaching order as not all higher tiered students will be taught everything in the specification. Our assessment programme which begins at the end of Year 10 and rolls throughout Year 11 provide regular anchor points for teachers to assess understanding of topics and adapt their planning accordingly. Teachers of our lower attaining students have flexibility in their application of the SoW to allow teaching towards alternative Level 1 and 2 qualifications such as the Edexcel Awards or Functional Skills.

As is the case in KS3 we use ‘skills based starters and homework’ to ensure regular practise of fundamental skills and techniques is taking place throughout Year 10 and 11. A set of 10 skills is chosen each half term and these are tested by questions which are repeated weekly but with minor tweaks. The idea is to focus on cementing the building blocks of a mathematician whilst leaving more time in lessons to focus on the application of skills and knowledge in more complex problem solving situations which are more aligned with how students are tested at GCSE level. Students keep a record of their progress electronically and the teacher assesses this at the end of each half term.

### Year 10

#### Half Term 1

Numbers and the number system

Measuring space

Investigating properties of shapes

Checking, approximating and estimating

Calculating fractions, decimals and percentages

#### Half Term 2

Algebraic proficiency: tinkering

Calculating

Algebraic proficiency: visualising

Mathematical movement

#### Half Term 3

Solving equations and inequalities

Analysing statistics

Proportional reasoning

#### Half Term 4

Calculating space

Pattern searching

Understanding risk

#### Half Term 5

Solving equations and inequalities Calculating space

Exploring fractions, decimals and percentages

#### Half Term 6

Investigating angles and conjecturing

Solving equations and inequalities

Algebraic proficiency: visualising 2

### Year 11

#### Half Term 1

Solving equations and inequalities 1 & 2

Investigating properties of shapes

Calculating

#### Half Term 2

Algebraic proficiency: visualising 1 & 2

Solving equations and inequalities 3

Mathematical movement 1

#### Half Term 3

Pattern searching

Algebraic proficiency: tinkering

Algebraic proficiency: visualising

#### Half Term 4

Analysing statistics

Algebraic proficiency: visualising

Mathematical movement

Visualising and constructing