Mathematics key Stage 4

The Curriculum Purpose 

The mathematics curriculum at The Compton School provides a foundation for students to understand the world, reason mathematically, appreciate the beauty and power of mathematics, and develop a sense of enjoyment and curiosity about the subject. Throughout their time at The Compton School, students develop a deep appreciation of mathematics as essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. 

 

Key Concepts that underpin Key Stage 4 Mathematics 

Working mathematically through the mathematics content, pupils are taught to:  

Develop fluency  

• consolidate their numerical and mathematical capability from key stage 3 and extend their understanding of the number system to include powers, roots {and fractional indices}  

• select and use appropriate calculation strategies to solve increasingly complex problems, including exact calculations involving multiples of π {and surds}, use of standard form and application and interpretation of limits of accuracy 

• consolidate their algebraic capability from key stage 3 and extend their understanding of algebraic simplification and manipulation to include quadratic expressions, {and expressions involving surds and algebraic fractions}  

• extend fluency with expressions and equations from key stage 3, to include quadratic equations, simultaneous equations and inequalities 

• move freely between different numerical, algebraic, graphical and diagrammatic representations, including of linear, quadratic, reciprocal, {exponential and trigonometric} functions 

• use mathematical language and properties precisely.  

Reason mathematically 

• extend and formalise their knowledge of ratio and proportion, including trigonometric ratios, in working with measures and geometry, and in working with proportional relations algebraically and graphically 

• extend their ability to identify variables and express relations between variables algebraically and graphically  

• make and test conjectures about the generalisations that underlie patterns and relationships; look for proofs or counter-examples; begin to use algebra to support and construct arguments {and proofs}  

• reason deductively in geometry, number and algebra, including using geometrical constructions  

• interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning Mathematics  

• explore what can and cannot be inferred in statistical and probabilistic settings, and express their arguments formally  

• assess the validity of an argument and the accuracy of a given way of presenting information.  

Solve problems  

• develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems  

• develop their use of formal mathematical knowledge to interpret and solve problems, including in financial contexts  

• make and use connections between different parts of mathematics to solve problems  

• model situations mathematically and express the results using a range of formal mathematical representations, reflecting on how their solutions may have been affected by any modelling assumptions  

• select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems; interpret their solution in the context of the given problem.

 

Key features of learning in Key Stage 4 Mathematics

The mathematics curriculum at The Compton School is designed to ensure that all pupils: become fluent in the fundamentals of mathematics, through structured retrieval practice and exposure to increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately; reason mathematically and explore relationships and generalisations, and communicate an argument or proof using key mathematical language, as modelled by their teacher; can solve problems by following scaffolded models of how to apply mathematics to a variety of routine and non-routine situations with increasing sophistication and independence, developing the ability to break down problems into a series of simpler steps and persevere in seeking solutions 

At KS4 year 10 students receive 9 lessons of mathematics over 2 weeks and year 11 students receive 10 lessons of mathematics over 2 weeks, in preparation for completion of the Edexcel course which is assessed by  three 1.5 hour exams, 1 non-calculator paper and two calculator papers. There are two tiers of entry: Higher (aimed at grades 5-9 although grades 3 and 4 are awarded) and Foundation (grades 1-5). 

Students are grouped accordingly to ensure the specifics of what is covered is matched to their learning need and the content covered forms the necessary progression from their KS3 studies. The decision about which tier will be made during the course once it becomes clear which tier is the most suitable. 

 

What will you see in Maths Lessons? 

Intelligent practise; 
Clear objectives; 
Strategies encouraging meta-cognition 
Supportive maths conversations; 
An environment where mistakes are welcome as an opportunity to learn; 
Whole class questioning and dialogue; 
Differentiation that supports and challenges; 
Integration for inclusion 
AfL to assess for learning; 
Use of AfL to support pupil progress and, if required, to adjust learning throughout the lesson; 
Misconceptions are addressed; 
Qualified mathematicians who plan appropriately; 
Modelling through teacher demonstration (I do, We do and you do) 

 

What will you see in Maths books? 

Date and title 
Clear understanding of learning objective 
Keywords and definitions 
Notes and exemplars 
Self-assessment in green pen 
Teacher feedback in red pen 
Low stake maths quizzes 
Intelligent practice and minimally different progressions 
Homework  

Feedback from mistakes 
Key skills tasks at the start of each lesson  

 

What formative assessment will you see in Maths? 

Mini-white boards 
Open questions that are carefully scaffolded and targeted to support pupil progress 
Cold calling 
Targeted and specific verbal feedback 
Present misconceptions encouraging meta-cognition 
Opportunities for discussion 
Differentiation by outcome allowing teachers to gauge progress 
Mechanisms that allow teacher to gauge understanding (eg tallies, thumbs up/down etc) 

 

What extra-curricular is available in Maths 

Maths clinic after school every Monday in MG1 for all year 

Wednesday after school revision for year 11 students