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Poynton High School

and Performing Arts College

01625 871811

KS4 (Years 10-11)

Key Stage 3 and 4 (Years 7 – 11)

KS3 Coordinator – Mr G Braide

KS4 Coordinator- Miss D Allwright

The Schemes of Work that are delivered at Key Stages 3 & 4 are based on a model of progression and spiralling. They are designed to be used according to the KS2 prior attainment of students so that they start at different stages.  The expectation is that the majority of students will move through the programmes of study at broadly the same pace and decisions about when to progress are always based on the security of student understanding and their readiness to progress to the next stage. Those who grasp concepts rapidly are challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material consolidate their understanding, including through additional practice, before moving on.

Students in Years 7-10 are taught in sets, there are 4 per half year group. In Year 11 there are 5 sets per half year group. This is monitored closely to ensure that students are stretched, and supported, appropriately. All students are taught the content to at least meet their guidance grades by the end of each year. We use various types of assessment to monitor the progress of our students. All students complete online assessments using the Doddle package as well as completing a formal examination each term. Three home learning tasks are set per fortnight and these can take the form of a written task, an online assessment or revision to prepare for an assessment.


Key Stage 4 (Years 10-11)

In Year 10 and 11 the students follow pathways which are designed to cater for their individual needs and rates of progression. Our students in Year 11 are following the GCSE course with the AQA examination board. The mathematics staff run support classes and drop-in sessions to provide additional help for the students in KS4.

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
  • 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.