Our Philosophy

Mathematics serves as the gateway to a better understanding of our immediate surroundings and the greater world around us. As such, at RCHK we look to engage students in mathematics that is both abstract and real to them. 

Our self-written curriculum fully addresses the four branches of mathematics prescribed by the MYP and looks to make connections between them all, where appropriate. The continuity between year levels allows for a natural progression of skills being taught.  

Throughout their time in the programme, students are exposed to teaching and learning strategies which promote teacher-directed instruction and independent learning alongside each other. We encourage pupils to be open-minded in their approach to problem solving, clear in their presentation of solutions and reflective of their methods used.  Technology is present  in our classrooms and is used as a powerful educational tool when introducing , developing and investigating new topics and concepts.

We place an emphasis on heuristic techniques whilst embracing the transdisciplinary skills which combine to give every student the chance to access and develop their own individual mathematical skills. 

Our aim is to engender a life-long love of mathematics, alongside enabling student success within the subject in preparation for a rewarding future.

The four branches of mathematical study


The ability to work with numbers is an essential skill in mathematics and our number system is a language for describing and exploring quantities and the relationships between quantities. Numbers are used to interpret information, make decisions and solve problems. The expression of patterns and description of real‑life situations, via the use of numbers, goes back to humankind’s earliest beginnings, and illustrates the multicultural roots of mathematics.


Algebra is an abstraction of the concepts first used when dealing with number and is fundamental in the continued learning of mathematics. Algebra uses letters and symbols to represent number, quantity and operations, and employs variables to solve mathematical problems. To identify and describe patterns algebraically is the foremost of skills we require to understand how mathematics applies to the world in which we live. 


The regions, paths and boundaries of natural space can be described by shape. An understanding of the interrelationships of shape allows interpretation, understanding and appreciation of the two-dimensional and three-dimensional world. The study of geometry and trigonometry enhances spatial awareness and provides  tools for analysing, measuring and transforming geometric quantities in both dimensions.

Statistics and Probability 

Statistics allow us to make a summary of what is known about the world and to make inferences about what is not known. It is concerned with the collection, analysis and interpretation of quantitative data and uses the theory of probability to estimate parameters, test hypotheses and predict the occurrence of events.

Assessment Criteria

MYP assessment at RCHK is done both in formative and summative form. The second of these is criterion-related and based on four equally weighted assessment criteria:

  • Knowing and understanding
  • Investigating patterns
  • Communicating
  • Applying mathematics in real-life contexts

Levels of achievement in these four criteria are determined by unique descriptors which our teachers use to make judgements about student progress and performance.

Mathematics Overview 2015-16


Matthew Lacey
Head of Mathematics