A warm welcome to the Renaissance College mathematics website where we hope you will find the information here both informative and useful when it comes to understanding our approach in delivering MYP and DP maths here at RC.

The department is made up of ten full time maths teachers who instruct across all year levels and both programmes in the seven specialist maths classrooms located in our hub on the 2nd floor of the secondary school building. Each spacious room is equipped with robust optical fiber-to-the-classroom connectivity and wireless technology, which all goes towards creating dynamic and interactive learning environments for our students. We are also lucky enough to have our own specialist member of the learning enhancement team (LET) dedicated to our subject area alongside educational assistants in our classes which is congruous with our belief in inclusion.

Please take the time to look around the site and feel free to get in touch if you have any further inquiries.

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.

Geometry and Trigonometry

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.

Learning Through Inquiry

Inquiry, in the broadest sense, is the process that people use to move to deeper levels of understanding. Inquiry involves speculating, exploring, questioning and connecting. In all IB programmes, inquiry develops curiosity and promotes critical and creative thinking.

The MYP structures sustained inquiry in mathematics by developing conceptual understanding in global contexts. Teachers and students develop a statement of inquiry and use inquiry questions to explore the subject. Through their inquiry, students develop specific interdisciplinary and disciplinary approaches to learning.

Learn more

IB Continuum Pathways

Our MYP mathematics courses help specifically to prepare students for the study of group 5 courses in the IB Diploma Programme (DP). As students progress from the PYP to MYP to the DP or IBCP, the emphasis on understanding increases as students work towards developing a strong mathematical knowledge base that will allow them to study a wide range of topics. The knowledge, skills and attitudes that students develop in all the IB mathematics courses provide a meaningful foundation for further study and career pursuits.

Members of the Department

Mr Matthew Lacey (Head of Department)
Ms Jen Dentry
Ms Cat Townsend
Mr Ray Chang
Ms Ping Bevan
Ms Julie More
Ms Shobha Sanker
Mr Ryan Copley
Mr Steve Smyth
Ms Lynne Wilson
Learning Enhancement Team
Ms Kari Jennings

Teacher profiles can be found by clicking on the mathematics tab at this address.