GCSE Mathematics
Brief summary of the syllabus:
All pupils follow a course leading to the higher-tier EDEXCEL GCSE in Mathematics. They will be expected to demonstrate ability in several areas of Mathematics including: basic numeracy (including ratio and percentage) and computational skills, estimation, effective use of calculator, measurement, geometry (both two and three-dimensional), proofs, statistics, probability, algebra and graphical representation.
The syllabus is extended in both depth and breadth for candidates following the higher-level courses of GCSE. In all aspects of the syllabus, emphasis will be placed on the relation of the content to `real-life' situations, and where possible practical and investigative approaches will be used. The graphical software OMNIGRAPH as well as AUTOGRAPH are used to support particular topics in Years 10 and 11.
There is no coursework requirement in GCSE Mathematics.
What skills/attributes are being developed and examined?
During the course of Years 10 and 11, the emphasis gradually shifts away from the learning of new mathematical techniques and towards the application of techniques to the solution of unfamiliar problems. As well as obtaining answers, pupils will be expected to be able to describe accurately and concisely their methods of solution, orally as well as on paper. Pupils are also expected to be efficient in their usage of non-calculator methods to problem-solving. Extended pieces of work may be used alongside formal examination in order that all these mathematical skills may properly be assessed.
What can parents expect to see in class work and homework specifically?
Class work and homework will contain a variety of approaches, ranging from short `question and answer', through problem-solving, to extended pieces of work in some cases. Obviously as the final examination approaches, time will be devoted to practice in examination questions. As mentioned above, emphasis will be placed on method as well as solution.
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What can parents do to help in this subject at this stage?
Parents can help in two main ways. Firstly they can help ensure that any gaps in basic knowledge are filled, so that the foundations for the examination course are firm. Secondly they can encourage pupils in the attitude of `if at first you do not succeed, try a different method', since the logical application of different approaches to a particular problem will gain much credit, even if the final solution is not obtained.
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Setting and course schedule:
Each year group is divided into eight sets. All the boys will start on the higher tier of study.
Tests will take place half-termly in Year 10 and will generally be cumulative, ie they will test the work covered from the start of the year up to the given point. Set changes will be made as necessary, and setting will be reviewed after each half-term test in Year 10.
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Final Examination:
For current Year 11, the grade range for the higher tier is A* to D and grades C to G for the foundation tier. This is assessed by two written papers weighted equally at 50%. Each paper lasts 1¾ hours and paper one is a non-calculator paper.
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Tests:
The following is a guide to the half-term tests in Year 10:
| DATE | TOPICS/EVENT |
|---|
| OCTOBER | Test 1: chapters 1 to 6 |
| DECEMBER | Test 2: chapters 1 to 9 |
| FEBRUARY | Test 3: chapters 1 to 13 |
| APRIL | Test 4: chapters 1 to 13, 23 and 28 |
| JUNE | SCHOOL EXAMINATION : chapters 1 to 13, 23, 28 and 30 |
The following is a rough guide to Year 11:
| DATE | EVENT |
|---|
| SEPTEMBER/OCTOBER | Test 1: chapters 14 to 18, 26 |
| DECEMBER | Test 2: chapters 1 to 20, 23, 26, 28, 30, 31, 34 |
| JANUARY | MOCK EXAMINATION |
| MARCH onwards | PRACTICE PAPERS |
| MAY | GCSE EXAMINATIONS |
Regular, cumulative testing will continue to be a feature of Year 10 and 11 courses. Please note that if a boy misses a test due to holiday, he will not be given the opportunity to re-sit the test. If absence is due to other reasons the test will be taken in an after-school session on a date determined by the department.
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Revision:
In order to revise effectively for tests in Mathematics, it is important to ensure that each new piece of work studied is recorded, but even more important to practise examples which will indicate whether or not the techniques and their applications have been grasped. Teachers will provide full notes to accompany each new topic, and there is a wealth of exercises in each chapter for practice.
To prepare specifically for each test, boys should:
- Practise questions from the relevant sections of the textbook
- Look back over worked examples for guidance
- Commit to memory standard formula and methods
Good performance in mathematics tests clearly relies on using techniques efficiently to produce correct solutions. However, chances of success are always enhanced by:
- Having a complete and accurate set of class notes and worked examples
- Laying work out neatly and logically
- Having the necessary equipment, eg calculator, protractor, ruler and compasses
- Drawing neat and clearly labelled diagrams
- Showing working
- Pacing to avoid rushing
- Careful checking
- Efficient and correct usage of calculator
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Pupil Target-setting:
After each test, a lesson will be put aside for the teacher to go through the test, highlighting the topics tested. At the end of this feedback session, each pupil should have a list of topics that require attention, and an action plan formulated, which concentrate upon improving these weaker areas.
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Upper-band grade descriptor:
Success at the A* level requires determination and industry, as the topics are varied and require adept manipulation of algebra and number work. The topics examined at this level include proportionality, advanced mensuration, algebraic fractions, quadratic equations and graphs, advanced trigonometry, upper and lower bounds, transformation of curves, vectors, circle theorems, histogram and 3-D geometry.
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Progression beyond GCSE:
Prospective A Level Mathematics candidates should have a genuine interest in Mathematics and would have coped with the GCSE Higher syllabus with ease. The department will base its recommendation for A Level Maths on the performance of the pupil throughout Year 10 and 11. All pupils will have five half-termly essential skills tests in Year 10 and two in Year 11. These tests are broadly based on number and algebra and are designed to test the pupil's confident use of the basic skills of Mathematics, such as the manipulation of algebra and number-work. All prospective A Level candidates are expected to pass a majority of these tests. This is in addition to the common criteria for A Level recommendation.
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