Exam Board: OCR
Course Overview

Syllabus: OCR (9-1) Mathematics
Learners will study topics as described in the appropriate level scheme of work.

Foundation tier - Grades 5 to 1
Higher tier - Grades 9 to 3

Functional elements of mathematics are assessed through three examination papers each are 1 hour and 30 minutes in duration. Of the three examination papers, two of the papers will be calculator papers.
The course encourages students to develop confidence in, and a positive attitude towards, mathematics and to recognise the importance of mathematics in their own lives and to society. The GCSE mathematics curriculum allows learners to:

• Develop knowledge, skill and understanding of mathematical methods and concepts, including; number, algebra, geometry, measures, statistics, and probability.

• Use their knowledge and understanding to make connections between mathematical concepts.

• Be able to apply the functional elements of mathematics to solve problems in real-life situations.

• Acquire and use problem-solving strategies.

• Select and apply mathematical techniques and methods in mathematical, every day and real-world situations.

• Reason mathematically, make deductions and inferences and draw conclusions.

• Interpret and communicate mathematical information in a variety of forms appropriate to the information and context.
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Assessment: 100% examination.

Exam Board: Edexcel
Course Overview

Syllabus: Edexcel Linear GCSE in Statistics
Assessed through two written papers.

Learners will study topics as described in the appropriate level scheme of work.

Foundation tier - Grades 5 to 1
Higher tier - Grades 9 to 3

Overview of Examination assessment:

Pupils will take two written papers, each lasting 1 hour 30 minutes. Both papers will assess understanding of statistical methods and probability. Pupils will also be expected to analyse statistical tables, written evidence and diagrams.

The skills candidates learn will help them with their GCSE Mathematics. The course will also benefit candidates studying other subjects where data is used heavily, such as science, business and geography.

Assessment: 100% examination (paper 1 50%, paper 2 50%)

Exam Board: OCR
Course Overview: 
Pupils study a range of topics which include, number, algebra, shape, space and measures and handling data at the Foundation level. Grades awarded are 5 to 1. There are opportunities to take the examination in November or June 

Assessment: 100% examination

Exam Board: Edexcel

Course Overview

The aims and objectives of this qualification are to enable students to:

• Understand mathematics and mathematical processes in a way that promotes confidence, fosters enjoyment and provides a strong foundation for progress to further study.
• Extend their range of mathematical skills and techniques.
• Apply mathematics in other fields of study and be aware of the relevance of mathematics to the world of work and to situations in society in general.
• Use their mathematical knowledge to make logical and reasoned decisions in solving problems both within pure mathematics and in a variety of contexts, and communicate the mathematical rationale for these decisions clearly.
• Construct mathematical proofs.
• Read and comprehend mathematical arguments, including justifications of methods and formulae, and communicate their understanding.
• Use technology such as calculators and computers effectively and recognise when their use may be inappropriate.
• Make increasing responsibility for their own learning and the evaluation of their own mathematical development.

The new specification linear course consists of 67% Pure Mathematics and 33% Applied Mathematics. Pure Mathematics topics include proof, algebra and functions, coordinate geometry in the (x, y) plane, sequences and series, trigonometry, exponentials and logarithms, differentiation, integration, numerical methods and vectors. The Applied Mathematics topics include statistical sampling, data presentation and interpretation, probability, statistical distributions, statistical hypothesis testing, quantities and units in mechanics, kinematics, forces and Newton’s laws and moments.

Pupils are usually entered for AS Mathematics at the end of Year 12, before commencing with the Year 2 course content.

Assessment: 100% external examination (Paper 1 & 2 Pure [67%], Paper 3 Statistics and Mechanics [33%]).

Term 1

• How do our methods for number relationships allow algebraic problems to be solved?
• How can understanding equivalences between fractions, decimals and percentages allow us to solve a variety of problems?

Term 2

• How can understanding equivalences between fractions, decimals and percentages allow us to solve a variety of problems?
• How, why and where do we use standard form, what is the purpose of it?

Term 3

• What makes a calculation efficient?
• What are the similarities and differences in how we deal with positive and negative numbers?

Term 4

• How can understanding equivalences between fractions, decimals and percentages allow us to solve a variety of problems? (Focus: fractions)
• How are dimensions and measurements used to represent real life scenarios?

Term 5

• How are probabilities represented and how can we link them to our knowledge of fraction, decimal and percentage equivalents?
• How are dimensions and measurements used to represent real life scenarios?

Term 6

• What makes a calculation efficient?

Term 1

• What are the similarities and differences in the procedures used to manipulate algebraic expressions, equations and inequalities?
• How can understanding equivalences between fractions, decimals and percentages allow us to solve a variety of problems? (Focus: multiplicative change)

Term 2

• How can understanding equivalences between fractions, decimals and percentages allow us to solve a variety of problems? (Focus: fractions)
• What are the similarities and differences in the procedures used to manipulate algebraic expressions, equations and inequalities? (Focus: graphs)
• What are the different ways in which data can be presented and when should each be used?
  
   

Term 3

• What are the similarities and differences in the procedures used to manipulate algebraic expressions, equations and inequalities? (Focus: sequences)
• How can understanding equivalences between fractions, decimals and percentages allow us to solve a variety of problems? (Focus: Fractions and percentages)

Term 4

• How are shapes and angles used to model and represent real situations and solve problems?
• How are probabilities represented and how can we link them to our knowledge of fraction, decimal and percentage equivalents?

Term 5

• How are shapes and angles used to model and represent real situations and solve problems? (Focus: angles in parallel lines)
• How, why and where do we use standard form, what is the purpose of it?

Term 6

• What are the different ways in which data can be presented and when should each be used?

Term 1

• What are the impacts of estimating calculations?
• What are the similarities and differences in the procedures used to manipulate algebraic expressions, equations and inequalities?
• How are shapes, angles and dimensions used to model and represent real situations and solve problems?

Term 2

• How are fractions, decimals and percentages related to one another and where do we use them? (Focus: fractions and decimals)
• How are shapes, angles and dimensions used to model and represent real situations and solve problems? (Focus: missing angles)
• What are the advantages and disadvantages of different forms of data representation?

Term 3

• What are the impacts of estimating calculations?
• Can more than one method be used to solve a probability problem?

• What are the four different types of ratio problems and how do we solve them?

Term 4

• How can a transformation be described in more than one way?
• What are the similarities and differences in the procedures used to manipulate algebraic expressions, equations and inequalities? (Focus: sequences)

Term 5

• What are the advantages and disadvantages of different forms of data representation? (Focus: graphs)
• How are shapes, angles and dimensions used to model and represent real situations and solve problems? (Focus: area and volume)

Term 6

• What are the similarities and differences in the procedures used to manipulate algebraic expressions, equations and inequalities? (Focus: simultaneous equations and Pythagoras)

Term 1

• How can algebra be used with multiple areas of life?
• How can we use the concept of area of 2D shapes to represent real life situations?
• How can you use the relationships between fractions and percentages to solve a range of problems? (Focus: fractions)

• Which are the most common statistical diagrams used in real life and why?

Term 2

• How can you justify that the most effective sampling method has been selected?
• How can you use the relationships between fractions and percentages to solve a range of problems? (Focus: percentages)
• Why is an understanding of measurements and units so important in mathematical modelling? (Focus: constructions and loci)

Term 3

• Why is an understanding of  the advantages & disadvantages of different statistical techniques important when considering data and real-life situations?
• How can more than one method be used to solve a probability problem?
• How can algebra be used with multiple areas of life? (Focus: Pythagoras and trigonometry)

Term 4

• How can we use the concept of area of 2D shapes to represent real life situations? (Focus: circles and cylinders)
• Which are the most common statistical diagrams used in real life and why? (Focus: scatter graphs)

Term 5

• Why is an understanding of  the advantages & disadvantages of different statistical techniques important when considering data and real-life situations?
•  How can you justify that the most effective sampling method has been selected?

• Which are the most common statistical diagrams used in real life and why?

• What would make the most effective plan for an investigation and why?

• How can more than one method be used to solve a probability problem?

Term 6

• Why is the accuracy level of a calculation important?

• How can algebra be used with multiple areas of life?

Term 1

Foundation Tier:

• Why is the accuracy level of a calculation important?
• How does our knowledge of equations and graphs enable us to solve problems?
• How are shape, angles and dimension used to model and represent real situations and solve problems?

• What are the similarities and differences in the procedures used to manipulate algebraic expressions, equations and inequalities? (Focus: simultaneous equations)

Higher Tier:

• Why is the accuracy level of a calculation important?
• How does our knowledge of equations and graphs enable us to solve problems?
• How can algebraic methods be used to solve and interpret a more complex range of problems? (Focus: proof and iterations)

Term 2

Foundation Tier:

• How are shape, angles and dimension used to model and represent real situations and solve problems? (Focus: angles)
• What are the similarities and differences in the procedures used to manipulate algebraic expressions, equations and inequalities? (Focus: Pythagoras and trigonometry)
• Why is an understanding of proportion so important in mathematical calculations?

Higher Tier:

• How can algebraic methods be used to solve and interpret a more complex range of problems? (Focus: trigonometry)
• Why is an understanding of proportion so important in mathematical calculations?
• How are shape, angles and dimension used to model and represent real situations and solve problems? (Focus: 3D shapes)

Term 3

Foundation Tier:

• Why is an understanding of proportion so important in mathematical calculations? (Focus: ratio)
• Why is the accuracy level of a calculation important? (Focus: standard form)
• How are shape, angles and dimension used to model and represent real situations and solve problems? (Focus: area and perimeter)

Higher Tier:

• What are the similarities and differences in the procedures used to manipulate algebraic expressions, equations and inequalities? (Focus: algebraic fractions)
• Why is an understanding of proportion so important in mathematical calculations? (Focus: ratio)
• How are shape, angles and dimension used to model and represent real situations and solve problems? (Focus: volume and surface area)

Term 4, 5 and 6

• All groups to work on gap analysis topics in preparation for the summer GCSE examinations.

Term 1
Pure: 

• How can you use expressions, inequalities and equations including those involving indices, surds, fractions, logarithms and exponentials to solve problems?
• How can you use links between polynomials, inequalities and graphical representations to solve problems?

Applied:

• How can you use a range of statistical techniques, sampling methods and diagrams to make inferences about real life situations?
• How can acceleration, forces and motion be used to explain and model contextual problems?                   

Term 2
Pure: 

• How can you use expressions, inequalities and equations including those involving indices, surds, fractions, logarithms and exponentials to solve problems?
• How does an understanding of binomial expansion make solving problems easier? 
• How does an understanding of trigonometric ratios, equations and identities enable you to solve contextual problems?

Applied:

• How can you use a range of statistical techniques, sampling methods and diagrams to make inferences about real life situations?

Term 3
Pure:

• How does an understanding of trigonometric ratios, equations and identities enable you to solve contextual problems?
• How does calculus allow us to interpret graphs, equations and solve problems in context?

Applied: 

• How can acceleration, forces and motion be used to explain and model contextual problems?
   

Term 4
Pure: 

• How does calculus allow us to interpret graphs, equations and solve problems in context?
• How can you use expressions, inequalities and equations including those involving indices, surds, fractions, logarithms and exponentials to solve problems?

Applied: 

• How can regression, probability, hypothesis testing and statistical distributions be used to explain contextual problems?

Term 5
Pure: 

• Can you apply your knowledge of magnitude and direction of vectors to solve geometrical problems?

Applied: 

• How can acceleration, forces and motion be used to explain and model contextual problems?
   

Term 6
Pure: 

• How can you use expressions, inequalities and equations including those involving indices, surds, fractions, logarithms and exponentials to solve problems?
• How can you develop and apply your knowledge of graphical representation to interpret more complex functions and graphical transformations?
• How does an understanding of binomial expansion make solving problems easier? 

Applied: 

• How can moments, forces, friction, kinematics and projectiles be used to  explain and model contextual problems?

Term 1

Pure:

• How can the binomial expansion, sequences and series be used to solve, estimate and interpret a range of problems?
• How can you develop and apply your knowledge of graphical representation to interpret more complex functions and graphical transformations?

Applied:

• How can moments, forces, friction, kinematics and projectiles be used to  explain and model contextual problems?
   

Term 2

Pure:

• Can you solve more complex problems involving trigonometrical ratios, equations and identities?
• How do you use algebraic methods to solve and interpret a wider, more complex range of problems in  a variety of contexts?
• How does calculus allow interpretation of graphs and more complex equations and functions?

Applied:

• Can you set up, test and interpret hypotheses involving a range of parameters and contexts?
• How do you interpret and calculate conditional probabilities?

Term 3

Pure:

• How does calculus allow interpretation of graphs and more complex equations and functions?

Applied:

• How do you set up, test and interpret hypotheses involving a range of parameters and contexts?

Term 4

Pure:

• How do you use algebraic methods to solve and interpret a wider, more complex range of problems in  a variety of contexts?
• Can you apply your knowledge of magnitude and direction of vectors to solve 3D geometric problems?

Applied:

• How can moments, forces, friction, kinematics and projectiles be used to  explain and model contextual problems?
   

Term 5

Pure and Applied: 

• Revision and practice papers.
   

Term 6

Pure and Applied: 

• Revision and final examinations.

• GCSE OSL runs every Wednesday after school from 3pm-4pm.
• Saturday / Half term OSL sessions are run regularly for Year 11 pupils. Dates are confirmed prior to each holiday or Saturday session.

CGP revision guides and course books are available at a discounted rate from the department. Corbett Maths revision cards are also available to purchase from the department.

BBC Bitesize
Corbett Maths
Suffolk Maths
Stats academy
Oak National Academy-KS3
Oak National Academy-KS4