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2 Maths GCSE Welcome to your Mathematics GCSE course! This introduction contains all the information you need to be able to start your course, and you can also use it as a reference point as you work your way through all the modules. Which Syllabus Does This Course Follow? This course has been designed to match the requirements of the Assessment and Qualifications Alliance (AQA) 4365 linear specification. The AQA syllabus has been chosen as being the most suitable of those currently available for an external student. An external candidate is usually someone who is not in full-time school-based education, e.g. someone studying part time by open learning, flexistudy, correspondence course, etc, or someone being home-schooled. Examination Tiers In a subject like Maths, it is very difficult to produce an exam that tests the skills of all students, from the most able to the weakest. In order to overcome this problem, the exam boards set two different groups of exams, for students of different abilities. When you come to take your exams, you have a choice as to which level of difficulty you aim for. There are two levels of difficulty, or tiers of assessment : Foundation and Higher. The Higher tier exams are for students who hope to achieve grades A* to D ( A-starred is a relatively new grade, which is higher than an A); the Foundation tier is for grades C to G. There is a safety net for candidates entered for the Higher tier, where an allowed grade E will be awarded where candidates just fail to achieve grade D. Candidates who fail to achieve a 1

3 grade E on the Higher tier or grade G on the Foundation tier will be reported as U (unclassified). When the time comes to apply to sit your exams, you will need to make a realistic assessment of the grades you are capable of. Don t worry about this: your tutor will be able to help you decide nearer the time which is the most appropriate level for you. Which Tier to Aim for? This course is suitable for students aiming for Foundation OR Higher Tier exams and it is not necessary to be certain at the outset which tier of exams you will eventually sit. You may find that the Higher Tier topics are too hard or you may be able to cope. The syllabus specifies certain topics which will only come up in Higher Tier examinations. These topics are covered in Section 2 of the course and there is no need to study this section unless you are going to attempt the Higher papers. Students will normally request that they should be sent Section 2 as they approach the end of their study of the main part of the course. By then students are usually able to judge whether it is worth attempting this section. Arrangement of Lessons Section 1: Standard Course Module 1: Numbers Module 2: Money Lesson Subject 1 Numbers 2 Prime Numbers, Factors and Fractions 3 Decimals, Approximations and Accuracy 4 Indices and Standard Form Tutor-Marked Assignment A 5 Ratios and Percentages 6 Interest 7 Other Money Matters 2

4 Module 3: Measurement 8 Time, Distance and Speed 9 Measurements and Money Tutor-Marked Assignment B Module 4: Basic Algebra 10 Basic Algebra 11 Factorisation 12 Fractions and Equations 13 Equations in Action; Formulae 14 Inequalities and Accuracy Tutor-Marked Assignment C Module 5: Basic Geometry 15 Angles, Straight Lines and Symmetry 16 Triangles 17 Quadrilaterals and Polygons 18 Transformations 19 The Circle Tutor-Marked Assignment D Module 6: Further Geometry and Trigonometry 20 Mensuration 21 Geometrical Constructions and Solid Figures 22 Nets 23 Capacity and Volume 24 Loci Tutor-Marked Assignment E Module 7: Graphwork and Statistics 25 From Tables to Graphs 26 Graphs (2): Experimental Data 27 Further Graphwork 28 Statistics Tutor-Marked Assignment F 3

5 Module 8: Probability and Experimental Work 29 Experiments and Surveys 30 Probability 31 Testing a Hypothesis Tutor-Marked Assignment G Section 2: Harder Topics (Higher Level Students only) 32 More on Numbers 33 Solving Equations 34 Intersecting Graphs Tutor-Marked Assignment H 35 Formulae and Fractions 36 Brackets, Indices, etc Tutor-Marked Assignment I 37 Trigonometry (1) 38 Trigonometry (2); Bearings 39 Higher Level Geometry 40 Trigonometry (3) 41 Cumulative Frequency Tutor-Marked Assignment J 42 Samples and Spreadsheets Section 3: Your Exam (All Students) 43 Problem-Solving and Examination Practice Tutor-Marked Assignments K and L 4

9 Strategies for Problem-Solving 3. Do lots of examples of each technique. Different questions give you a chance to practise the different variations of a problem, and this helps to make you more skilled and flexible in your work. 4. Make a list of mathematical words and their meaning as you come across them in each lesson. This helps you to remember the technical vocabulary and is extremely useful when you come to doing your revision. It is also very rewarding to see just how many concepts you have mastered! Problem-solving is a vital skill and there are various possible strategies that may help. You will be encouraged: 1. To set out cases systematically, and identify how many there are of relevant types. 2. To work backwards from a value given in the problem, (a) where the inverse (the backwards mathematical principle) is familiar, so just has to be applied but may have to be sustained over a number of steps. (b) where the inverse is unfamiliar, so has to be worked out from first principles. 3. To find one or more examples that fit a condition for the answer, and see whether those examples fit with the other conditions in the situation, making adjustments until they do. 4. To look for and represent relationships between elements of the situation, and then act on them to see if any are useful. 5. To find features of the situation that can be acted on mathematically, and see where using them takes you. Or, more simply: 1. Set out cases. 2. Work back familiar; work back unfamiliar. 3. Find an example to fit. 4. Find key relationships. 5. Find mathematical features. 8

10 Syllabus and Examinations The AQA 4365 "Linear" Specification Students following the AQA 4365 syllabus (or specification ) take two written papers. The subject codes for exam entry in 2012 and subsequent years are as follows: Foundation tier (4365F) and Higher tier (4365H). The new specification contains an emphasis on problem - solving that is to say, questions are likely to be given a real world context. This should make them easier to grasp and visualize while the underlying mathematical skills remain the same. You will find that there is plenty of problem-solving practice within the course. Aims, Learning Outcomes and Assessment Objectives GCSE courses based on this specification should encourage candidates to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study. They should help learners to develop confidence in, and a positive attitude towards, mathematics and to recognise the importance of mathematics in their own lives and to society. They should prepare learners to make informed decisions about the use of technology, the management of money, further learning opportunities and career choices. This courses aims to match the AQA specification and enable candidates to: develop knowledge, skills and understanding of mathematical methods and concepts acquire and use problem-solving strategies select and apply mathematical techniques and methods in mathematical, everyday 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. The examination papers will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content) of the AQA specification. 9

11 AO1 recall and use their knowledge of the prescribed content AO2 select and apply mathematical methods in a range of contexts AO3 interpret and analyse problems and generate strategies to solve them. Quality of Written Communication (QWC) Examination Structure Paper 1 As with all GCSE exams, you will need to do the following: Ensure that your writing is legible and that spelling, punctuation and grammar are accurate so that meaning is clear. Select and use a form and style of writing appropriate to purpose and complex subject matter. Organise information clearly and coherently, using specialist vocabulary when relevant. In this mathematics specification it is expected that, in all questions, candidates will: use correct and accurate mathematical notation and vocabulary organise their work clearly use correct spelling, punctuation and grammar in any explanations they are asked to provide. However, some questions will explicitly assess QWC. These will be listed on the front cover of each examination paper and marked with an asterisk alongside the question number within the body of the examination paper. Details are given here for the Foundation and Higher tiers. The Foundation tier exams are slightly shorter in duration: Paper 2 Written paper (Non-Calculator) 40% of the GCSE mathematics assessment Foundation tier 1 hour 15 mins 70 marks Higher tier 1 hour 30 mins 70 marks Written paper (Calculator) 60% of the GCSE mathematics assessment Foundation tier 1 hour 45 mins 105 marks Higher tier 2 hours 105 marks 10

12 Functional Elements There is no coursework. The following percentages of questions will assess the functional elements of the subject: 20 30% of questions on the Higher tier and 30 40% of questions on the Foundation tier. The term functional means providing learners with the skills and abilities they need to take an active and responsible role in their communities, everyday life, the workplace and educational settings. Functional mathematics requires learners to use mathematics effectively in a wide range of contexts. The functional elements focus on the following key processes. Representing: this is about understanding real-world problems and selecting the mathematics to solve them. Analysing: this is about applying a range of mathematics within realistic contexts. Interpreting: this is about communicating and justifying solutions and linking solutions back to the original context of the problem. Revising for Your Exam In your overall study plan, you need to allow time to go back over the course and revise all the different sections. The final module of the OOL course, Your Exam, is designed to help you prepare for your exams. This module will guide you through the types of question you are likely to encounter in the two papers and encourages you to tackle practice examination papers. Oxford Open Learning would like to thank the former AQA for their generosity in allowing us to reprint questions from their specimen examination papers. 11

14 GCSE Maths OXFORD HOME S C H O O L I N G Module One: Numbers Module One: Numbers

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