#### Course Content

Students studying GCSE Maths follow the Pearson Edexcel Curriculum, taught across an average of 7 hours per fortnight and covering the following content headings:

- Number
- Algebra
- Ratio, proportion and rates of change
- Geometry and measures
- Probability
- Statistics

#### Course Content: GCSE Mathematics

###### Foundation Tier GCSE Grades 1 – 5

Term | Year 9 | Year 10 | Year 11 |
---|---|---|---|

1 | Integers and place value Decimals Indices, powers and roots Factors, multiples and primes Assessment 1 | Real-life graphs Straight-line graphs Assessment 1 | Fractions and reciprocals Indices and standard form Similarity and congruence in 2D |

2 | Algebra: the basics Expanding and factorising single brackets Expressions and substitution into formulae Assessment 2 | Transformations I: translations, rotations and reflections Transformations II: enlargements and combinations Ratio Proportion Assessment 2 | Vectors Rearranging equations, graphs of cubic and reciprocal functions and simultaneous equations Mock Exam |

3 | Tables Charts and graphs Pie charts Scatter graphs Assessment 3 | Right-angled triangles: Pythagoras and trigonometry Probability I Probability II Assessment 3 | Diagnose and Therapy |

4 | Fractions Fractions, decimals and percentages Percentages Equations Inequalities Sequences Assessment 4 | Multiplicative reasoningAssessment 4 | Diagnose and Therapy |

5 | Properties of shapes, parallel lines and angle facts Interior and exterior angles of polygons Statistics and sampling The averages | Plans and elevations Constructions, loci and bearings Year 10 Exam (Assessment 5) | Diagnose and Therapy |

6 | Perimeter and area 3D forms and volume Assessment 5 | Quadratic equations: expanding and factorising Quadratic equations: graphs Circles, cylinders, cones and spheres |

###### Higher Tier: GCSE Grades 4 – 9

Term | Year 9 | Year 10 | Year 11 |
---|---|---|---|

1 | Calculations, checking and rounding Indices, roots, reciprocals and hierarchy of operations Factors, multiples and primes Standard form and surds Assessment 1 | Perimeter, area and circles 3D forms and volume, cylinders, cones and spheres Accuracy and bounds Assessment 1 | Changing the subject of formulae (more complex), algebraic fractions, solving equations arising from algebraic fractions, rationalising surds, proof Vectors and geometric proof |

2 | Algebra: the basics Expanding and Algebra: the basics Setting up, rearranging and solving equations Sequences Assessment 2 | Transformations Constructions, loci and bearings Assessment 2 | Vectors Rearranging reciprocal and exponential graphs; Gradient and area under graphs Direct and inverse proportion Mock Exam |

3 | Tables Charts and graphs Averages and range Representing and interpreting data Scatter graphs Assessment 3 | Right-angled triangles: Solving quadratic and simultaneous equations Inequalities Probability Assessment 3 | Diagnose and Therapy |

4 | Fractions Fractions, decimals Fractions Percentages Ratio and proportion Assessment 4 | Multiplicative reasoning Similarity and congruence in 2D and 3D Assessment 4 | Diagnose and Therapy |

5 | Polygons, angles and parallel lines Pythagoras’ Theorem and trigonometry | Plans and elevations Constructions, loci graphs of trigonometric functions Further trigonometry Collecting data Cumulative frequency, box plots and histograms Year 10 Exam (Assessment 5) | Diagnose and Therapy |

6 | Graphs: the basics and real-life graphs Linear graphs and coordinate geometry Quadratic, cubic and other graphs Assessment 5 |

#### Maths Resources

**Pearson Edexcel Specification:**

##### Maths PLCs

###### Term 1

**Mathematics Checklist Year 9 Term 1 Foundation
Mathematics Checklist Year 9 Term 1 Higher
Mathematics Checklist Year 10 Term 1 Foundation
Mathematics Checklist Year 10 Term 1 Higher
Mathematics Checklist Year 11 Term 1 Foundation
Mathematics Checklist Year 11 Term 1 Higher**

###### Term 2

**Mathematics Checklist Year 9 Term 2 Foundation
Mathematics Checklist Year 9 Term 2 Higher
Mathematics Checklist Year 10 Term 2 Foundation
Mathematics Checklist Year 10 Term 2 Higher
Mathematics Checklist Year 11 Term 2 Foundation
Mathematics Checklist Year 11 Term 2 Higher**

###### Term 3

**Mathematics Checklist Year 9 Term 3 Foundation
Mathematics Checklist Year 9 Term 3 Higher
Mathematics Checklist Year 10 Term 3 Foundation
Mathematics Checklist Year 10 Term 3 Higher**

###### Term 4

**Mathematics Checklist Year 9 Term 4 Foundation
Mathematics Checklist Year 9 Term 4 Higher
Mathematics Checklist Year 10 Term 4 Foundation
Mathematics Checklist Year 10 Term 4 Higher**

###### Term 5

**Mathematics Checklist Year 9 Term 5 Foundation
Mathematics Checklist Year 9 Term 5 Higher
Mathematics Checklist Year 10 Term 5 Foundation
Mathematics Checklist Year 10 Term 5 Higher**

###### Term 6

**Mathematics Checklist Year 9 Term 6 Foundation
Mathematics Checklist Year 9 Term 6 Higher
Mathematics Checklist Year 10 Term 6 Foundation
Mathematics Checklist Year 10 Term 6 Higher
Mathematics Checklist – Whole GCSE**

#### Assessment in GCSE Mathematics

The Pearson Edexcel Level 2 GCSE (9 to 1) in Mathematics is a tiered qualification. There are two tiers:

- Foundation tier – grades 1 to 5 available
- Higher tier grades – grades 4 to 9 available

The assessment for each tier of entry consists of three externally-examined papers, all three must be from the same tier of entry and completed in the same assessment series. Paper 1 is non-calculator and papers 2 and 3 are calculator.** **

- All assessments in Mathematics take the form of written assessments and examinations
- On-going assessments take place on a termly basis – for further information please see the course content table above

#### Marking of Students’ Work and Feedback

Student books are taken in by the class teacher at least three times per term (based on a standard 6 week term).

Feed-forward (pink) sheets are used as part of the book marking process at the end of each unit. Typically, two of these should be used each term.

Assessment feedback (blue) sheets are used as part of the assessment marking process at the end of each term. Staff comments on both the pink and blue sheets should provide guidance on how students can improve their level of understanding. Staff review all peer assessed and self-assessed work and provide guidance when necessary.

Marking guidance is included as part of the tracking sheet at the front of every student book. This sheet will include the following information:

Type of work | Type of Assessment | Notes |
---|---|---|

Classwork | Self and peer assessment | This type of work may be teacher assessed where the class teacher feels this is more appropriate. All classwork will be reviewed when books are marked and guidance given if necessary. |

Homework | Self and peer assessment | This type of work may be teacher assessed where the class teacher feels this is more appropriate. All homework will be reviewed when books are marked and guidance given if necessary. |

Feed-forward (pink) sheets | Teacher assessment | Feed-forward questions will be marked by the class teacher as part of the book marking process. |

Termly assessments | Peer assessment | This type of work may be teacher assessed where the class teacher feels this is more appropriate. |

End of year assessment / exam | Teacher assessment | |

Assessment feedback (blue) sheets | Self and teacher assessment | Students to RAG rate each question. Teacher provides feedback and sets targets for improvement. |

#### Setting in Upper School Mathematics

Sets are arranged vertically, 1 to 7 in Years 9, 1 to 8 in Year 10 and then 1 to 9 in Year 11. Students are assigned to sets based upon an evenly weighted combined score of the average across termly assessments and the end of year exam. When a student out-performs the bottom 10% of students in the set above across a minimum of two assessments then they will be moved to the higher group. If a student performs below to the top 10% of students in the set below across a minimum of two assessments, then they will be moved down to the lower group.

#### Homework

Mathematics homework is set on a weekly basis and students should expect to spend approximately **1 hour** on each homework. Students will record homework in their planners and teachers will share via SIMS Learning Gateway the details of what has been set and when it is due to be handed in.

#### Supporting Your Daughter in GCSE Mathematics

**There are a number of ways you can support your daughter with her maths:**

- Always pay a keen interest in what she is doing in her maths lessons
- Always ask to see her completed homework
- Do not let your own fears over the subject be a reason for your daughter not learning to like the subject
- Ask her to explain the most recent topic she has covered in maths to you
- Give a lot of praise for the maths that she does – confidence is a big problem for some students in maths

#### Revision and Support Materials

**https://www.vle.mathswatch.com/**

**https://www.samlearning.com/**

**http://www.bbc.co.uk/education/subjects/z6pfb9q**

**http://www.mrbartonmaths.com/**

**http://www.kangaroomaths.com/kenny2.php?page=Kschemeks3**