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Maths Introduction Igcse Extended 3 Yrs

Maths Introduction Igcse Extended 3 Yrs

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Published by Yenny Tiga

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Published by: Yenny Tiga on Dec 30, 2009
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In line with the new structure of 21st Century Education System (SPN21), the Ministry of Education of Brunei Darussalam, in cooperation with the University of Cambridge InternationalExaminations (CIE), will be introducing a new secondary mathematics curriculum in 2010, that is,the International General Certificate of Secondary Education (IGCSE) Mathematics Syllabus Code0580 (without coursework).The curriculum for IGCSE Mathematics consists of both the core and extended syllabus.The Scheme of work for both core and extended curriculum were developed by the Scheme of Work Committee comprising of 12 secondary Mathematics teachers nationwide. The schemes of works (SOW) are outlined in accordance to those obtained from CIE, and these SOWs only serveas a guideline for teachers who are going to teach IGCSE Mathematics for the years 2010 – 2012,and by no means are they being set. This means that teachers can adjust the time frameappropriate for their students’ pace and they can also make adjustment in the sequence of thetopics to suit them best. A recommendation for the division of topics can be found on page 5.This Scheme of work is prepared for students who will follow the General ProgrammeExtended Curriculum (3 years) for 2010 – 2012, and aimed at Year 8 students who performedaveragely in Mathematics. Students who follow this Scheme of Work will sit for their exam inNovember 2012.This Scheme of Work focus on enhancing their previous knowledge as well as introducingnew topics such as Locus, Vectors, Probability, Congruency, Similarity, Symmetrical and AngleProperties in a circle, Non isometric Transformations, Scatter Graphs, Meaning of positive,negative and zero correlation, etc. Therefore, this Scheme of work will enable them to have better understanding of the Mathematics concepts.The suggested activities will make teachers’ teaching and students’ learning more related toreal life situation. These activities will also provide enough practice for students to apply their understanding of mathematics concepts as well as helping them to develop Mathematical skillswhich will be very useful in everyday life. The suggested websites enable teachers to get extraexposure besides the use of textbooks and reference books (see page 7).Students will be sitting for two written papers: Paper 2 and Paper 4. Paper 2 consists oshort - answer questions whereas Paper 4 consists of structured questions. Paper 2 contributes35% of the total marks and Paper 4 contributes the remaining 65%. Students are eligible for theaward of grades A* to E.
The aims of the extended curriculum are to enable the students to:
develop their mathematical knowledge and oral, written and practical skills in a waywhich encourages confidence and provides satisfaction and enjoyment;
read mathematics, and write and talk about the subject in a variety of ways;
develop a feel for number, carry out calculations and understand the significance of the results obtained;
apply mathematics in everyday situations and develop an understanding of the partwhich mathematics plays in the world around them;
solve problems, present the solutions clearly, check and interpret the results;
develop an understanding of mathematical principles;
recognize when and how a situation may be represented mathematically, identify andinterpret relevant factors and, where necessary, select an appropriate mathematicalmethod to solve the problem;
use mathematics as a means of communication with emphasis on the use of clear expression;
develop an ability to apply mathematics in other subjects, particularly science andtechnology;
develop the abilities to reason logically, to classify, to generalise and to prove;
appreciate patterns and relationships in mathematics;
produce and appreciate imaginative and creative work arising from mathematicalideas;
develop their mathematical abilities by considering problems and conducting individualand co-operative enquiry and experiment, including extended pieces of work of apractical and investigative kind;14.appreciate the interdependence of different branches of mathematics;15.acquire a foundation appropriate to their further study of mathematics and of other disciplines.
The syllabus has two assessment objectives
1)Mathematical techniques
Students should be able to:
organise, interpret and present information accurately in written, tabular,graphical and diagrammatic forms;
perform calculations by suitable methods;
use an electronic calculator and also perform some straightforwardcalculations without a calculator;
understand systems of measurement in everyday use and make use of themin the solution of problems;
estimate, approximate and work to degrees of accuracy appropriate to thecontext and convert between equivalent numerical forms;
use mathematical and other instruments to measure and to draw to anacceptable degree of accuracy;
interpret, transform and make appropriate use of mathematical statementsexpressed in words or symbols;
recognise and use spatial relationships in two and three dimensions,particularly in solving problems;
recall, apply and interpret mathematical knowledge in the context of everydaysituations.
2)Applying mathematical techniques to solve problems
Students should be able to:
make logical deductions from given mathematical data;
recognise patterns and structures in a variety of situations, and form generalisations;
respond to a problem relating to a relatively unstructured situation by translating itinto an appropriately structured form;
analyse a problem, select a suitable strategy and apply an appropriate technique toobtain its solution;
apply combinations of mathematical skills and techniques in problem solving;
set out mathematical work, including the solution of problems, in a logical and clear form using appropriate symbols and terminology.

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