Math Curriculum Updated 22 Oct 2019

Sultanate of Oman Colleges of Technology
Ministry of Manpower
Directorate General of Technological Education
General Foundation Program

MATHEMATICS CURRICULUM
MoM-Math- Version
Document No. 1.0
SpcC.016.16.2.1 Number
Document
Date Effective 13/11/2016 GFP-Math Working Group
Author(s)
Document
Next Review Date 12/11/2021 Math Specialization Committee
Owner
Math Specialization Reviewing
Approving Authorities Math Specialization Committee
Committee Head Authorities
i GFP-MATH Working Group Team Leader, Dr.Dhanasekar
Contact
<dhanasekar.n@hct.edu.om >
All the members of CoT- GFP-MATH Working Group and all involved
To be implemented by:
personnel in the development and maintenance of the document.
This work is copyrighted. All rights are reserved, whether the whole or part of the material is concerned.
Duplication of this work or parts of it is only permitted under the written permission of the Ministry of Manpower.
Violations fall under the Prosecution Act of the Oman Copyright Law.
CoTs_GFPMathCurriculumDocument_V 1.0_22nd October2019 Page 1 of 46

A. Document development details and summary of revisions:
Date Contributed
Version Author Summary of revisions
(dd/mm/yyyy) by
The GFP Math curriculum
document was compiled by the
Curriculum Math Working Group based on
GFP Math
0.1 Development inputs from all CoTs under the
13/11/2016 Working
Review supervision and guidance of the
Group
Math Specialization Committee
(MSpC).
The Benchmarking of CoTs GFP Representatives
Math Program with Sohar of MSpC &
0.2 Ditto 25/06/2017 University on Core areas resulted Math Working
in proposing a new Assessment Group Team
Plan Leader.
MSpC & Math
Components of assessment were Working
0.3 Ditto 1/4/2018
finalized Group Team
Leader.
Changes to course outline were MSpC & Math
incorporated based on the proposed Working
0.3 Ditto 13/5/2018
assessment plan and implemented Group Team
a pilot run. Leader.
MSpC & Math
The new assessment plan was
Working
0.4 Ditto 5/3/2019 implemented officially based on
Group Team
pilot run results
Leader.
MSpC & Math
Working
0.5 Ditto 27/6/2019 Curriculum document was updated
Group Team
Leader.
Incuded the Report on GFP Math MSpC & Math
Assessment during the period of Working
1.0 Ditto 22/10/2019
Pilot Run and Curiculum document Group Team
was updated Leader.

B. Document proofread by :
Version Date Turnitin Report: %

Team/committee/ person
(dd/mm/yyyy) Similarity Index
Ms. Heidi Manus
(HCT-ELC Lecturer) 1.0 15/10/2019 12 %
C. Approving Authorities
Math Specialization Committee MSpC Meeting No. 1 AY 2019 -2020

Foundation Programs Committee FPsC Meeting No. 1 AY 2019 -2020
Date:
Directorate General of Technological Education
Table of Contents
List of Figures .......................................................................................................................................... 4
List of Tables ........................................................................................................................................... 4
1. General Foundation Program Aims..................................................................................................... 5
2. GFP Math Objectives........................................................................................................................... 5
2.1 Basic Math..................................................................................................................................... 5
2.2 Pure Math ..................................................................................................................................... 6
2.3 Applied Math ................................................................................................................................ 6
3. Colleges of Technology GFP Math Learning Outcomes ...................................................................... 7
3.1 Basic Mathematics Learning outcomes ........................................................................................ 7
3.2 Pure Mathematics Learning outcomes ........................................................................................ 8
3.3 Applied Mathematics Learning outcomes ................................................................................... 9
4. General Study Skills ........................................................................................................................... 10
5. Assessment ....................................................................................................................................... 12
5.1 Math Placement Test Procedure ................................................................................................ 12
5.2 The GFP MATH Assessment System ........................................................................................... 13
5.3 Continuous Assessment Scheme ................................................................................................ 14
5.4 Final Exam Specifications ............................................................................................................ 15
5.5 Exam Moderation ....................................................................................................................... 15
5.6 Marking Procedures .................................................................................................................... 17

5.7 Administration and Security of Exams ........................................................................................ 17
5.8 Benchmarking ............................................................................................................................. 17
6. Schedule of Assessment for Math Courses....................................................................................... 18
6.1 Math Schedule of Assessment for the GSS LOs .......................................................................... 18
7. Course Materials ............................................................................................................................... 19
8. Other Reference Documents ............................................................................................................ 19
Appendices............................................................................................................................................ 20
Reference .............................................................................................................................................. 46
List of Figures
Figure 1. Exam Preparation and Moderation Flowchart ...................................................................... 16
List of Tables
Table 1. GFP MATH Assessment Scheme ...………………………………………..……………….14
Table 2. Continuous Assessment Scheme............................................................................................. 14

1. General Foundation Program Aims
The General Foundation Program(GFP) aims to:
 help students to gain effective command of the required skills in English Language,
Mathematics and Information Technology
 provide realistic learning opportunities for students to speak, listen to, read and write
social, workplace and academic English confidently and effectively
 provide a solid foundation in English, Mathematics, and Information Technology to
allow students to perform successfully in a variety of academic programs at a higher
level
 equip students with the skills and attitudes to successfully participate in lifelong
learning in their academic programs and future careers
 develop social competence by helping students to acquire teamwork and decision
making skills
 develop academic competencies which will include logical and abstract reasoning,
problem solving, as well as higher level cognitive and critical thinking
2. GFP Math Objectives
2.1 Basic Math
a) Bridge the gap in mathematical skills between secondary school and Higher education
b) Learn mathematical concepts and problems through English as the medium of
instruction and teaching and to achieve the prescribed learning outcomes.
c) Solve and interpret results using algebraic tools.
d) Acquire necessary knowledge and skills to pursue higher studies.
e) Apply their knowledge of mathematics using appropriate methods, to rewrite problems
from one form to another and to solve problems using suitable strategies.

2.2 Pure Math
a) Acquire the knowledge of definitions, graphs of quadratic, trigonometric functions and

trigonometric identities.
b) Learn about special functions, the relation between them and exploit their applications
to real world problems.
c) Acquire the knowledge of real life problem solving techniques using laws of
trigonometric functions in usage of software in drawing and interpreting graphs and
equations.
d) Learn the basic elements of descriptive statistics and their applications.
e) Get introduced to the basic concepts of probability theory which has wide applications
in almost all specializations.
2.3 Applied Math
a) To review and recall the fundamentals necessary for the continuation of the process of
learning and to learn geometrical aspects of concepts studied earlier.
b) Acquire the knowledge of concepts and problem solving skills necessary to study
specialization courses.
c) Learn real life business related problems and techniques of solutions.
d) Learn to draw, read and interpret graphs of various functions, charts, histograms, and
diagrams.
e) Develop proficiency in obtaining solutions to business and financial problems using
math concepts.
f) Get introduced to the basic concepts of probability theory which has wide applications
in almost all specializations

3. Colleges of Technology GFP Math Learning Outcomes
The CoTs’ use the GFP Math Learning Outcomes of the Oman Academic Standards (OAS)
with minor additions in the LOs of Pure Math and Applied Math courses. The required
mathematical LOs are designed and categorized into three different courses to meet the
academic needs of higher education:
 3.1 Basic Mathematics

 3.2 Pure Mathematics
 3.3 Applied Mathematics
The Learning Outcomes can be found in the document Oman Academic Standards for
General Foundation Programs by OAC and MOE (2008, pages 13-15).
3.1 Basic Mathematics Learning Outcomes
The Basic Mathematics course consists of the following LOs:-
a) Describe the set of real numbers, all its subsets and their relationship.
b) Identify and use the arithmetic properties of subsets of integers, rational, irrational, and
real numbers, including closure properties for the four basic arithmetic operations
where applicable
c) Demonstrate an understanding of the exponent laws, and apply them to simplify
expression and manipulate fractions, ratios, decimals, and percentages
d) Understand measurements and conversion from one unit to another.
e) Simplify rational expressions and rationalize numerators or denominators.
f) Translate worded problems into mathematical expression and model simple real life
problems with equations and inequalities.
g) Solve linear equations, equations involving radicals, fractional expression, and
inequalities.
h) Use coordinate plane to solve algebraic and geometric problem, and understand
geometric concepts such as equation of a circle, perpendicular, parallel, and tangent
lines.
i) Use the three types of symmetry of an equation to sketch its graph.

j) Perform operations on polynomials, manipulate numerical and polynomial expressions,
and solve first-degree equations.
k) Use the quadratic formula to find roots of a second-degree polynomial
l) Know the relationship between degree and radian measure of an angle and find the
length of a circular arc and the area of a sector.
m) Understand trigonometric and circular functions and use the fundamental trigonometric
identities in various problems
n) Solve a right angle triangle using angle of elevation and depression
o) Apply knowledge of basic algebra and trigonometry in real life problems.
3.2 Pure Mathematics Learning Outcomes
Pure Mathematics learning outcomes from (a) to (k) are as per the Oman Academic
Standards for General Foundation Programs refer to page 15 (4.2.3). An additional
Learning outcome (l) is added and approved by the Math Specialization Committee. The
course includes the following LOs:-
a) Demonstrate understanding of the definition of a function and its graph.

b) Solve quadratic equations using quadratic formula
c) Define and manipulate exponential and logarithmic functions and solve problems
arising from real life applications
d) Understand the inverse relationship between exponents and logarithms functions and
use this relationship to solve related problems.
e) Understand the definition of the different types of angles and measure them in degrees
and radians.
f) Analyze trigonometric and circular functions.
g) Demonstrate an understanding of trigonometric identities.
h) Use the law of sine and cosines to solve a triangle and real life problems.
i) Use appropriate software to interpret equations and graphs
j) Understand basic concepts of descriptive statistics, mean, median, mode and summarize
data into tables and simple graphs (bar charts, histogram, and pie chart).

k) Understand basic probability concepts and compute the probability of simple events
using tree diagrams and formulas for permutations and combinations.
l) Apply arithmetic and geometric formulas to solve various computing problems.
3.3 Applied Mathematics Learning Outcomes
Applied Mathematics learning outcomes from (a) to (k) are as per Oman Academic
Standards for General Foundation Programs refer to page 14 and 15 (4.2.2). Two
additional learning outcomes are added (l & m) and approved by the Math Specialization
Committee. The course includes the following LOs:-
a) Solve two variables linear equations and inequalities and sketch their graph.
b) Interpret a series of three simultaneous inequalities of two variables, display them
graphically and determine the solution set.
c) Demonstrate an understanding of the definition of a function and its graph.
d) Solve quadratic, exponential, logarithmic equations and inequalities.
e) Solve simple real life problems involving linear, quadratic, and exponential functions
graphically and algebraically.
f) Determine the zeros and the maximum or minimum of quadratic function, and solve
related problems, including those arising from real world applications.
g) Sketch the graphs of a quadratic, exponential, and logarithmic functions
h) Compare simple and compound interest and relate compound interest to exponential
growth
i) Understand the inverse relationship between exponents and logarithms and use this
relationship to solve related problems.
j) Understand basic concepts of descriptive statistics, mean, median, mode and summarize
data into tables and simple graphs (bar charts, histogram and pie chart).
k) Understand basic probability concepts and compute the probability of simple events
using tree diagrams and formulas for permutations and combinations.
l) Undertake the computations for problems of interest, annuities and perpetuities,
capitalized cost, depletion allowances, stocks, and bonds.

m) Use the results of mathematical calculations to help evaluate various options in reaching
financial decisions, whether personal or business-related while taking into
consideration financial ethics and jurisprudence
4. General Study Skills
The General Study Skills (GSS) LOs are addressed in all GFP courses. The majority of the
GSS LOs are covered by the Math courses, however, the ones which are not covered are
addressed by either the English courses and/or the IT course. The GSS learning outcomes are
embedded in all Math courses and mapped with the course assessment plan to ensure attainment
of the LOs. The OAS-GSS learning outcomes are listed below:-
OAS-GSS for General Foundation Programs – Learning Outcome Standards

6.2.1 Managing time and accepting responsibility
a) Work in pairs or groups and participate accordingly i.e. take turns, initiate a
discussion, interrupt appropriately, express an opinion.
b) Follow university policies on attendance and punctuality.
c) Bring required materials (pens, pencils, folder, etc) to class.
d) Work to imposed deadlines.
e) Show respect for teachers and others and their rights to have a difference of opinion.
f) Use a variety of study techniques.
g) Create term planners and study schedules noting key dates/events.
h) Complete homework on time.
i) Continually revise one's work.
j) Independently access and use computer labs and the internet for language learning.
k) Identify preferred study strategies based on learning styles.
l) Organise a feasible study schedule that accommodates other responsibilities.
m) Describe learning experiences, challenges, insights in daily journal.
n) Organise and maintain a system of recording vocabulary (keep a vocabulary log).
o) Organise and maintain a portfolio of one's work.

6.2.2 Research Skills
a) List the key ideas to guide search for information.
b) Use the library system for finding, borrowing and returning library material.
c) Use an English-English dictionary for language learning.
d) Use a contents page and an index to locate information in a book.
e) Extract relevant information from a book or article using a battery of reading
strategies (e.g. skimming, scanning, etc.).
f) Locate a book/journal in the library using the catalogue.
g) Find topic-related information in a book/journal in the library using the catalogue.
h) Find specific information using internet search engines and electronic resources.
i) Cite a source in accordance with academic conventions.
j) Classify and sort new information.
k) Select or reject a source based on difficulty level, relevance, and currency.
l) Assess the reliability, objectivity, and authenticity of a source.
m) Summarise and paraphrase information in one's own words.
6.2.3 Taking Notes
a) Recall and define main concepts.
b) Utilize abbreviations and symbols.
c) Use English rather than Arabic for notes in margins and glossing vocabulary.
d) Extract and record key information (the gist) from a written or spoken source based
on own interpretation of information.
e) Adopt a note-taking strategy (e.g. Cornell system; mind mapping).
f) Support key points with relevant additional details.
g) Organise information to enable quick reference at a later date.
h) Date one's notes.
i) Use notes to create a summary.
j) Reproduce key information and supporting details from notes in one's own words.
k) Sort out information and reject irrelevant pieces.
6.2.4 Giving Presentations
a) Outline and define main concepts.

b) Address questions from the audience.
c) Plan and conduct a presentation based on information from written material,
interviews, surveys, etc.
d) Speak in a clearly audible and well-paced voice.
e) Follow a presentation format.
f) Use presentation language (discourse markers, etc).
g) Achieve the key aim of informing the audience.
h) Make use of audio/visual aids when giving oral presentations.
i) Tailor content and language to the level of the audience.
j) Maintain some eye contact with audience.
k) Speak from notes in front of an audience using index cards.
l) Observe time restrictions in presentations.
m) Organize and present information in a logical order at a comprehensive speed.
n) Invite constructive feedback.
5. Assessment
5.1 Math Placement Test Procedure
The Math Placement Test (MPT) is designed to assess the proficiency level of students’
knowledge in basic mathematics. The test is administered online through the Moodle portal. It
is conducted in the CoTs' computer laboratories.
The test consists of 40 multiple choice questions. There are 16 questions on basic algebraic
operations, 16 questions on equations and inequalities, 4 questions on trigonometry and 4
questions on coordinate geometry. All questions are multiple-choice type, which requires
students to solve problems using different techniques and arithmetic. The questions are
shuffled and distractors are jumbled to prevent cheating. Students can answer the test questions
by clicking on-screen buttons. The maximum time allowed for the test is 1 hour and 30 minutes.
Questions for each of the four categories are selected to cover all the learning outcomes of
Basic Math, ensuring test validity, as recommended by well-established educational

organizations such as the American Educational Research Association, American
Psychological Association, and the American National Council on Measurement in Education.
To test the knowledge and skill of the students in four broad categories: basic algebraic
operations, equation, and inequality, coordinate geometry, and trigonometry. In order to
achieve all the learning outcomes, the MPT test questions are framed in such a way that there
are no embedded direct formulas or definitions. The learning outcomes are equally assessed by
consistently distributing easy, moderate, and difficult level questions.
To ensure consistency in the test within and across all colleges, detailed guidelines on the
administration of the paper and digital format were developed. Refer to the MPT administration
procedure guidelines given in Appendix 1B in the GFP Examination Procedures Version
.9_March 2019.
5.2 The GFP Math Assessment System
The Mathematics course assessment system for the General Foundation Program in the
Colleges of Technology (CoTs) features both continuous and summative assessment methods
for the courses of Basic Math, Pure Math, and Applied Math. The structure and mechanism of
this system is applied equally to all the three courses across the colleges. Table 1 below
illustrates the structure of the Assessment Scheme. To pass a particular Math course, and
progress to the next course, the student should achieve 50% of the total mark.
Table 1. GFP Math Assessment Scheme
Assessment Scheme
Continuous Assessment Plan 45 marks
Final Exam 55 marks
Total 100 marks

5.3 Continuous Assessment Scheme
The continuous assessment (CA) scheme is criterion-based and it is designed to assess all the
learning outcomes. The assessment scheme mentioned above is the same for all the courses
across the colleges. The allocated 45% of the CA consists of a number of components: Self-
Study Quiz, Assignment, Class Activities and two Progress Tests (Test 1 & 2). The topics for
the CA components are mentioned in the Delivery Plan presented in the Course Outline, which
is updated every semester by the respective CoTs.
Table 2. Continuous Assessment Scheme
Continuous Assessment Plan

Course Work Marks
Test – I 15
Test – II 15
Self–Study Quiz 5
Assignment 5
Class Activities
 Online activities
5
 Work in pairs/group activities
 Class presentation
Total 45
 Test 1 and 2 are paper-based assessments for which the question papers are prepared
by each CoT, who have to adhere to the common Table of Specifications (ToS)
which details the outcome, topic, difficulty level, and marks for each question. The
ToS for all courses is updated as and when required. Assignments are uploaded to
the e-learning portal. Students should download, solve and submit it to the lecturer.
Self-Study topics are assigned to the students and are assessed through a quiz,
conducted in the class. The duration of this quiz is 20 minutes.

 The following can be used for Class Activities:
a) Online activity which is assessed through e-learning.

b) Group activity, the topics of which are communicated to the students in advance.
c) In-class presentation by students.
 The schedule for Self-Study, Class Activity and the Assignment is included in the
Common Delivery Plan. Test 1 and 2 are generally administered during weeks 4 and 8,
every semester to continuously check students’ understanding of the skills taught.
5.4 Final Exam Specifications
The Final Exit Exam administered at the end of each semester is a comprehensive exam, which
is marked out of 55, as shown in section 5.2 above.The Final Exit Exam covers all the relevant
Math learning outcomes of the related Course. More weight (70%) is given to the learning
outcomes which are not tested through Continuous Assessment. The LOs which have already
been tested by the CA are given a weightage of (30%) in the final exam. The level of difficulty
for the exam is classified as easy (20%), moderate (60%) and difficult (20%). Questions are
written in relation to the relevant Math course in accordance with the ToS. For details, refer to
the ToS of each Math course.
5.5 Exam Moderation
The exam writer(s) develops the first draft of the final exam, strictly following the common
Table of Specifications. This will be submitted to the internal reviewer(s). Based on the
feedback provided by the reviewer(s), the second draft of the final exams is prepared. The final
reviewer gives feedback on the second draft and the exam writer(s) makes the necessary
changes if any. The final document will be submitted to the HoS Math for approval. The
process of exam preparation and moderation is illustrated in the flowchart below (for details,
please refer to the document GFP Writing and Moderation Procedures updated March 2019-
Version 0.4 on Page 8).

Figure 1. Exam Preparation and Moderation Flowchart
After the administration of the final exams, they are externally moderated (as per the Cross
College Moderation Schedule) at the beginning of each new semester. Cross college external
moderation is being followed in all the CoT’s to ensure the quality of exam writing. In this
process, the Final Exam paper and the ToS are circulated to all the colleges and feedback is
systematically collected by using an External Review Report form (refer to the GFP Writing
and Moderation Procedures updated March 2019-Version 0.4 on Page 13).

5.6 Marking Procedures
Math exams are single marked and sampled for double marking as discussed in the GFP
Examination Procedures Version .9_March 2019 (Sec. 5.9.15, Page 13). Sampling is
conducted as per the following procedures:
 The second marker has to randomly select either 10% of the registered examination list
of each class or five papers, whichever is higher and double mark those papers.
 The second marker is to identify any marking inconsistencies, if any are found they are
to be referred to the Table Head or HoS for action.
 The allowed variation range in the marks of first and second markers for subjective types
of questions is ± 3 marks. No variation in the marks of the first and second markers is
accepted for objective types of questions.
 If the difference in marks for more than 60% of the sample, between the first and second
marker, is within the allowed range of ± 10%, the first markers’ mark is to be accepted.
 If the variance in marks for more than 60% of the double-marking sample is outside the
allowable range, the Table Head / HoS are to request full or partial re-marking of the
student papers.
5.7 Administration and Security of Exams
To ensure the academic security and integrity of the examination, the center strictly observes
the Exam regulations and guidelines. This includes a detailed procedure on scheduling of
examinations, invigilation, and malpractice (for more details, refer to GFP Examination
Procedures Version .9_March 2019).
5.8 Benchmarking
The CoTs’ Math courses use Oman Academic Standards as their benchmark. Additionally, to
improve the delivery of the GFP Math courses, the CoTs’ benchmarked its GFP Math
program with Sohar University (SU) on 28th February, 2017. The areas of benchmarking
included: question types, framing of questions and grammar, duration of exam, difficulty

level and components of continuous assessment- Test – I, Assignment, Test – II, Self-Study
Quiz, Class Activities / Class Participation, Quizzes, Project / Presentation, Final
Examination. For more details refer to Appendix I. Going through the process of
benchmarking resulted in the proposal of a new Assessment Plan for all GFP courses by the
Math Specialization Committee (refer to the benchmarking report for more details). The new
Assessment Plan was piloted for one academic year, from Semester 3, 2017-2018 to Semester
2, 2018-2019 for details ( refer to Report on GFP Math Assessment during the period of Pilot
Run). The new and improved plan was implemented from Semester 3, 2018-2019.
6. Schedule of Assessment for Math Courses
The GFP Math Learning Outcomes for each Math course and the General Study Skills Learning
Outcomes are mapped with the GFP Math Assessment Plan to ensure the attainment of all the
learning outcomes. For details of the mapping please refer to the following appendices:
Appendix II: Basic Math Schedule of Assessment
Appendix III: Pure Math Schedule of Assessment
Appendix IV: Applied Math Schedule of Assessment
6.1 Math Schedule of Assessment for the GSS LOs
As per the GFP Math Assessment Plan for Basic Math, Pure Math, and Applied Math, the CoTs
may choose to use all or some of the Continuous Assessment activities given in Table 2 above.
The Math GSS Schedule of Assessment is common across five colleges (HCT, ACT, NCT,
ShCT & SCT) (refer to Appendix V). Meanwhile, IbCT and ICT are using an alternative GSS
Schedule of Assessment due to having a Presentation as an additional component of continuous
assessment (for details, refer to Appendix VI & Appendix- VII).

7. Course Materials
The course materials for all General Foundation Program Math courses are prepared as per the
aims, objectives, and learning outcomes of the CoTs and used as common material by all
colleges. All the CoTs were involved in the preparation of the common course materials for
GFP Math courses, under the guidance and supervision of the Math Specialization Committee.
All the materials were prepared by staff and the percentage of plagiarism was checked. All the
Foundation Math course materials are available on the e-learning portal in the respective CoTs.
Students can do their class activities, tasks, quizzes, and assignments through a Moodle e-
learning platform. In addition, the e-learning portal has relevant activities such as videos and
other assessments from the e-learning resources of the college.
8. Other Reference Documents
1. Math Placement Test Report
2. GFP Exam Writing and Moderation Procedures
3. GFP Examination Procedures
4. Table of Specification of GFP Math Courses
5. CoTs’ Benchmarking Report with Sohar University
6. Report on GFP Math Assessment during the period of Pilot Run

Appendices
Appendix I : Areas of benchmarking with Sohar University
BENCHMARKING – GFP MATH

Basic Mathematics
A. General description: Comparison between CoT and SU
CoT SU
Course Name Basic Mathematics Basic Mathematics
Course Code FPMT0001 SET 1
Pre-Intermediate or
Pre Requisite Nil Equivalent English
Proficiency Level
Lecture: 3 hours
Course Structure 64 hours
Practical:1 hour
No. of Outcomes 15 16
Bird, John, (Engineering
Mathematics), Elsevier Ltd.,
Barnett, R., Ziegler, M., & Oxford, 2003.
Frank Ayres, Philip A.
Byleen, K. (2000). College
Schmidt, (Schaum's Outline of
Algebra with
College Mathematics), The
Text Book Trigonometry (7th ed.). McGraw-Hill Companies, Inc.,
McGraw Hill. NY, 2003.
Sterling, Mary Jane,
(CliffsStudySolver Algebra II),
Wiley Publishing, Inc., NY,
2004.
Course Goals
To ensure that students are equipped with the mathematical understanding and
CoT skills necessary to meet the cognitive and practical requirements of post-
secondary or higher education studies in a variety of disciplines.
The objective of the course is to help GFP students to refresh their knowledge
SU of the basics of Mathematics, to help them to study and learn Mathematics in
English, and to become familiar with Mathematical terminology.

B. Comparison of Outcomes - CoT and SU
Outcomes
College of Technology
Sohar University
Level 2-Basic Math (FPMT 0001)
Basic Mathematics (SET 1)
(as per OAS) Mapping
A student who completes the course Upon successful completion of this

adequately, should be able to: course, students should be able to:
1. Describe the set of real numbers, all 1. Describe the set of real numbers, all
its subsets and their relationship. 1 1
its subsets and their relationship.
2. Identify and use the arithmetic 2. Identify and use the arithmetic
properties of subsets of integers, properties of subsets of integers,
rational, irrational, and real numbers, rational, irrational, and real numbers,
including closure properties for the 22
including closure properties for the
four basic arithmetic operations where four basic arithmetic operations where
applicable. applicable.
3. Demonstrate an understanding of
the exponent laws, and apply them to 3. Demonstrate an understanding of
simplify expression and manipulate the laws of exponents and apply them 3  3,4,5
fractions, ratios, decimals, and to simplify expression.
percentages.
4. Understand measurements and 4. Demonstrate an understanding of

conversion from one unit to another. the laws of radicals and apply them to 46
simplify expression.
5. Simplify rational expressions and
5. Manipulate fractions, ratios,
rationalize numerators or 58
denominators. decimals, and percentages.
6. Translate worded problems into

mathematical expressions and model 6. Understand measurements and
simple real life problems with 6  13,10
conversion from one unit to another.
equations and inequalities.
7. Solve linear equations, equations

involving radicals, fractional 7. Understand basic Algebra concepts. 79
expression and inequalities.
8. Understand polynomials and
8. Use a coordinate plane to solve rational expressions, perform
algebraic and geometric problems, and operations on polynomials, manipulate 8  12
understand geometric concepts such as numerical and polynomial
expressions, simplify rational

the equation of a circle, perpendicular, expressions and rationalize numerators
parallel, and tangent lines. or denominators.
9. Use the three types of symmetry of 9. Solve first degree equations,

an equation to sketch its graph. equations involving radicals and 9
fractional expression.
10. Perform operations on polynomials 10. Translate worded problems into
and manipulate numerical and mathematical expressions and model
polynomial expressions and solve first 10  9
simple real life problems with linear
degree equations. equations.
11. Use the quadratic formula to find
11. Use the quadratic formula to find
the roots of a second-degree 11  11
polynomial. roots of a second-degree polynomial.
12. Know the relationship between 12. Translate worded problems into
degree and radian measure of an angle mathematical expressions and model
and find the length of a circular arc 12  14
simple real life problems with
and the area of a sector. quadratic equations.
13. Understand trigonometric and 13. Solve linear inequalities and

circular functions and use the translate worded problems into
fundamental trigonometric identities in mathematical expressions and model 13  15
various problems. simple real life problems with linear
inequalities.
14. Know the relationship between
14. Solve right angle triangles using degree and radian measure of an angle
angle of elevation and depression. and find the length of a circular arc 14  16
and the area of a sector.
15. Understand trigonometric and

15. Apply knowledge of basic algebra circular functions and use the
and trigonometry in real life problems. 15  7
fundamental trigonometric identities in
various problems.
16. Solve right-angled triangles using
14  16
angles of elevation and depression.
NB:
 Altogether we can say 100% of the CoTs outcomes, matche with SU and the OAS.

Pure Mathematics
CoT SU
Course Name Pure Math Pure Mathematics
Course Code MATH 1102 SET 3
Basic Mathematics (FPMT
Pre Requisite SET 1: Basic Mathematics
0001)
Lecture: 3 hours
Practical: 1 hour
No. of outcomes 11 14
Oxford, 2003.
Barnett, R., Ziegler, M., & Frank Ayres, Philip A.
Byleen, K. (2000). College Schmidt, (Schaum's Outline of
Algebra with College Mathematics), The
Text book
Trigonometry (7th ed.). McGraw-Hill Companies, Inc.,
(CliffsStudySolver Algebra
II), Wiley Publishing, Inc.,
NY, 2004.
Course Goals
To introduce to students the mathematical knowledge on reasoning function,
CoT relations, trigonometry, geometry and fundamentals of statistics that could be
applied in solving natural problems.
The objective of the course is to help GFP students in refreshing and
consolidating their knowledge of a number of Mathematical topics that can help
SU them in understanding Mathematics courses they will study in faculties, as well
as to help them to study and learn Mathematics in English and to get familiar
with the terminology of Mathematics

B. Outcomes Comparison – CoT and SU
Outcomes
Sohar University
Level 3-Pure Math (MATH 1102)
Pure Mathematics (SET 3) Mapping
(as per OAS)
A student who satisfactorily
Upon successful completion of this
completes the course should be able
course, students should be able to:
to:
1. Demonstrate an understanding of
1. Solve quadratic equations using
the definition of a function and its 1 11
quadratic formulas.
graph.
2. Use coordinate plane to solve
algebraic and geometric problems, and
2. Solve quadratic equations using
understand geometric concepts such as 21
quadratic formulas.
the equation of a circle, perpendicular,
parallel, and tangent lines.
3. Define and manipulate exponential
and logarithmic functions and solve 3. Use the three types of symmetry of
35
problems arising from real life an equation to sketch its graph.
applications.
4. Understand the inverse relationship 4. Understand the inverse relationship
between exponents and logarithms and between exponents and logarithm
44
use this relationship to solve related functions and use this relationship to
problems. solve related problems.
5. Define and manipulate exponential
5. Identify special notation and
and logarithmic functions and solve
formulas for representing and 5
problems arising from real life
generating sequences and series.
applications.
6. Understand the basic concepts of
descriptive statistics, mean, median,
6. Describe analytically the
mode and summarize data into tables 6  12
trigonometric and circular functions.
and simple graphs (bar charts,
histogram, and pie chart).
7. Understand basic probability
concepts and compute the probability
7. Demonstrate and an understanding
of simple events using tree diagrams 79
of trigonometric identities.
and formulas for permutations and
combinations.
8. Understand the definition of the
8. Use the law of sine and cosines to
different types of angles and measure 86
solve a triangle and real life problems.
them in degrees and radians.

9. Use appropriate software to 9. Demonstrate an understanding of
9  13
interpret equations and graphs. trigonometric identities.
10. Understand basic concepts of
10. Use the law of sines and cosines to
mode and summarize data into tables 10  6
solve a triangle and real life problems.
11. Understand basic probability
concepts and compute the probability
11. Demonstrate understanding of the
of simple events using tree diagrams 11  7
definition of a function and its graph.
and formulas for permutations and
combinations.
12. Describe analytically the
12  6
trigonometric and circular functions.
13. Use appropriate software to
13  9
interpret equations and graphs.
14. Understand polynomials and
resolve rational expressions into 14 
partial fractions.
NB:
 Outcomes marked in red and blue are not matching cases.

 Altogether we can say that 80% of the outcomes of the CoTs match with SU.

Applied Mathematics
CoT SU
Course Name Applied Math Applied Mathematics
Course Code MATH 1103 SET 2
Basic Mathematics
Pre Requisite SET 1: Basic Mathematics
(FPMT0001)
Lecture: 3 hours
Practical: 1 hour
No. of outcomes 13 14
Barnett, R., Ziegler, M., & Oxford, 2003.
Frank Ayres, Philip A.
Byleen, K. (2000). College
Schmidt, (Schaum's Outline of
Algebra with
College Mathematics), The
Text book Trigonometry (7th ed.). McGraw-Hill Companies, Inc.,
(CliffsStudySolver Algebra
II), Wiley Publishing, Inc.,
NY, 2004.
Course Goals
To ensure that students are equipped with the mathematical understanding and
CoT skills necessary to meet the cognitive and practical requirements of post-
secondary or higher education studies in a variety of disciplines.
The objective of the course is to help GFP students in refreshing and
consolidating their knowledge of a number of Mathematical topics that can help
SU them in understanding Mathematics courses they will study in faculties, as well
as to help them to study and learn Mathematics in English and to get familiar
with the terminology of Mathematics.

B. Outcomes Comparison – CoT and SU
Outcomes
Sohar University
Level 3-Applied Math (MATH 1103) Mapping
Applied Mathematics (SET 2)
(as per OAS)
A student who satisfactorily completes Upon successful completion of this
the course should be able to: course, students should be able to:
1. Solve two variable linear equations 1. Solve quadratic equations and
inequalities. 1 1,4
and inequalities and sketch their graph.
2. Use the coordinate plane to solve
2. Interpret a series of three simultaneous
algebraic and geometric problems, and
inequalities of two variables, display
understand geometric concepts such as 25
them graphically and determine the
equation of a circle, perpendicular,
solution set.
parallel, and tangent lines.
3. Demonstrate an understanding of the 3. Use the three types of symmetry of
an equation to sketch its graph. 311
definition of a function and its graph.
4. Solve two variable linear equations
4. Solve quadratic, exponential,
and inequalities and sketch their 47
logarithmic equations.
graph.
5. Solve simple real life problems 5. Interpret a series of three
involving linear, quadratic, and simultaneous inequalities of two
514
exponential functions graphically and variables, display them graphically
algebraically. and determine the solution set.
6. Determine the zeros and the maximum 6. Understand the inverse relationship
or minimum of a quadratic function, and between exponents and logarithms and
613
solve related problems, including those use this relationship to solve related
arising from real world applications. problems.
7. Sketch the graphs of a quadratic, 7. Solve exponential and logarithmic
equations. 712
exponential, and logarithmic functions.
8. Compare simple and compound 8. Compare simple and compound
interest and relate compound interest to interest and relate compound interest 88
exponential growth. to exponential growth.
9. Understand basic concepts of
9. Understand the inverse relationship
between exponents and logarithms and
mode and summarize data into tables 96
use this relationship to solve related
problems.
10. Understand basic concepts of 10. Understand basic probability
descriptive statistics, mean, median, concepts and compute the probability 109
mode and summarize data into tables and of simple events using tree diagrams

simple graphs (bar charts, histogram, and and formulas for permutations and
pie chart). combinations.
11. Understand basic probability 11. Demonstrate an understanding of
concepts and compute the probability of the definition of a function and its
simple events using tree diagrams and graph. 1110
formulas for permutations and
combinations.
12. Undertake the computations for 12. Sketch the graphs of a quadratic,
problems of interest, annuities and exponential, and logarithmic
12
perpetuities, capitalized cost, depletion functions.
allowances, stocks and bonds.
13. Use the results of mathematical 13. Determine the zeros and the
calculations to help evaluate various maximum or minimum of a quadratic
options in reaching financial decisions, function, and solve related problems,
13
whether personal or business-related including those arising from real
while taking into consideration financial world applications.
ethics and jurisprudence.
14. Solve simple real life problems
involving linear, quadratic, and
145
exponential functions graphically and
algebraically.
NB:
 Outcomes marked in red and blue are not matching cases.

 Altogether we can say that 80% of the outcomes of the CoTs match with SU.
Important: Topics like calculus, differentiation, matrices etc., are not included, since
these are beyond the scope of the Foundation Program (Please refer to 4.4.3 (f) of the
GFP Standards).

Appendix II: Basic Math Schedule of Assessment
CoT Indicative Assessment Schedule for Basic Math Learning Outcomes mapped
with the New Assessment Plan for Semester 1 AY 2019-20
New Assessment Plan
S. Test Test Assign Class Self Final
Learning Outcomes
No. 1 2 -ment Activity Study Exam
Describe the set of real
a numbers, all its subsets and ✓ ✓
their relationship.
Identify and use the arithmetic
properties of subsets of
integers, rational, irrational,
b and real numbers, ✓ ✓
including closure properties for
the four basic arithmetic
operations where applicable.
Demonstrate an understanding
of the exponent laws, and apply
c them to simplify expression and ✓ ✓
manipulate fractions,ratios,
decimals, and percentages.
Understand measurements and
d conversion from one unit to ✓ ✓
another.
Simplify rational expressions
e and rationalize numerators or ✓ ✓ ✓
denominators.
Translate worded problems
into mathematical expressions
f and model simple real life ✓ ✓
problems with equations and
inequalities.
Solve linear equations,
equations involving radicals,
g
fractional expression and ✓ ✓ ✓ ✓
inequalities.
Use the coordinate plane to
h solve algebraic and geometric ✓
problems, and understand

geometric concepts such as the
equation of a circle,
perpendicular, parallel, and
tangent lines.
Use the three types of
i symmetry of an equation to ✓
sketch its graph.
Perform operations on
polynomials and manipulate
j numerical and polynomial ✓ ✓ ✓ ✓
expressions and solve
first degree equations.
Use the quadratic formula to
k find roots of a second-degree ✓
polynomial.
Know the relationship between
degree and radian measure of
l an angle and find the length of ✓
a circular
arc and the area of a sector.
Understand trigonometric and
circular functions and use the
m fundamental trigonometric ✓
identities in
various problems.
Solve a right angle triangle,
n using angle of elevation and ✓
depression.
Apply knowledge of basic
o algebra and trigonometry in ✓ ✓ ✓
real life problems.

Appendix III: Pure Math Schedule of Assessment
CoT Indicative Assessment Schedule for Pure Math Learning Outcomes mapped
with the New Assessment Plan Semester 1 AY 2019-20
New Assessment Plan
Learning Outcomes
Demonstrate an
understanding of the
a
definition of a function and its ✓ ✓ ✓ ✓
graph.
Solve quadratic equations
b
using quadratic formulas. ✓
Define and manipulate
exponential and logarithmic
c functions and solve problems ✓
arising from real life
applications.
Understand the inverse
relationship between
d exponents and logarithms ✓
and use this relationship to
solve related problems.
Understand the definition of
the different types of angles
e
and measure them in degrees ✓
and radians.
Analyze trigonometric and
f
circular functions ✓
Demonstrate an
g understanding of ✓
trigonometric identities.
Use the law of sine and
h cosines to solve a triangle and ✓
real life problems.
Use appropriate software to
i interpret equations and
graphs.
Understand basic concepts of
descriptive statistics, mean,
j
median, mode and ✓
summarize data into tables

Understand basic probability
concepts and compute the
probability of simple events
k
using tree diagrams and ✓
formulas for permutations
and combinations.
Apply arithmetic and
l geometric formula to solve ✓
varies computing problems.

Appendix IV: Applied Math Schedule of Assessment
CoT Indicative Assessment Schedule for Applied Math Learning Outcomes mapped
with the New Assessment Plan for Semester 1 AY 2019-20
New Assessment Plan
Learning Outcomes
Solve two variable linear
a equations and inequalities ✓ ✓
and sketch their graph
Interpret a series of three
simultaneous inequalities of
b two variables, display them ✓ ✓
graphically and determine the
solution set.
Demonstrate an
understanding of the
c
definition of a function and its ✓ ✓
graph.
Solve quadratic, exponential,
d logarithmic equations and ✓ ✓ ✓
inequalities.
Solve simple real life
problems involving linear,
e quadratic, and exponential ✓ ✓ ✓
functions graphically and
algebraically.
Determine the zeros and the
maximum or minimum of a
quadratic function, and solve
f
related problems, including ✓ ✓ ✓
those arising from real world
applications.
Sketch the graphs of
g quadratic, exponential, and ✓ ✓ ✓
logarithmic functions.
Compare simple and
compound interest, and
h
relate compound interest to ✓ ✓ ✓
exponential growth

Understand the inverse
relationship between
i exponents and logarithms ✓ ✓ ✓
and use this relationship to
solve related problems.
Understand basic concepts of
descriptive statistics, mean,
median, mode and
j
summarize data into tables ✓
Understand basic probability
concepts and compute the
probability of simple events
k
using tree diagrams and ✓
formulas for permutations
and combinations.
Undertake the computations
for problems of interest,
l annuities and perpetuities, ✓ ✓
capitalized cost, depletion
allowances, stocks and bonds.
Use the results of
mathematical calculations to
help evaluate various options
in reaching financial
m decisions, whether personal ✓ ✓
or business-related while
taking into consideration
financial ethics and
jurisprudence.

Appendix V: GSS Indicative Assessment Schedule (HCT, ACT, NCT, ShCT & SCT)
GENERAL STUDY SKILLS

HCT/ACT/SCT/ShCT GFP ( Math Programs) - BM / PM/ AM
GSS Indicative Assessment Schedule
CoT's Assessment Plan

OMAN ACADEMIC STANDARDS FOR GFP LEARNING OUTCOMES Class Self Final
Test 1 Test 2 Assignment
Activity Study Exam
a) Work in pairs or groups and participate accordingly i.e. take turns,

initiate a discussion, interrupt appropriately, express an opinion.     
b) Follow university policies on attendance and punctuality.      
c) Bring required materials (pens, pencils, folder, etc) to class.      
d) Work to imposed deadlines.      
e) Show respect for teachers and others and their rights to have a
difference of opinion.      
Managing f) Use a variety of study techniques.      
time and
accepting g) Create term planners and study schedules noting key dates/events.
     
responsibility
h) Complete homework on time. 

i) Continually revise one’s work.      
j) Independently access and use computer labs and the internet for
language learning.      
k) Identify preferred study strategies based on learning styles.      
l) Organise a feasible study schedule that accommodates other
responsibilities.      

m) Describe learning experiences, challenges, insights in a daily journal.

n) Organise and maintain a system of recording vocabulary (keep a
vocabulary log). 
o) Organise and maintain a portfolio of one’s work.      
a) List the key ideas to search for information.   

b) Use the library system for finding, borrowing and returning library
material. 

d) Use a contents page and an index to locate information in a book.      
e) Extract relevant information from a book or article using a battery of
reading strategies (e.g. skimming, scanning, etc.). 

Research g) Find topic-related information in a book/journal in the library using
Skills the catalogue. 
h) Find specific information using internet search engines and electronic
resources. 


k) Select or reject a source based on difficulty level, relevance and
currency 
l) Assess the reliability, objectivity and authenticity of a source.  

m) Summarise and paraphrase information in one’s own words.

a) Recall and define main concepts.      
Taking Notes b) Utilize abbreviations and symbols.      
c) Use English rather than Arabic for notes in margins and glossing
vocabulary.      

d) Extract and record key information (the gist) from a written or spoken
source based on own interpretation of information.      
e) Adopt a note-taking strategy (e.g. Cornell system; mind mapping).      
f) Support key points with relevant additional details.      
g) Organize information to enable quick reference at a later date.      
h) Date one’s notes.      
i) Use notes to create a summary.      
j) Reproduce key information and supporting details from notes in
one’s own words.      
k) Sort out information and reject irrelevant pieces      
a) Outline and define main concepts

b) Address questions from the audience.

c) Plan and conduct a presentation based on information from written
material, interviews, surveys, etc. 
d) Speak in a clearly audible and well-paced voice.

e) Follow a presentation format.

Giving f) Use presentation language (discourse markers etc.).

Presentations
g) Achieve the key aim of informing the audience.

h) Make use of audio/visual aids when giving oral presentations.

i) Tailor content and language to the level of the audience.

j) Maintain some eye contact with audience.

k) Speak from notes in front of an audience using index cards

l) Observe time restrictions in presentations.


m) Organise and present information in a logical order at a
comprehensible speed. 
n) Invite constructive feedback and self-evaluate the presentation.

Legend:
Applicable
NA – Not Applicable

Appendix VI: IbCT_GSS Indicative Assessment Schedule

IbCT GFP ( Math Programs) - BM / PM/ AM
Indicative Assessment Schedule for GSS
CoT's New Assessment Plan - BM/PM/AM

OMAN ACADEMIC STANDARDS FOR GFP LEARNING OUTCOMES Test Test Class Self Final
Assignment
1 2 Activity Study Exam
a) Work in pairs or groups and participate accordingly i.e. take
turns, initiate a discussion, interrupt appropriately, express an
opinion.     
b) Follow university policies on attendance and punctuality.      
c) Bring required materials (pens, pencils, folder, etc) to class.      
Managing e) Show respect for teachers and others and their rights to have a
time and difference of opinion.      
accepting f) Use a variety of study techniques.      
responsibility g) Create term planners and study schedules noting key
dates/events.      
 
j) Independently access and use computer labs and the internet
for language learning.      
k) Identify preferred study strategies based on learning styles.      

l) Organise a feasible study schedule that accommodates other
responsibilities.      
m) Describe learning experiences, challenges, insights in a daily
journal. 
n) Organise and maintain a system of recording vocabulary (keep a
vocabulary log). 
a) List the key ideas to search for information.
   
b) Use the library system for finding, borrowing and returning
library material. 

d) Use a contents page and an index to locate information in a book.      
e) Extract relevant information from a book or article using a
battery of reading strategies (e.g. skimming, scanning, etc.). 

Research g) Find topic-related information in a book/journal in the library
Skills using the catalogue. 
h) Find specific information using internet search engines and
electronic resources. 


k) Select or reject a source based on difficulty level, relevance and
currency 
l) Assess the reliability, objectivity and authenticity of a source.
  
m) Summarise and paraphrase information in one’s own words.


b) Utilize abbreviations and symbols.      
c) Use English rather than Arabic for notes in margins and glossing
vocabulary.      
d) Extract and record key information (the gist) from a written or
spoken source based on own interpretation of information.      
e) Adopt a note-taking strategy (e.g. Cornell system; mind
mapping).      
Taking Notes
f) Support key points with relevant additional details.      
g) Organize information to enable quick reference at a later date.      
h) Date one’s notes.      
j) Reproduce key information and supporting details from notes in
one’s own words.      
a) Outline and define main concepts  
b) Address questions from the audience.  
c) Plan and conduct a presentation based on information from
written material, interviews, surveys, etc.  
Giving d) Speak in a clearly audible and well-paced voice.  
Presentations
e) Follow a presentation format.  
f) Use presentation language (discourse markers etc.).  
g) Achieve the key aim of informing the audience.  
h) Make use of audio/visual aids when giving oral presentations.  

i) Tailor content and language to the level of the audience.  
j) Maintain some eye contact with audience.  
k) Speak from notes in front of an audience using index cards  
l) Observe time restrictions in presentations.  
m) Organise and present information in a logical order at a
comprehensible speed.  
n) Invite constructive feedback and self-evaluate the presentation.  
Legend:
 - Applicable
NA - Not Applicable

Appendix VII: ICT_GSS Indicative Assessment Schedule

ICT GFP ( Math Programs) - BM / PM/ AM
Indicative Assessment Schedule for GSS
CoT's Assessment Plan
OMAN ACADEMIC STANDARDS FOR GFP LEARNING
OUTCOMES Test Test Class Self Final
Assignment
1 2 Activity Study Exam
a) Work in pairs or groups and participate
accordingly i.e. take turns, initiate a discussion,
interrupt appropriately, express an opinion.      
b) Follow university policies on attendance and
punctuality.      
c) Bring required materials (pens, pencils, folder,
etc) to class.      
Managing e) Show respect for teachers and others and their
time and rights to have a difference of opinion.      
accepting f) Use a variety of study techniques.      
responsibility
g) Create term planners and study schedules noting
key dates/events.      
 
j) Independently access and use computer labs and
the internet for language learning.       
k) Identify preferred study strategies based on
learning styles.      

l) Organise a feasible study schedule that
accommodates other responsibilities.      
m) Describe learning experiences, challenges,
insights in a daily journal. 
n) Organise and maintain a system of recording
vocabulary (keep a vocabulary log). 
a) List the key ideas to search for information.    
b) Use the library system for finding, borrowing and
returning library material. 
c) Use an English-English dictionary for language
learning. 
d) Use a contents page and an index to locate
information in a book.      
e) Extract relevant information from a book or
article using a battery of reading strategies (e.g.
skimming, scanning, etc.). 
f) Locate a book/journal in the library using the
Research catalogue.  
Skills g) Find topic-related information in a book/journal
in the library using the catalogue.  
h) Find specific information using internet search
engines and electronic resources.  
i) Cite a source in accordance with academic
conventions. 
j) Classify and sort new information. 
k) Select or reject a source based on difficulty level,
relevance and currency 
l) Assess the reliability, objectivity and authenticity
of a source.   

m) Summarise and paraphrase information in one’s
own words. 
b) Utilize abbreviations and symbols.      
c) Use English rather than Arabic for notes in
margins and glossing vocabulary.      
d) Extract and record key information (the gist) from
a written or spoken source based on own
interpretation of information.      
e) Adopt a note-taking strategy (e.g. Cornell system;
Taking Notes
mind mapping).      
f) Support key points with relevant additional
details.      
g) Organize information to enable quick reference at
a later date.      
h) Date one’s notes.      
j) Reproduce key information and supporting
details from notes in one’s own words.      
a) Outline and define main concepts 
b) Address questions from the audience. 
c) Plan and conduct a presentation based on
Giving
information from written material, interviews, surveys,
Presentations etc.

d) Speak in a clearly audible and well-paced voice. 
e) Follow a presentation format. 

f) Use presentation language (discourse markers
etc.). 
g) Achieve the key aim of informing the audience. 
h) Make use of audio/visual aids when giving oral
presentations. 
i) Tailor content and language to the level of the
audience. 
j) Maintain some eye contact with audience. 
k) Speak from notes in front of an audience using
index cards 
l) Observe time restrictions in presentations. 
m) Organise and present information in a logical
order at a comprehensible speed. 
n) Invite constructive feedback and self-evaluate the
presentation. 
Legend:
 - Applicable
NA - Not Applicable
Reference
 Oman Academic Council & Ministry of Higher Education. (June, 2008). Oman Academic Standards for General Foundation
Programs. Retrieved August, 2016 from http://www.oaaa.gov.om/Docs/GFP%20Standards%20FINAL.pdf
i
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Sultanate of Oman Colleges of Technology

General Foundation Program

CoTs_GFPMathCurriculumDocument_V 1.0_22nd October2019 Page 1 of 46

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Version Date Turnitin Report: %

Math Specialization Committee MSpC Meeting No. 1 AY 2019 -2020

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The General Foundation Program(GFP) aims to:

2. GFP Math Objectives

2.1 Basic Math

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a) Acquire the knowledge of definitions, graphs of quadratic, trigonometric functions and

2.3 Applied Math

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 3.1 Basic Mathematics

3.1 Basic Mathematics Learning Outcomes

The Basic Mathematics course consists of the following LOs:-

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3.2 Pure Mathematics Learning Outcomes

a) Demonstrate understanding of the definition of a function and its graph.

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3.3 Applied Mathematics Learning Outcomes

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4. General Study Skills

OAS-GSS for General Foundation Programs – Learning Outcome Standards

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5.1 Math Placement Test Procedure

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5.2 The GFP Math Assessment System

Table 1. GFP Math Assessment Scheme

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Table 2. Continuous Assessment Scheme

Continuous Assessment Plan

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a) Online activity which is assessed through e-learning.

5.4 Final Exam Specifications

5.5 Exam Moderation

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5.7 Administration and Security of Exams

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6. Schedule of Assessment for Math Courses

Appendix II: Basic Math Schedule of Assessment

Appendix III: Pure Math Schedule of Assessment

Appendix IV: Applied Math Schedule of Assessment

6.1 Math Schedule of Assessment for the GSS LOs

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8. Other Reference Documents

1. Math Placement Test Report

2. GFP Exam Writing and Moderation Procedures

3. GFP Examination Procedures

4. Table of Specification of GFP Math Courses

5. CoTs’ Benchmarking Report with Sohar University

6. Report on GFP Math Assessment during the period of Pilot Run

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Appendix I : Areas of benchmarking with Sohar University

BENCHMARKING – GFP MATH

A. General description: Comparison between CoT and SU

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A student who completes the course Upon successful completion of this

4. Understand measurements and 4. Demonstrate an understanding of