AS & A2 Maths
Date
1st
September
2014
Topic & page ref in Heinemann
Live Text
Core 1: p1-14
Ch1. ALGEBRA & FUNCTIONS
1.1 Simplifying terms by collecting
like terms
1.2 Rules of Indices
1.3 Expanding an expression
1.4 Factorising expressions
1.5 Factorising quadratic expressions
1.6 Rules of Indices for all R
1.7 Surds (p10)
1.8 Rationalising the denominator
Scheme of Work
Notes
Teachers are free to
use whatever resources
they wish but must
adhere to the timings
of the SOW. It is
suggested that in class
use the LiveText CD
ROM to go through
examples.
2014 – 2016
Skills developed & Examples students should be able to answer the end
of each section
Students should learn the squares from 12 to 162; cube numbers from 13 to 63 which will
help them solve fractional indices problems.
Examples:
Fractional Indices: if 81½ is 9 then 25½ is ….?
Simplify a5 a3; m4 m2; (p2)5; (2xy2)3; solve 2n =16; solve 32x-1 = 27
Simplify:
√
Rationalise the denominator;
Homework
Resources
Staff should try
to explicitly
differentiate
homework to
meet the needs
of all learners.
Heinemann C1 Live Text on
CD to use in lessons to
support explanations.
Tarsias available:
Manipulating Surds
Standards Unit N11 – Surds
√
√
;;
√
√
Standards Unit N12 – using
indices
√
√
Expand √√
Factorise and solve : x2 + 8x + 15 = 0; 2x2 + 7x + 6 = 0 ; 4x2 -1 = 0;
And worth at this stage pointing out how to find the roots (or solutions) and the critical
values which can be used to sketch a curve of the fn.
September
September
Core 1: p15 – 26
Ch2. QUDARATIC FUNCTIONS
Know and learn the quadratic formula:
Core 1: p27 – 40
Ch3. EQUATIONS &
INEQUALITIES
Examples:
√
Standards Unit C1 – Linking
the properties & forms of
Quadratic Functions
Solve by completing the square: x2 + 8x + 15 = 0; 2x2 – 12x + 7 = 0
By completing the square, find the minimum value of x2 4x 9.
Show that the line y = x – 4 is a tangent to the circle with equation x2 + y2 = 8
Extension:
Reproduce the proof of the Quadratic formula
√
Solve x 4y 7 and x + 2y = 16 by elimination and substitution
What about: 3x + y = 10 and x2 + 2xy + 2y2 = 17
3.1 Simultaneous equations by
These can be used as
homework to stretch all
students. There are also
TESTS that can be flashed in
lessons on the IWB.
Solomon worksheets
Examples:
2.1 plotting graphs of quadratic
functions
2.2 solving quadratic equations by
factorisation
2.3 competing the square
2.4 solving quadratic equations by
competing the square
2.5 solving quadratic equations by
using the formula
2.6 sketching graphs of quadratic
functions
Solomon worksheets
available as PDF.
Solomon worksheets
September
elimination
3.2 Simultaneous equations by
substitution
3.3 Simultaneous equations with 1
linear & 1 quadratic
3.4 solving linear inequalities
3.5 solving quadratic inequalities
Core 1: p41 – 68
Ch4. SKETCHING CURVES
Solve for x: (a) 5x 2 x 16 (b) x2 25
4.1 sketching graphs of cubic
functions
4.2 interpreting graphs of cubic
functions
Understand and sketch transformations of any given graph, inc. f(x+a), f(x-a), f(ax), af(x),
-f(x) and f(-x) say, for f(x) = x2
Solve and sketch x2 + 8x + 15
0; x2 - 10x + 21
0
Examples:
Solomon worksheets
Know the graphs of: y = x; y = x2; y = x3; y =
y = 2x ;
Extension Questions:
4.3 sketching the reciprocal function
4.4 using intersections points of
graphs to solve equations
4.5 The effect of f(x+a), f(x-a) and f(x) +
a
4.6 The effect of af(x), -f(x) and f(-x) 4.7
performing transformations on the
sketches of curves
October
Core 1: p73 – 90
Ch5. COORDINATE GEOMETRY
IN THE (x, y) PLANE
5.1 The equation of a straight line
5.2 The gradient of the straight line
5.3 y – y1 = m(x – x1)
5.4 the formula for finding the
equation of a straight line
5.5 Parallel and perpendicular lines
To know that:
The equation of a straight line can be written as y = mx + c, where m is the gradient and
c is the intercept with the vertical axis.
Lines are parallel if they have the same gradient.
Two lines are perpendicular if the product of their gradients is -1.
If the gradient of a line is m, then the gradient of a perpendicular line is  1
The gradient of a line passing through the points
y y .
 x1 , y1  and  x2 , y2  is 2 1
m
x2  x1
The equation of the straight line with gradient m that passes through the point  x1 , y1  is
y  y1  m( x  x1 ) .
The distance between the points with coordinates
2
2
 x1 , y1  and  x2 , y2  is  x2  x1    y2  y1  .
The midpoint of the line joining the points
 x  x2 y1  y2  .
x , y and x , y is 1
,

1
1


2
2



2
2


Example: Find the equation of the perpendicular bisector of the line joining the points
Solomon worksheets
Condensed 1 page notes
available with questions for
coordinate Geometry
(3, 2) and (5, -6).
Example: Find the point of intersection of the lines:
2x + y = 3

and
y = 3x – 1.

Extension Question:
October
Core 1: p91 – 111
Ch6. ARITHMETIC SEQUNECES
6.1 Introduction to Sequences
6.2 the nth term
6.3 recurrence relationships
6.4 Arithmetic sequences
6.5 Arithmetic series
6.6. the sum to n of an arithmetic
series
6.7 The ∑ sigma notation
October
Core 1: p112 – 132
Ch7. DIFFERENTIATION
7.1 derivative of f(x)
7.2 gradient of
7.3 gradients of simple functions
7.4 gradients of functions with power
7.5. re-writing expressions to make
them easier to differentiate
7.6
7.7 Rate of change of a function at a
point
7.8 Equations of Tangents and
Normals
Students usu. struggle
with the notion of Un
– better to start with
simple sequences and
explain how to find the
nth term (like at KS3)
Formula for the nth
term and the sum of a
series will be given
Solomon worksheets
If numbers ascend in 3’s, that’s the 3 x table = 3n.
Then find the number before the 1st term (=5), so, nth term is 3n+5
nth term in sequence 8, 11, 14, 17, ..., ..., ...
Standards Unit N13 –
Analysing sequences
Solomon worksheets
Find
:
y = 5x6  1 x4  9 ; y = 2 x  2 x
2
NB: A turning point occurs where the gradient is zero, i.e. where
0.
y = 2 x4  5x2 ;
y = 7 x2  12 x  5 ;
1
2
And you can also use the 2nd derivative to decide whether a turning point is a maximum
or a minimum:
If
d2y
 0 then it is a minimum ;
dx 2
d2 y
 0 then it is a maximum.
dx 2
Equation of a tangent
tells you the gradient of a curve.
The gradient m of a tangent line at the point  x1 , y1  can be found from .
The equation of the tangent is then y  y1  m( x  x1) .
Perpendicular lines
Standards Unit C2 –
exploring functions involving
fractional and negative
powers of x
Standards Unit C3 –
matching functions &
derivatives
Standards Unit C4 –
differentiating & Integrating
fractional and negative
powers of x
Standards Unit C5 – Finding
stationary points of cubic
functions
Suppose 2 lines have gradients m1 & m2 . These lines are perpendicular if m1  m2  1 ,
i.e. m   1 .
2
m1
Equation of a normal
To find the equation of a normal at the point  x1 , y1  :

Find the gradient from
then find the gradient m of the normal using
m
and the equation of the normal is y  y1  m( x  x1 )
1
dy
dx
Example:
Find the equation of the normal to the graph y = x(x + 1) (x – 2) at x = -1.
October
OCTOBER HALF TERM
October
Core 1: p133 – 142
Ch8. INTEGRATION
8.1 Integrating
8.2 Integrating simple expressions
8.3 using the ∫
8.4 Simplifying before integrating
8.5 Finding ‘c’
November/
December
START CORE 2
3rd
November
Core 2: p1 – 17
Ch1. ALGEBRA & FUNCTIONS
1.1
1.2
1.3
1.4
Simplifying algebraic fractions
Dividing a polynomial
factorising a polynomial
Using the remainder theorem
Solomon worksheets
Rule: Increase the
power by 1 and divide
by the new power.
Integration is the
reverse of
differentiation.
Example:
3
Find y if dy  x 2  6 x  2 and y = 4 when x = 3 (answer: y  x  3x 2  2 x  16 )
dx
3
Questions:
1.
v  (3x 2  4 x  2)dx .

Standards Unit C4 –
differentiating & Integrating
fractional and negative
powers of x
If v = 3 when x = 0, find v as a function of x. Hence calculate the value of v when x = 1.
6 hour teacher on their
own teaching C2 – 4
hour teacher start the
Applied module
Factor Theorem: (x – a) is a factor of a polynomial f(x) if f(a) = 0.
Remainder Theorem: The remainder when a polynomial f(x) is divided by (x – a) is f(a).
Extended version of the factor theorem:
(ax + b) is a factor of a polynomial f(x) if  b 
f  0
 a 
1.
g(x) = x3  3x2 13x 15 .
(a) Show that g(-5) = 0 and g(3) = 0.
(b) Hence factorise g(x).
(c) Sketch the graph of y = g(x).
(d) Write down the full set of values of x for which g(x) > 0.
Heinemann C2 Live Text on
CD to use in lessons to
support explanations.
Solomon worksheets
available
Tarsias available
Condensed 1 page notes
available with questions for
factor theorem
Standards Unit A11 –
factorising cubics
Extenstion Question:
December
Core 2: p18 – 37
Ch2: THE SINE & COSINE RULE
Know the 3 trig ratios using: SOH CAH TOA
2.1 Sine rule for missing sides
2.2 Sine rule for unknown angles
2.3 Solutions for a missing angles
2.4 Cosine rule to find unknown sides
2.5 Cosine rule to find missing angles
2.6 Sine, Cosine & Pythagoras
2.7 Area of a triangle
Only the cosine rule formula will be provided in the formula book.
Core 2: p38 – 50
Ch3: EXPONENTIALS &
LOGARITHMS
Extension questions:
3.1 The function y = ax
3.2 writing expressions as a logarithm
3.3 calculating using log to base 10
3.4 Laws of Logs
3.5 solving ax = b
3.6 changing the base
Solomon worksheets
available
Know the Area of a triangle is A = 1 ab sin C
2
Know tan x  sin x and
sin 2 x  cos2 x  1
cos x
Solomon worksheets
available
Standards Unit A13 –
simplifying Log
expressions
December
CHRISTMAS HOLIDAYS
Revise for the C1
MOCK Exam in
January
Look into 1-Day revision sessions at UCL/Imperial College
January 2015
C1 MOCK Exam (internal)
C1 Solomon Paper ??
Solomon Paper – TBC at dept. meeting closer to the time
This will take place during lesson time. Y12 will have a Mock week later in the year.
January
Core 2: p51 – 72
January
Ch4. COORDINATE GEOMETRY
IN THE (x, y) PLANE
The equation of a circle centre (a, b) with radius r is ( x  a)2  ( y  b)2  r 2 .
Example: Find the centre and the radius of the circle with equation
x2  2 x  y 2  6 x  6  0
4.1 The mid-point of a line
4.2 Distance between two points
4.3 The equations of a circle
Extension Question:
Core 2: p76 – 86
e.g. 1: Find the expansion of  3x  y 4 .
e.g. 2: Find the first 4 terms in the expansion  2a  3b 10 .
5.1 Pascal’s Triangle
5.2 Combinations and Factorial
Notation
January/
February
2
E.g. Find the non-zero value of b if the coefficient of
is equal to the coefficient of
( )
Core 2: p87 – 101
Ch6: RADIAN MEASURE
6.1 Using radians to measure angles
6.2 The length of an arc
6.3 The area of a sector
6.4 The area of a segment
Solomon worksheets
available
e.g. 3: Find the coefficient of x 4 y 4 in the expansion of  1

 x  3y 
5.3 Using ( ) in the binomial
expansion
)
5.4 Expanding (
∑
Condensed 1 page notes
available with questions for
Binomial theorem
Note that in C2 n
Ch5. THE BINOMIAL
EXPANSION
Know that
radians
360o
= 2π
x5
Solomon worksheets
available
x
2
8

in the expansion of  b  2 x 6
in the expansion of  2  bx 8 .
Solomon worksheets
available
Why are there 360o in a circle?
What is 1 radian?
Convert rads into degrees
Convert 150o into radians
Prove the length of an arc is l = rθ
Show that the area of a sector is A =
Show that the area of a segment in a circle is A =
(
)
February
Core 2: p102 – 118
If 3, x and 9 are the first three terms of a geometric sequence, find x and the value of the 4th
term.
What is the first term in the GP 3, 6, 12, 24 … to exceed 1 million?
Ch7: GEOMETRIC SEQUENCES &
SERIES
Show that the general term for the sum of a GP is
7.1 Geometric sequences
7.2 geometric progression & the nth
term
7.3 Using a G.P to solve problems
7.4 Sum of a G.P
7.5 Sum to infinity of a geometric
series
February
February/
March
(
(
)
)
or
(
(
)
)
Solomon worksheets
available
Standards Unit N13 –
Analysing sequences
Show that the sum to infinity of a GP is
)
Find ∑ (
FEBRUARY HALF TERM
Core 2: p119 – 137
Standards Unit A12 –
matching activities &
probing questions – available
as PDF – ask me or someone
for it
Ch8. GRAPHS OF
TRIGONOMETRICAL
FUNCTIONS
8.1 Sin, Cos & Tan functions
8.2 Values of trig functions in all 4
quadrants
8.3 Exact values & surds for trig
functions
8.4 Graphs of Sin θ, Cos θ & Tan θ
8.5 simple transformations of Sin θ,
Solomon worksheets
available
Cos θ & Tan θ
March
Core 2: p141 – 153
Ch9. DIFFERENTIATION
9.1 Increasing & decreasing functions
9.2 Stationary points
9.3 Using turning points to solve
problems
Students need to be
able to confidently find
areas, surface areas &
volumes of various 2D
& 3D shapes inc.
circles & arcs
Condensed 1 page notes
available with questions
Standards Unit C2 –
Solomon worksheets
available
March
Core 2: p154 – 170
Know and use
Sketch the graphs of:
Ch10. TRIGONOMETRICAL
IDENTTIS AND SIMPLE
EQUATIONS
Solomon worksheets
available
;
and show coordinates of intersection with the axes
10.1 Simple Trigonometric identities
10.2 Solving simple Trig equations
March
Year 12 MOCK week
March/April
EASTER HOLIDAYS
April
Core 2: p154 – 170 continued…
Ch10. TRIGONOMETRICAL
IDENTITIES AND SIMPLE
EQUATIONS
10.3 Solving Equations of the form:
Sin (nθ + a), Cos(nθ + a) & Tan(nθ +
a)
C1 MOCK exam
(Hall)
We will assess C2 during April along with mocks for the Applied modules (D1, M1 and
S1) which will take place during lesson time.
Students to continue with their revision into the Easter Holidays
Example:
(a) Solve the equation sin x˚ = ⅓ in the interval 0 ≤ x ≤ 540
(b) The height of the water above mean tide level in a harbour t hours after midnight is h
metres, given by the equation h  1.8sin(30t  90) .
Use your answers to part (i) to find three times on the same day when the water is 0.6m
above mean tide level.
Extension Questions:
Condensed 1 page notes
available with questions
Solomon worksheets
available
10.4 Solving quadratic
Trigonometrical equations
April
Core 2: p171 – 192
Ch11. INTEGRATION 2
Tarsias available:
Definite Integration Example:
Find: 4 (2 x  1)( x  2)dx .

1
11.1 Simple Definite integration
11.2 Area under a curve
11.3 Area under a curve that gives
negative values
11.4 Area between a line & a curve
11.5 The trapezium rule
Evaluate:
,
3
1( x  1)dx
0
 x
1
2
 1 dx
2
,
7
  x  11  ( x  2)( x  5) dx
.
3
Finding areas
Integration can be used to find the area underneath a curve.
Example 1: Find the area beneath the curve y  3x2  5 between the lines x = 2 and x =
4.
Solomon worksheets
available
y
50
40
30
20
10
-1
1
2
3
4
5
x
NB: Areas beneath the x-axis are negative. You need to calculate areas above and below the axes
separately.
Example 2: The diagram shows the curve y = x(x – 3). Find the shaded area (answer:
1 56  4 12  6 13 )
y
10
8
6
4
2
-1
1
2
3
4
5
x
-2
To find the area between 2 curves you can use the formula:
Area=  (top curve - bottom curve)dx
Extension Questions:
C1 & C2
Deadline
Week
Core 1 & Core 2
April
C1 & C2 MOCK EXAMS
May
REVISION & INTERVENTION
26th May –
30th May
MAY HALF TERM
May/June
EXTERNAL ‘AS’ EXAMS
Jun 2015
START OF THE NEW
TIMETABLE_ START C3 SOW
June
Core 3: p1 – 11
Ch1. ALGEBRAIC FRACTIONS
Teachers to aim to complete all teaching by this week to allow time for past paper
practice, revision & last minute intervention.
Comprehensive notes are available for C2 from the 1-day revision day at UCL
REVISION & CATCH-UP WEEK
1.1 Simplify algebraic fractions by
C2 & M1 Notes from May
2013 Lectures at UCL on
Fronter
Teachers to conduct these during lesson time or do a ‘HOME-Mock’ to save lesson
time. Papers to use will be discussed nearer the time. The papers will be printed for
you.
PAST PAPERS
Year 12 study leave
starts May
Students should do about 15-20 past papers for every modules they will be sitting in
the summer – this could be a combination of ‘actual’ and Solomon papers
Exams for C1, C2, S1 & M1
NB: Both 4hr &6hr
teachers to teach C3
until October Halfterm
Solomon worksheets
available
cancelling common factors
1.2 Multiply and divide algebraic
fractions.
1.3 Add and subtract algebraic
fractions
1.4 Dividing algebraic factions and
the remainder theorem.
Core 3: p12 – 30
Ch2. FUNCTIONS
Solomon worksheets
available
1.1 Mapping diagrams and
graphs of operations.
1.2 Functions & Function
notation
1.3 Range, Mapping diagrams,
graphs & definitions of
functions
1.4 Using composite functions
1.5 Finding &using inverse
functions
July
Core 3: p31 – 44
Ch3. THE EXPONENTIAL & LOG
FUNCTIONS
3.1
3.2
3.3
Introducing exponential
functions of the form y = ax
Graphs of exponential functions
and modelling using y = ax
Using ex and the inverse of the
exponential function logex
23rd July – 1st
Sept 2014
SUMMER HOLIDAYS
1st Sept 2014
C3: Review Chapters 1-3 ( week)
Sept 2014
C3: p45 – 57
Ch4 NUMERICAL METHODS
4.1 finding approximate roots of f(x)
= 0 graphically
4.2 using iterative & algebraic
methods to find approximate roots of
f(x) = 0
IV has matching
activities/tarsias & extension
problems
Solomon worksheets
available
Sketch the functions ax, a > 0, ex, lnx and and their graphs.
Before you teach Ch5
familiarise yourself with
Autograph - speak with
BMM on how to use this
software
Solomon worksheets
available
September
C3: p63 – 82
Ch5 TRANSFORMING GRAPHS
OF FUNCTIONS
Autograph
5.1 Sketching graphs of the modulus
| ( )|
function
5.2 Sketching graphs of the function
(| |)
5.3 solving equations involving a
modulus
5.4 applying a combinations of
transformations to sketch curves
5.5 sketching transformations &
labelling the coordinates of a given
point
Solomon worksheets
available
Standards Unit A12
October 2014
C3: p83 – 105
Ch6 TRIGONOMETRY
Solomon worksheets
available
6.1 The functions secant θ, cosecant θ
and cotangent θ
6.2 The graphs of secant θ, cosecant θ
and cotangent θ
6.3 simplifying expressions, proving
identities & solving equations using
sec θ, cosec θ and cot θ
6.4 using identities
6.5 using inverse trigonometrical
functions and their graphs
October 2014
C3: p106 –131
Ch7 FURTHER
TRIGONOMETRIC IDENTITIES
& THEIR APPLICATIONS
Solomon worksheets
available
7.1 using additional trigonometrical
formulae
7.2 using double angle
trigonometrical formulae
7.3 solving equations and proving
identities using double angle
formulae
7.4 using the form
in solving trigonometrical problems
7.5 the factor formulae
October 2014
OCTOBER HALF TERM
November
2014
Core3: p132 – 151
Ch8 DIFFERENTIATION
8.1 Differentiating using the chain
rule
8.2 Differentiating using the product
rule
8.3 Differentiating using the quotient
rule
8.4 Differentiating the exponential
function
8.5 finding the differential of the
logarithmic function
8.6 Differentiating sin x
8.7 Differentiating cos x
8.8 Differentiating tan x
8.9 Differentiating further
trigonometric functions
8.10 Differentiating functions formed
by combining trigonometrical,
exponential, logarithmic &
C3 PAST PAPER
BOOKLETS
DISTRIBUTED for
students to revise from
over the Christmas break
– papers including full
solutions – we will use
Solomon Papers A-L
Solomon worksheets
available
polynomial functions
December
2014
START TEACHING CORE 4
December
2014
Core 4: p1 – 9
Ch1. PARTIAL FRACTIONS
Must start C4 before Christmas to allow you time for revision & past papers of C3 & C4 in April
& May
Solomon worksheets
available
1.1 Adding & subtracting algebraic
fractions
1.2 Partial fractions with two linear
factors in the denominator
1.3 Partial fractions with three or
more linear factors in the
denominator
1.4 Partial fractions with repeated
linear factors in the denominator
1.5 Improper fractions into partial
fractions
December
2014
January 2015
CHRISTMAS HOLIDAYS
Core 4: p10 – 22
Ch2. COORDINATE GEOMETRY
IN THE (x, y) PLANE
1.6 Parametric equations used
to define the coordinates of
a point
1.7 Using parametric equations
in coordinate geometry
1.8 Converting parametric
equations into Cartesian
equations
1.9 Finding the area under a
curve given by parametric
equations
Core 4: p23 – 35
Ch3. THE BINOMIAL
EXPANSION
3.1 The binomial expansion for a
positive integral index
3.2 using the binomial expansion to
)2
expand (
3.3 using Partial fractions with the
binomial expansion
Solomon worksheets
available
Standards Unit A14 –
Exploring equations in
parametric form
Solomon worksheets
available
January 2015
Core 4: p36 – 50
Ch4. DIFFERENTIATION
Solomon worksheets
available
4.1 Differentiating functions given
parametrically
4.2 Differentiating relations which are
implicit
4.3 Differentiating the function
4.4 Differentiating rates of change
4.5 Simple differential equations
February
2015
FEBRUARY HALF TERM
February
Core 4: p51 – 86
Ch5. VECTORS
Solomon worksheets
available
5.1 Vector Definitions and Vector
Diagrams
5.2 Vector arithmetic and the unit
vector
5.3 using vectors to describe points in
2 or 3 dimensions
5.4 Cartesian components of a vector
in 2D
5.5 Cartesian components of a vector
in 3D
5.6 Extending 2D vector results to 3D
5.7 The scalar product
5.8 The vector equation of a straight
line
5.9 Intersecting straight line vectors
equations
5.10 The angle between two straight
lines
March/April
Core 4: p87 – 128
Ch6. INTEGRATION
6.1 Integrating standard functions
6.2 Integrating using the reverse
chain rule
6.3 using trigonometric identities in
integration
6.4 using partial fractions to integrate
expressions
6.5 using standard patterns to
integrate expressions
6.6 Integration by substitution
C4 PAST PAPER BOOKLETS DISTRIBUTED for students to revise from over the half-term
break – papers including full solutions – use Edexcel
Solomon worksheets
available
6.7 Integration by parts
6.8 Numerical integration
6.9 Integration to find areas and
volumes
6.10 using integration to solve
differential equations
6.11 Differential equations in context
Mid April
2015
Core 4: REVISION
EASTER HOLIDAYS
April 2015
C3, C4 + APPLIED MODULES
REVISION
PAST PAPERS
PAST PAPER BOOKLETS
April 2015
C3, C4 + APPLIED MODULES
REVISION
PAST PAPERS
PAST PAPER BOOKLETS
NOTES FOR THE TEACHER
DEADLINE
AS Teachers must aim to complete teaching by end of March 2015 to leave sufficient time for exam prep & past paper revision
A2 Teachers must aim to complete teaching by mid-April 2015 to leave sufficient time for exam prep & past paper revision
MAIN RESOURCE
Teachers will use the LiveText for all modules. Students will buy these themselves and bring to each lesson.
Additional resources are available from MEP, click HERE
HOMEWORK
A variety of tasks can be set ranging from short Q&A to extended pieces of investigation work. When you set homework – you MUST mark it and record it. You should also ask students to make
summary notes of each chapter as independent study. Fronter has been loaded with a wealth of homework practice which students should be directed to by you.
Students are expected to spend as much time outside lessons as in them i.e. about 5 hours on maths outside lessons each week. Most of this time will be spent on homework set by the teacher.
 = I am confident with what I am doing (able) – set Mixed exercise/Review exam style questions
 = I am ok with this – but could do with a little more practice (so-so) – set questions from normal exercises focussing on end of exercise questions
 = I am struggling with this topic/subject (weak) – set usual exercises for extra practice (Ex 1A, 1B etc.)
FMSP REVISION COURSES
Payment to be collected before the publication of revision dates. Places to be allocated on a first come first served basis. Deposits to be collected by front office and must NOT be handled by
the Maths department.
G&T PROVISION
Pure ‘Investigations’ and Pure ‘what if & why’ problems available for the most able from The Centre for Teaching Maths (Plymouth University) covering C1-C4
RULES FOR CLOSING THE GAP:
Know your students; Plan effectively; Enthuse & Inspire; Engage & Guide; Feedback appropriately & Evaluate together.
ASSESSMENT:
What about short tests in class?
Teachers should simply get students to do questions straight from the book to avoid printing costs – maybe do a couple of carefully chosen questions each month to assess student retention of
prior learning – or maybe flash a select few questions on the IWB
Alternatively, the Integral website from FMSP has lots of ‘End of chapter’ assessments – speak to Mr Mani about these