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The syllabus of IGCSE Mathematics has both core and extended curriculum. The Scheme of work for both core and extended
curriculum was prepared by the Scheme of work Committee consisting of 12 secondary Mathematics teachers. The Scheme
of work is only a guide line for teachers who will be teaching IGCSE Mathematics in the schools. Teachers can adjust the time
frame to suit their own students’ working pace. Teachers can make adjustment in the sequence of the topics to suit their teaching.
This Scheme of work is prepared for students who will follow the Core Curriculum only. There are two sets of Scheme of work. One
Students who follow the 2 years Scheme of Work will sit for their exam in the year 2011. They are students who have passed their
PMB for the year 2009 but failed in Mathematics. They can be channelled to do Core Mathematics 2 years. This group of students
have covered most of the IGCSE syllabus in Menengah I, II and III. The topics which are new to them are; Locus, Vectors and
Probability. In Statistics, they have not studied Scatter diagrams and the meaning of positive, negative and zero correlation.
Enlargement is not included in the PMB syllabus for Transformation. This Scheme of Work focus on enhancing their previous
knowledge as well as introducing the new topics. The suggested activities for teachers and students will make their teaching and
learning more related to real life situation. The suggested websites enable the teachers to get extra exposure besides the textbooks and
reference books.
The Scheme of work for 3 years is prepared for Year 8 students who are following the Applied Program. This group of students will
sit for the IGCSE exam in 2012. Most topics in the IGCSE syllabus have been covered in year 7 & 8. The topics which they
did not do in Year 7 & 8 are: Congruency and Similarity, Symmetrical and Angle Properties in a circle, Transformation, Locus,
Probability, Vector, Scatter Graph and the meaning of positive, negative and zero correlation. Therefore, this Scheme of work will
enable them to have better understanding of the Mathematics concepts. The suggested activities also provide enough practice for the
students in applying their understanding of the concept. It will also help them to develop Mathematics skills which will be very useful
in everyday life.
Students following the core curriculum will be sitting for two written papers: Paper 1 and Paper 3. Paper 1 is short-answer questions
whereas; Paper 3 is structured questions. The use of scientific calculator is allowed in both papers. Paper 1 consists of 35% of the
total marks and Paper 3 is 65%. Students are eligible for the award of grades C to G only.
IGCSE MATHEMATICS SCHEME OF WORK COMMITTEE
1. develop their mathematical knowledge and oral, written and practical skills in a way which encourages confidence and
provides satisfaction and enjoyment;
2. read mathematics, and write and talk about the subject in a variety of ways;
3. develop a feel for number, carry out calculations and understand the significance of the results obtained;
4. apply mathematics in everyday situations and develop an understanding of the part which mathematics plays in the world
around them;
5. solve problems, present the solutions clearly, check and interpret the results;
7. recognize when and how a situation may be represented mathematically, identify and interpret relevant factors and, where
necessary, select an appropriate mathematical method to solve the problem;
8. use mathematics as a means of communication with emphasis on the use of clear expression;
10. develop the abilities to reason logically, to classify, to generalise and to prove;
12. produce and appreciate imaginative and creative work arising from mathematical ideas.
The syllabus has two assessment objectives:
a) Mathematical techniques
o organise, interpret and present information accurately in written, tabular, graphical and diagrammatic forms;
o use an electronic calculator and also perform some straightforward calculations without a calculator;
o understand systems of measurement in everyday use and make use of them in the solution of problems;
o estimate, approximate and work to degrees of accuracy appropriate to the context and convert between equivalent numerical
forms;
o use mathematical and other instruments to measure and to draw to an acceptable degree of accuracy;
o interpret, transform and make appropriate use of mathematical statements expressed in words or symbols;
o recognise and use spatial relationships in two and three dimensions, particularly in solving problems;
o recall, apply and interpret mathematical knowledge in the context of everyday situations.
b) Applying mathematical techniques to solve problems in questions which are set in context and/or which require a sequence of steps
to solve, students should be able to:
• analyse a problem, select a suitable strategy and apply an appropriate technique to obtain its solution;
• set out mathematical work, including the solution of problems, in a logical and clear form using appropriate symbols and
terminology.
7. IGCSE Mathematics
Pimentel, R & Wall, T
www.cie.org.uk
http://teachers.cie.org.uk
http://www.learncie.org.uk
http://www.cambridgestudents.org.uk
www.mymaths.co.uk
www.cimt.plymouth.ac.uk
http://lgfl.skoool.co.uk
www.bbc.co.uk/schools/gcsebitesize/maths
www.censusatschool.ntu.ac.uk
www.puzzles.com
http://nlvm.use.edu/en/nav/library.html
www.teachernet.gov.uk
www.mathsrevision.net
www.scottkim.com
www.puzzlemaker.com
www.risps.net
www.mathsnet.net
www.nrich.maths.org
www.colinseducation.com
www.topmarks.co.uk
www.algebasics.com
www.mathsisfun.com
http://gwrdir.demon.co.uk/jo/solid/index.htm
www.teachers.tv
www.s-cool.co.uk
http://www.standards.dfes.gov.uk/keystage3/respub/aflws