Mathematics

Our Key Stage 3 Mathematics curriculum aims to ensure that all pupils:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Students will be taught content that can be grouped into the following strands:

• Number
• Algebra
• Shape, Space, and Measures (includes geometry and trigonometry)
• Data Handling (includes statistics and probability)

The main aims of the IGCSE course are to enable students to:

• develop a positive attitude towards mathematics in a way that encourages enjoyment, establishes confidence and promotes enquiry and further learning
• develop a feel for number and understand the significance of the results obtained
• apply their mathematical knowledge and skills to their own lives and the world around them
• use creativity and resilience to analyse and solve problems
• communicate mathematics clearly
• develop the ability to reason logically, make inferences and draw conclusions
• develop fluency so that they can appreciate the interdependence of, and connections between, different areas of mathematics
• acquire a foundation for further study in mathematics and other subjects.

Syllabus Content

Syllabus Cambridge IGCSE™ Mathematics

Cambridge IGCSE Additional Mathematics is for students who have completed the IGCSE Extended subject content in Year 10.

The course is designed to stretch the most able students, providing them with the necessary reparation for their chosen course of study post-16. Candidates who achieve grades A* to C are well prepared to follow IB HL Mathematics courses (AA or AI). Additionally, it provides students who opt to follow IB AA SL Mathematics with a distinct advantage.

The main aims of the course are to enable students to:

• engage in mathematics in a way that builds on their existing mathematical knowledge and enhances their enjoyment of the subject
• develop their instinct for mathematical enquiry and use it flexibly to suit the requirements of a situation
• reinforce and extend mathematical skills and apply them to complex problems
• use creativity and resilience to analyse and solve problems
• reinforce their competency, confidence, and fluency in their use of techniques with and without a calculator, strengthening mathematical understanding and communication skills
• justify their reasoning using structured arguments
• extend their ability to reason logically, make inferences and draw conclusions
• enrich their understanding of interdependence of, and connections between, different areas of mathematics
• acquire a solid foundation for advanced study of mathematics or highly numerate subjects.

Syllabus content

Syllabus Cambridge IGCSE™ Additional Mathematics 

Mathematics: Application and Interpretation (SL)

This course caters for students who are interested in developing their mathematics for describing our world, modelling and solving practical problems using the power of technology.

Students who take Mathematics: Applications and interpretation will be those who enjoy mathematics best when seen in a practical context. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as social sciences, natural sciences, medicine, statistics, business, some economics courses, psychology, and design.

The course an emphasis on statistics, modelling and use of technology – appropriate for those with an interest in the applications of mathematics and how technology can support this. Standard Level will be appropriate for students who would previously have taken Mathematical studies Standard Level. Current Higher Level mathematics statistics and discrete option content will form part of the Higher Level course.

The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.

IB Diploma Programme Subject Brief Mathematics: applications and interpretation

Mathematics: Analysis and Approaches (SL/HL)

This course caters for students with a good background in mathematics who are competent in a range of analytical and technical skills, with an emphasis on Calculus.

This subject is aimed at students who will go on to study subjects with substantial mathematics content such as mathematics itself, engineering, physical sciences, or some economics. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems.

The course focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way. This is achieved by means of a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve problems set in a variety of meaningful contexts.

Development of each topic should feature justification and proof of results. Students embarking on this course should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. They should also be encouraged to develop the skills needed to continue their mathematical growth in other learning environments.

The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.

IB Diploma Programme Subject Brief Mathematics: analysis and approaches