INTRODUCTION

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

set is to be completed in 2 years and the other set is to be completed in 3 years.

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. Ang Him To SM Menglait, Gadong

2. Hjh Marinah Hj Tengah Maktab SOAS

3. Hjh Suraizawati Hj Samat SMJA

4. Rianiza Ivanty Hj Momin STPRI

5. Siti Fatinah Zuhairah Hj Ismail SM Say Abu Bakar

6. Mohd Shardy Narudin SM Menteri

7. Sia Ai Kim SM Say Hassan

8. Rina Ajak SM Menglait, Gadong

9. Maswardy Masle SM Muda Hashim

10. Md Josseryn Hj Mohsin SM RIPAS

11. Azraie Hj Akop SM Tanjong Maya

12. Abd Nafri Hj Hussin SM Sultan Sharif Ali

THE AIMS AND ASSESSMENT OBJECTIVES OF ICGSE MATHEMATICS (0580)

The syllabus aims to enable the students to:

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;

6. develop an understanding of mathematical principles;

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;

9. develop an ability to apply mathematics in other subjects;

10. develop the abilities to reason logically, to classify, to generalise and to prove;

11. appreciate patterns and relationships in mathematics;

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 perform calculations by suitable methods;

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:

• make logical deductions from given mathematical data;

• recognise patterns and structures in a variety of situations, and form generalisations;

 • respond to a problem relating to a relatively unstructured situation by translating it into an appropriately structured form;

• analyse a problem, select a suitable strategy and apply an appropriate technique to obtain its solution;

• apply combinations of mathematical skills and techniques in problem solving;

• set out mathematical work, including the solution of problems, in a logical and clear form using appropriate symbols and
terminology.

List of textbooks recommended

1. Mathematics for IGCSE: Extended Mathematics for IGCSE

David Rayner

2. Mathematics: IGCSE (Cambridge International Examination)

Karen Morrison

3. Mathematics Revision Guide: IGCSE (Cambridge International Examinations)

Martin Law

4. IGCSE Mathematics for CIE

Paul Metcalf

5. Core Mathematics for IGCSE

David RAyner
6. Core Mathematics for IGCSE
Pimentel, R & Wall, T

7. IGCSE Mathematics
Pimentel, R & Wall, T

8. Longman Mathematics for IGCSE: Book 1 & 2

D turner, I Potts, W Waite, and V Horny

List of use websites

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