AQA Applications in Mathematics

(Linked Pair Pilot)

Scheme of Work

Overview

If this pilot qualification is successful the first teaching of it nationally will be in September 2015 at the latest, either alongside, or replacing the single GCSE.

This pilot gives the opportunity to be at the forefront of curriculum design and teaching.

The linked pair covers all the skills and content of the single GCSE, but will enable those topics to be covered in greater detail, providing a sound basis for further study in the subject. There will also be new content that is not present in the single GCSE.

The linked pair pilot consists of two GCSE, one in methods of mathematics and the other in Applications of mathematics. An achievement of an A* - C in either of the GCSE will meet the requirement for 5 A* - C including English and maths in the attainment tables. However students must be entered for both GCSEs.

“Applications of Mathematics concentrates on the skills and content that is required in our everyday lives and in gaining a mathematical understanding of the world around us. Questions on all topic areas emphasise the relevance and purpose of the subject with many set in financial, scientific and other relevant, realistic contexts.” (AQA specification)

Overview of Applications in Mathematics

Unit A1 Applications in Mathematics
(Finance and Statistics)
Foundation and Higher tiers
1 hour 30 mins (80 marks)
50% of total marks
Externally assessed by written paper (calculator allowed)
Unit A2 Applications in Mathematics
(geometry and measures)
Foundation and Higher tiers
1 hour 30 mins (80 marks)
50% of total marks
Externally assessed by written paper
(calculator allowed)

UNIT A1 Applications in Mathematics

Finance and Statistics.

Objectives to be covered:

Topic / Objective / Tier
N / To be able to understand and use the number operations / F/H
N / To be able to use the rules of BIDMAS / F/H
N / To be able to evaluate an index number (integers) / F/H
N / To be able to evaluate negative and fractional indices / H
N / To be able to use standard form numbers / H
N / To be able to approximate to an appropriate degree of accuracy / H
N / To be able to use upper and lower bounds / H
N / To be able to use percentages to compare proportions / F/H
N / To be able to use multipliers for percentage change / F/H
N / To be able to calculate repeated percentage change / H
N / To be able to calculate reverse percentages / H
N / To be able to calculate a fraction, decimal or percentage of an amount / F/H
N / To be able to use direct proportion / F/H
N / To be able to use inverse proportion / H
N / To be able to divide a quantity into a given ratio / F/H
F / To be able to carry out calculations relating to enterprise, savings, borrowing, appreciation and depreciation. / F/H
F / To be able to understand AER / H
F / To be able to use mathematics in the context of personal and domestic finance, including loan repayments, budgeting, RPI and CPI, exchange rates and commissions. / F/H
F / To be able to use speadsheets to model financial and other numerical situations. / F/H
F / To be able to construct and use flow charts / F/H
A / To be able to collect like terms, including multiplying out brackets / F/H
A / To be able to factorise into a single bracket / F/H
A / To be able to set up and solve simple equations / F/H
A / To be able to set up and solve simple inequalities / F/H
A / To be able to derive a formula / F/H
A / To be able to substitute into a formula / F/H
A / To be able to solve inequalities in one variable and show the solutions on a number line / F/H
A / To be able to solve inequalities in two variable and show the results as a shaded region on a graph / H
A / To be able to set up and solve problems in linear programming / H
A / To be able to set up and solve linear equations in two unknowns / H
S / To be able to understand and use the vocabulary of probability and the probability scale / F/H
S / To be able to understand and use theoretical probability models – including equally likely outcomes / F/H
S / To be able to understand and use estimates of probability including relative frequency / F/H
S / To be able to use the statistical problem solving process/handling data cycle / F/H
S / To know the term ‘hypothesis’ for a prediction to be tested: choose sampling method, discuss bias and analyse results / H
S / To be able to design an experiment or survey- including understanding ‘primary’ and ‘secondary’ data / F/H
S / To be able to design data collection sheets, including observation, controlled experiment, data logging questionnaires and surveys. / F/H
S / To be able to interpret data from charts, tables and lists / F/H
S / To be able to design, use and interpret two-way tables for discrete and grouped data / F/H
S / To be able to recognise and interpret rogue data eg scatterdiagrams / F/H
S / To be able to compare distributions (averages and range) / F/H
S / To be able to compare distributions and make inferences (average and inter-quartile range) / H
S / To be able to produce and interpret bar charts,(multiple and composite), pie charts and pictograms / F/H
S / To be able to produce and interpret tally charts, vertical line graphs, stem-and-leaf diagrams, frequency polygons and histograms with equal lass intervals. (grouped and ungrouped data) / F/H
S / To be able to produce and interpret diagrams for grouped discrete data and continuous data, including histograms with unequal class intervals. / H
S / To be able to produce and use cumulative frequency graphs and box and whisker plots / H
S / To be able to draw and use time series graphs / F/H
S / To be able to work with moving averages and predict further values / F/H
S / To be able to calculate the median, mean, range, mode and modal class from lists, tables, diagrams and charts / F/H
S / To be able to recognise correlation and strength of data points / F/H
S / To be able to plot and use scatterdiagrams, including lines of best fit / F/H
S / To be able to recognise that increasing the sample size increases the reliability of the results / F/H