Mathematics
Mathematics Higher Level
Head of Department: Mr S Ballard
There are 2 options available:
1) Applications and Interpretations
Aims
Students we would expect to follow this higher level course would be those who will require a high level of mathematics to support them in a more practical career such as engineering or statistical based courses. As it is an applications based course, technology is allowed throughout.
It is expected that those choosing the higher level course would have achieved a minimum of a grade 8 at GCSE mathematics (although individual cases would be considered).
Course Outline
This higher level course builds upon the standard level with additional topics such as:
Logarithms and exponentials, Complex numbers, Matrices, Kinematics, Algorithms, Hypothesis testing and Further calculus.
Assessment Outline
This higher level course is assessed through a combination of 3 exam papers(all with calculators allowed) and an exploratory project.
Paper 1: 120 minutes long, worth 110 marks consisting of short questions and worth 30%
Paper 2: 120 minutes long, worth 110 marks consisting of long questions and worth 30%Paper 3: 60 minutes long, worth 55 marks consisting of problem solving questions worth 20% Exploration: A piece of self-chosen mathematical research worth 20%
2) Analysis and Approaches
Aims
This course is intended for students who wish to pursue studies in mathematics at university or subjects that have a large mathematical content; it is for students who enjoy developing mathematical arguments, problem solving and exploring real and abstract applications, with and without technology. We would expect that all students who are intending on starting this course would have a strong background in mathematics particularly within algebra, having achieved at least a level 8 at GCSE mathematics (although individual cases would be considered).
Course Outline
This higher level course builds upon the standard level with additional topics such as:
Permutations and combinations, Complex numbers, Polynomials, Composite and reciprocal functions, Vectors and Advanced Calculus.
Assessment Outline
This higher level course is assessed through a combination of 3 exam papers and an exploratory project.
Paper 1 (no calculator): 120 minutes long, worth 110 marks consisting of sections A and B and worth 30%
Paper 2: 120 minutes long, worth 110 marks consisting of sections A and B and worth 30%
Paper 3: 60 minutes long, worth 55 marks consisting of problem solving questions worth 20% Exploration: A piece of self-chosen mathematical research worth 20%
With both courses the exploration is an opportunity for students to explore an area of Mathematics which is of personal interest in line with the topics covered by the course.
Both courses will challenge students to problem-solve as certain topics and elements of the course content will be introduced in an investigational way. It is intended that other topic areas will be used for modelling analytical thought: in other words, we intend to explain clearly why we chose to tackle a certain problem or solution in that manner. Drawing links to TOK and discussing results and alternative solution paths will be essential. Students will have the opportunity to use new skills in their exploration.
Career Links
Most universities will be happy with either course as a component of your total points gained, but it is worth checking before you decide if you have a particular university and course in mind.
Examples from Imperial College London
MEng Electrical and Electronic Engineering with Management
Minimum entry standard for 2020 was 38 points overall, to include:
A level 6 in Mathematics at higher level and a level 6 in Physics at higher level
* Mathematics Analysis and Approaches or the Applications and Interpretation will be accepted at a higher level with no preference.BSc Mathematics
Minimum entry standard for 2020 was 39 points overall, to include:
A level 7 in Mathematics at higher level and 6 in another subject at higher level
* Mathematics Analysis and Approaches or the Applications and Interpretation will be accepted at a higher level, but Analysis and Approaches is preferred.
Group 5 - Mathematics Standard Level
Head of Department: Mr S Ballard
There are 2 options available:
1) Applications and interpretation
Aims
This course is designed for students who enjoy describing the real world and solving practical problems using mathematics, those who are interested in harnessing the power of technology alongside exploring mathematical models and enjoy the more practical side of mathematics.
Students we expect to follow this course are those who will not require mathematics as a major component in their future studies/career plan. It is expected that those choosing this standard level would have achieved a minimum of a grade 5 at GCSE mathematics.
Course Outline
This standard level course consists of topics such as:
Sequences and series, Financial calculations, Proof, Modelling, Trigonometry, Voronoi diagrams, Correlation and regression, Statistical distributions and Basic Calculus.
Assessment Outline
This standard level course is assessed through a combination of 2 exam papers (all with calculators allowed) and an exploratory project.
Paper 1: 90 minutes long and worth 80 marks consisting of short questions and worth 40%
Paper 2: 90 minutes long and worth 80 marks consisting of long questions and worth 40%
Exploration: A piece of self-chosen mathematical research worth 20%
2) Analysis and approaches
Aims
This course is intended for students who wish to pursue studies in mathematics as a component of their university studies; it is for students who enjoy developing mathematical arguments, problem solving and exploring real and abstract applications, with and without technology. It is expected that those choosing this standard level would have achieved a minimum of a grade 7 at GCSE mathematics.
Course Outline
This standard level course consists of topics such as:
Sequences and series, Logarithms and exponentials, Proof, Systems of equations, Trigonometry, Correlation and regression, Statistical distributions and Calculus.
Assessment Outline
This standard level course is assessed through a combination of 2 exam papers and an exploratory project.
Paper 1 (no calculator): 90 minutes long and worth 80 marks consisting of sections A and B and worth 40%
Paper 2: 90 minutes long and worth 80 marks consisting of sections A and B and worth 40%
Exploration: A piece of self-chosen mathematical research worth 20%
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