BOM Textbook Light Problem Solving Scheme of Work
Welcome to this brilliant new resource! Many thanks to all the teachers from Buckinghamshire, Oxfordshire and Milton Keynes (BOM) who wrote all the units.
Here are a few notes to help you make the most of it.
NB there is one missing unit (Y13 Hypothesis Testing) and two incomplete ones (AS Data collection, processing, presentation and interpretation). We hope to get the incomplete ones improved by the end of September. If anyone would like to do the Hypothesis Testing one, please email Alexandra! (firstname.lastname@example.org)
The aim of this Scheme of Work is to teach content through problem solving activities. We know that fluency is essential, but that it should not be at the expense of developing understanding and problem solving skills. We note also that fluency can be achieved through rich activities as well as routine exercises: there is a place for both. The new specifications make it easier for us to teach in a coherent and mathematical way.
Please note that none of these units of work have passed any sort of quality control check! However, at a first glance they seem to me to be really useful documents, full of good ideas, tips and resources. We do not intend to produce a revised version at any time, but shared feedback will be useful for anyone coming to the resource later. Please email any feedback to email@example.com
The timings of each unit have been carefully considered, initially by MEI and then tweaked a little by me! We recommend that any variation you make to the timings is planned and carefully considered, to ensure you complete the course and give appropriate weight to each topic area. Don’t feel you have to use our timings (though I strongly recommend that you don’t reduce the timings for functions and transformations!), but do stick to whatever you decide! This may mean being selective about which activities you choose, especially if you have less than 4 hours a week: the units have been prepared assuming between 8 and 10 hours per fortnight.
Ordering the schedule
The numbering of units corresponds to the order that the MEI SoW is labelled. All pure units come first, followed by statistics, followed by mechanics. It is not intended that you should teach them in this order! It is merely for convenience of filing, as schools will be splitting the content in lots of different ways. The order you choose to cover material will depend on the teachers and on the needs of your Further Maths students. In year 12, much of the core pure content in Further Mathematics is independent of Mathematics, whereas you will almost certainly find it easier to teach Further Mechanics and Further Statistics if you have covered the Mathematics Mechanics and Mathematics Statistics first. In year 13, this is probably reversed – lots of the core pure depends on differentiation and integration from Mathematics, whereas the Mechanics and Statistics content is less dependent. So plan your Mathematics Schedule alongside your FM schedule.
There are suggested orders for teaching FM on the FMSP website here: http://furthermaths.org.uk/2017-fm
Hopefully the Prerequisite Pure Content document for y13 Further Maths will be revised in time for September.
Note also that some units have been merged – we’re encouraging you to think outside the box and teach pure and applied content alongside each other.
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