Checkpoint Physics

SVKM International School, Mumbai

– SCHEME OF WORK
A1 Level: Pure Mathematics 1 & Statistics 1
Batch:2019-20

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 Checkpoint Physics

Teacher: Nagesh Nayak Subject: Pure Mathematics 1 & Statistics 1

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

Quadratics At the end of this unit students will 1. Worksheet

Use of ppts & videos, Textbook resources:
be able to:
• Quadratic expressions 2. Tests after
Smartboard Pure Mathematics 1 by
completion of
• Completing the square Hugh Neill, Douglas
 revise the basic method of the topic
 carry out the process of completing the square is on the Quadling, Julian Gilbey
• Solving quadratic completing the square TES website
equations Pure Mathematics 1
Hodder by Education
• The discriminant b2 –
4ac  Sketching quadratic graphs’ by [Link]/teaching-
Salters resource/completing-the-
July • Simultaneous square-6409449
equations  A video covering the three
(2 Weeks)  for a quadratic polynomial cases – ‘Using the quadratic [Link]/teaching-
ax2 + bx + c and use formula: number of solutions’
• Equations which resource/sketching-
reduce to quadratic quadratic-graphs-6442934
 a completed square form  An interactive activity ‘Solving
equations. Linear Inequalities.
[Link]
 Problems on quadratics in a
function of x, 'C1 quadratics in [Link]/m/p3x
 find the discriminant of a mmJV7
disguise',
quadratic polynomial

 ax2 + bx +c and use the

discriminant. [Link].

 solve quadratic equations,

and quadratic inequalities,

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 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

in one unknown.

 solve by substitution a pair

of simultaneous

 equations of which one is

linear and one is quadratic

 recognise and solve

equations in x which are
quadratic in some function
of x.

Coordinate Geometry Learners will be able to  Teacher draws few straight 1. Worksheet Textbook resources:
 find the equation of a lines on the board and
 find the equation of straight line given 2. Tests after Pure Mathematics 1 by
learners will be asked to
a straight line given sufficient information completion of Hugh Neill, Douglas
identify which line is more
sufficient the topic Quadling, Julian Gilbey
steep and which is less?
July  interpret and use any of the
information
forms y = mx + c, y – y1 = Pure Mathematics 1
e.g. given two  Teacher introduces the
(1 week) m(x – x1), ax + by + c = 0 Hodder by Education
points, or one point in solving problems. concept of gradient along with
August and the gradient it’s [Link] practice
[Link]/eq
few questions on finding uation_of_line.html
(1Week)  interpret and use gradient of a line.
any of the forms
 Teacher discusses different
y = mx + c, y – forms of equation of lines and
y1 = m(x – x1),in their application with suitable [Link]
solving problems; examples. [Link]
including
calculations of

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 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

distances,  Teacher derives Distance

gradients, formula and Midpoint formula
midpoints, points and shows application of the
of intersection and same with suitable examples.
use of the
relationship  Teacher explains the [Link]/teaching-
relationship between gradients resource/a-level-maths-
between the
of parallel and perpendicular c1-coordinate-geometry-
gradients of parallel
lines with suitable worksheet-6135231.
and perpendicular
lines [Link] practice few
questions on the concept.
 understand that the
 Teacher asks learners to practice
equation
past/specimen paper questions
(x ‒ a)2 + (y ‒ b)2 = r2 for practice.

 understand that the  Teacher asks the learners to [Link]/alg

represents the equation
circle with centre define a circle and then ebra/circle-
(x – a)2+ (y – b)2 = r2
(a, b) and radius r ; introduces different forms of [Link]
represents
the circle with centre (a, b) equation of circle.
including use of the
expanded form and radius r including use
 Teacher solves few problems
of [Link]/teaching-
on finding equation of circle
 use algebraic the expanded form resource/equations-of-
x 2 + y2 + 2gx + 2fy + c = 0. using appropriate formula.
methods to solve circles-6422649
 use algebraic methods to
problems
solve problems.  Teacher asks learners to
involving lines practice problems from past
and circles; papers.
including use of
elementary  Teacher explains equations of [Link]/teaching-
geometrical tangents to circles with resource/equations-of-
properties of suitable examples. tangents-to-circles-
circles, e.g. 11080079
tangent

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 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

perpendicular to  understand the relationship  Learners revisit the concept [Link]/c

radius, angle in a between a graph and its intersection of two lines [Link]
semicircle, associated algebraic
symmetry; equation, and use the
relationship between points
implicit
of intersection of
differentiation is graphs and solutions of  Investigation of the
[Link]/m/uJ
not included equations. intersection of a quadratic
2j9pBq
graph and a line. (I)
 understand the
relationship
between a graph
 Past/specimen papers for practice
and its associated
(I)(F):
algebraic equation,
and use the
relationship
between points of
intersection of
graphs and
solutions of
equations, e.g. to
determine the set
of values of k for
which the line y =
x + k intersects,
touches or does
not meet a
quadratic curve

Functions  understand the terms function,  Teacher will start by defining 1. Worksheet Textbook resources:
August
domain, range, one-one the terms ‘function’, ‘domain’
 understand the terms function, inverse function and and ‘range’. Pure Mathematics
(2Weeks)
composition of functions
function, domain, 1Coursebook by Hugh
 identify the range of a given 2. Tests after

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 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

range, one-one function in simple cases, and completion of Neill, Douglas Quadling,
function, inverse find the composition of two the topic Julian Gilbey
function and given
functions Pure Mathematics 1 by
composition of
functions Hodder Education

 identify the range of [Link]/algebr

a given function in a/15-functions/01-whats-a-
simple cases, and function-domain-range-01.
find the composition
of two given  determine whether or not a  Teacher will cover definitions
functions, e.g. range given function is one-one, and of the terms ‘one-one
find the inverse of a one-one function’, ‘inverse function’
of f: x→ 1/x for x≥1
function in simple cases
and range of g: and ‘composition of functions’
x2+1, xϵR together with the appropriate
notation.
including the
condition that a  Exploration of transforming
composite function the sine graph.
[Link]/m/
gf can only be
Hknxbnjb
formed when the
specimen paper for practice:
range of f is within 2020 Specimen Paper 1 Q5
the domain of g.

 determine whether
or not a given  understand and use the TES website – search for
function is one-one, transformations of the graph of A card sort with single step ‘Transformation of Graphs
and find the inverse y = f(x) given by y = f(x) + a, transformations for a range of by ianmckenzie’.
of a one-one y = f(x + a), y = af(x), y = f(ax) graphs. (I)(F)
and simple combinations of
function in simple
these.
cases, e.g. finding
the inverse of

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 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

h: x (2x  3)2  4 for x   32

 illustrate in
graphical terms
the relation
between a one-one
function and its
inverse;
sketches should
include an
indication of the
mirror line y = x

 understand and
use the
transformations of
the graph of
y = f(x) given by
y = f(x) + a, y =
f(x + a),
y = af(x), y = f(ax)
and simple
combinations of
these; including
use of the terms
‘translation’,
‘reflection’ and
‘stretch’ in
describing
transformations;
questions may

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 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

involve algebraic
or trigonometric
functions, or other
graphs with given
features.

Circular measure

 understand the Teacher will ask the learners to 1. Worksheet [Link]/ma

definition of a calculate the angle, in degrees, th/algebra2/trig-
radian, and use the subtended by an arc, of length 1 2. Tests after
relationship between functions/intro-to-radians-
unit, of a circle which has radius 1 completion
radians and degrees alg2/v/we-converting-
unit. This will illustrate the of the topic
 use the definition of a radian and give degrees-to-radians
formulae s = r θ learners an idea of the approximate
and size of a radian in degrees.
1  understand the definition of a Learners will practise converting
August
A  r 2 in radian, and use the relationship degrees to radians. [Link]/geo
2 between radians and degrees metry/circle-sector-
(1 weeks) solving Teacher will ask learners to find [Link]
problems the length of the arc using the ratio
3rd week
concerning the  use the formulae s=rϴ and 
of the angles, , and to derive
arc length and A=1/2r2ϴ in solving problems 2π
sector area of a concerning the arc length and the formula for the sector area of a
circle; including sector area of a circle. circle using a similar method.
calculation of
Practice questions on arc lengths
lengths and and areas of sector.
angles in
triangles and
areas of
triangles Past/specimen papers for practice:

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 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

Learners will be able to

Representation of data  Teacher will give a general
 select a suitable way of introduction to measures of
presenting raw statistical data, 1. Worksheet
 select a suitable central tendency: Textbook resources:
and discuss advantages and/or
way of
disadvantages that particular
presenting raw representations may have Statistics 1 and 2 (S1 & 2)
statistical data,  draw and interpret stem-and- 2. Tests after by Hodder education
and discuss leaf diagrams, box and- whisker completion of
advantages plots, histograms and Statistics 1 by Steve Dobbs
the topic
and/or cumulative frequency graphs and Jane Miller
disadvantages
[Link]/ma
that particular
th/probability/descriptive-
representations
may have
August
 draw and statistics/central_tendency/
(1 week) interpret stem-  understand and use different  Comparing different measures v/statistics-intro-mean-
and-leaf measures of central tendency of central tendency with a median-and-mode
4th week diagrams, box- (mean, median, mode) and discussion of which may be the
variation (range, interquartile best to use in certain situation. [Link]/ma
and-whisker
range, standard deviation)
plots, th/probability/descriptive-
 use a cumulative frequency
histograms and statistics/central_tendency/
graph
cumulative v/exploring-mean-and-
frequency median-module
graphs;
[Link]/watch?
including back-
v=E4HAYd0QnRc
to-back stem-
and-leaf
diagrams

 understand and
use different
measures of

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 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

central
tendency
(mean, median,  calculate and use the mean and  General introduction to
mode) and standard deviation of a set of measures of dispersion:
data (including grouped data)
variation
either from the data itself or
(range, from given totals Ʃx and Ʃx2, or Past/specimen papers for practice
interquartile coded totals Ʃ(x-a) and Ʃ(x-a)2, include (I)(F):
range, standard and use such totals in solving
deviation), problems which may involve up
e.g. in to the two data sets.
comparing and
contrasting sets
of data

 use a cumulative
frequency graph, e.g.
to estimate medians,
quartiles, percentiles,
the proportion of a
distribution above
(or below) a given
value, or between
two values
 calculate and
use the mean
and standard
deviation of a
set of data
(including
grouped data)
either from the
data itself or
from given

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 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

totals Ʃx and
Ʃx2, or coded
totals Ʃ(x – a)
and Ʃ(x – a)2 ,
and use such
totals in solving
problems which
may involve up
to two data sets

Permutations and To help learners understand the

Textbook resources:
combinations terms permutation and
Learners will be able to : combination, teacher will use
Statistics 1 and 2 (S1 & 2)
 understand the terms  understand the terms following two videos (F)
permutation and combination, by Hodder education
permutation and
combination, and and solve simple problems
solve simple involving selections Statistics 1 by Steve Dobbs
problems involving The video on permutations, and Jane Miller
selections including notations used and the
September  solve problems about formula: [Link]/watch?
arrangements of  solve problems about v=XqQTXW7XfYA
(1 week) objects in a line, arrangements of objects in a The video that explains
including those line, including those involving combinations and includes an
1st week involving –– repetition (e.g. the number explanation of the difference
repetition (e.g. the of ways of arranging the letters between permutations and [Link]/watch?
number of ways of the word ‘NEEDLESS’) combinations: v=bCxMhncR7PU
of arranging the –– restriction (e.g. the number
letters of the of ways several people can Teacher will solve the problems on [Link]/com
word stand in a line if two particular permutations and combinations’ binatorics/combinations-
‘NEEDLESS’) people must, or must not, using
[Link]
restriction (e.g. the stand next to each other).
number of ways
several people Past/specimen papers for practice
can stand in a (I)(F):

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 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

line if two
particular
people must, or
must not, stand
next to each
other);

 questions may
include cases
such as people
sitting in two
(or more) rows;
questions about
objects
arranged in a
circle will not
be included

October Trigonometry Leaners will be able to:  Teacher will use an interactive 1. Worksheet
 sketch and use graphs of graph plotter to show different Textbook resources:
(2 weeks)  sketch and use the sine, cosine and tangent trigonometric curves. 2. Tests after
functions (for angles of any Pure Mathematics 1 by
st
1 and 2 nd graphs of the size, and using either
completion of
Hugh Neill, Douglas
sine, cosine and degrees or radians) the topic
week Quadling, Julian Gilbey
tangent functions
[Link]/calcul
(for angles of  use the exact values of the Teacher will use an equilateral ator
any size, and sine, cosine and tangent of triangle of side 2 units to find the
using either 30°, 45°, 60°, and related exact values of sin, cos and tan of
angles. 30° and 60°, and a right-angled
degrees or isosceles triangle of sides 1, 1, √2

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 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

radians); to find the exact values of sin, cos

and tan of 45°.
including e.g.
y  3 sin x, ‘Trigonometric ratios of an angle
y  1  cos2x , of any size’

y  tan  x  41  
Past/specimen papers for practice
 use the exact
values of the
sine, cosine and  use the notations sin-1x, Teacher will reinforce the
tangent of 30°, cos-1x, tan-1x to denote principal values for each
the principal values of the trigonometric ratio.
45°, 60°, and inverse trigonometric
related angles, [Link]/r
relations
esources/uploaded/mc-
e.g. Past/specimen papers for practice
ty-trigratiosanysize-
1
cos 150° =  3 [Link].
2
1
sin 34  
2

 use the notations  use the identities

Teacher will introduce the
sinϴ/cosϴ=tanϴ
sin-1x, cos-1x, identities using a right-angled
sin2ϴ + cos2ϴ =1
triangle.
 tan-1x to denote the A structured worksheet and [Link]/teaching-
principal values of matching activity. resource/a-level-maths-
the inverse trigonometry-identities-
Past/specimen papers for practice worksheets-6146808.
trigonometric
and/or formative assessment
relations; no include (I)(F):
specialised
knowledge of these
functions is Teacher will ask learners to sketch
required, but the sine graph from -360° to +360°

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 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

understanding of and ask them to mark all of the

them as examples points where sin θ = 0.7 and then
of inverse to try to identify the corresponding
angles. This can be extended to
functions is
other trigonometric graphs with
expected other ranges. (I)
 use the identities
and , e.g. in
proving identities,  find all the solutions of ‘Trigonometric equations’ resource
simplifying simple trigonometrical takes learners through examples of
equations lying in a these types of question and
expressions and
specified interval (general provides some practice questions. [Link]/res
solving equations forms of solution are not
ources/uploaded/mc-ty-
included).
 find all the trigeqn-2009-
solutions of simple [Link]/teachin
trigonometrical g-resource/cast-diagram-
equations lying in a ‘CAST diagram for solving for-solving-trigonometric-
specified interval trigonometric equations’ has a equations-
(general forms of series of worked examples and
solution are not some practice questions. (I) [Link]/teac
included), hing-resource/core-2-
trigonometry-powerpoint-
Past/specimen papers for practice
e.g. solve 3 sin 2x lesson-6030080
(I)(F):
+ 1 = 0 for ‒π < x
< π,

3 sin2θ ‒ 5 cosθ –
1 =0 for 0≤ϴ≤3600

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 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

Series Learners will be able to: 1. Worksheet

Use of ppts, videos & smartboard Textbook resources:
 use the expansion 2. Tests after
Pure Mathematics 1
of (a + b)n , where completion of
Coursebook by Hugh Neill,
n is a positive the topic
Douglas Quadling, Julian
integer; including  use the expansion of (a + Teacher will use the resource on
b)n, where n is a positive Gilbey
n ‘Binomial theorem’
the notations   integer
r  Pure Mathematics 1 by
and n!; knowledge Hodder Education
of the greatest
[Link]/alge
term and
bra/[Link].
properties of the
coefficients are Teacher shows a PowerPoint [Link]/teaching-
not required demonstration of Pascal’s triangle resource/binomial-
November and the formula for the binomial expansion-powerpoint-
 recognise expansion using combinations. 6071493.
1st week arithmetic and
geometric Teacher wll introduce learners to
(1 week) the formula and explain the
progressions
notation:
 n n n
use the
a  b   an    an 1b    an 2b 2    an 3b3  ... bn
n

formulae for the  1  2 3

nth term and for n n!
where    .
the sum of the
 
r  n  r ! r !
first n terms to
solve problems Teacher will solve the problems
involving such as:
arithmetic or 2
Find the term in x in the
geometric expansion of
progressions;
 2  x  3  4 x 
5

including
Find the term independent of x in
knowledge that

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 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

numbers a, b, c 8
 1
are ‘in the expansion of  2x 3   .
 x
arithmetic
progression’ if
2b = a + c (or Suitable past/specimen papers for
equivalent) and practice (I)(F): worksheets at
are ‘in [Link]/teaching-
geometric resource/a-level-maths-c2-
 Teacher will use the resource
progression’ if recognise arithmetic and binomial-expansion-
geometric progressions ‘Arithmetic Sequences and Sums’ worksheets-6146793
b2 = ac (or and encourage learners to work out
equivalent);  use the formulae for the
nth term and for the sum the formula for the nth term and
questions may then to derive the formula for the
of the first n terms to solve
involve more problems involving sum of n terms. (I)
than one arithmetic or geometric
progression progressions. Extension activity: On the
website select ‘Sequences’ and
 use the then the task ‘Change one thing’ or
‘Connect three?’ for interesting
condition for tasks relating to arithmetic
the convergence progressions. (I)
of a geometric
progression,
and the formula  use the condition for the ‘Geometric Sequences and Sums’
for the sum to convergence of a (I)
infinity of a geometric progression,
and the formula for the Extension activity: On the
convergent [Link]/alge
sum to infinity of a website select ‘Sequences’. The
geometric ‘Common terms’ problem gets bra/sequences-sums-
convergent geometric [Link]
progression learners to consider the properties
of arithmetic and geometric
progressions. (I)

[Link]
[Link]
To encourage independent

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 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

learning, learners be asked to

search for ‘Summing Geometric
Progressions’. (I) [Link]/alge
bra/sequences-sums-
[Link]
Word problems related to
geometric series. (I)

[Link]
Past/specimen papers for practice
[Link]
(I)(F):
[Link]
Teacher starts by considering a
‘Finite geometric series
simple convergent geometric
progression e.g. word problems’on
1 1 1 [Link]/ma
1     ..... th
2 4 8
Find the sum of n terms using the
n
 1
1  
formula, i.e. Sn   2  which
1
1
2 [Link]
  1 n  [Link]
leads to Sn  2  1     .
  2 
 
learners can see that the sum can
never be greater than 2. Teacher
then point out the similarity to
n   and hence the sum to
infinity.

Extension activity: Video on

summing an infinite Geometric
series on (I)

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 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

Past/specimen papers for practice

(I)(F):

Differentiation Candidates should be able to:

• understand the gradient of a curve Introduction to the topic with Textbook resources:
at a point as activities
 understand the
the limit of the gradients of a Pure Mathematics 1 by
gradient of a
suitable sequence Hugh Neill, Douglas
curve at a point of chords, and use the notations Quadling, Julian
as the limit of
dy d2 y GilbeyPure Mathematics 1
the gradients of f ′(x), f ″(x), and 2 for for
November dx dx by Hodder Education
a suitable first and second
(1 week) sequence of derivatives [Link]
chords, and use  use the derivative of xn (for [Link]
2nd week the notations any rational n), together
f’(x), f’’(x), with constant multiples,
December sums and differences of Worksheets on basic
dy d2 y
and 2 functions, and of differentiation on
(2 weeks) dx dx composite functions using [Link]/teaching-
for first and the chain rule
resource/a-level-maths-c1-
1st and 2nd second
differentiation-worksheets-
week derivatives;
6146718.
only an
informal [Link]/teaching-
understanding Teacher will explain ‘Chain rule’ resource/chain-rule-
of the idea of a 6146849
(I)
limit is
expected;
e.g. includes Past/specimen papers for practice
consideration of and/or formative assessment
the gradient of include (I)(F):

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 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

the chord
joining the
points with x  apply differentiation to Teacher will remind learners that
coordinates 2 gradients, tangents and the gradient function will give the
normals, increasing and gradient of a tangent to the curve
and
decreasing functions and at a particular point, so
(2 + h) on the rates of change
curve y = x3; differentiation will be the first step
formal use of in finding the equation of the
the general tangent.
method of
differentiation Work through a straightforward
from first example on the board or give it out
principles is not as a group exercise,
required e.g. Find the equation of the
tangent to curve
 use the derivative of y  2 x 3  4 x 2  5 x  7 at the
xn (for any rational
point where x  1 .
n), together with
The activity could be extended to
constant multiples,
finding the equation of the normal
sums and differences
at that point and some more
of functions, and of
examples of increasing difficulty.
composite
functions using the
The website [Link] has
chain rule,
two resources that can be used to
dy support this:
e.g. find given
dx worksheets including structured
questions (from [Link]
y  2x 3  5
search for ‘A level Maths C1:
 apply Tangents and Normals. (I)(F)
differentiation
to gradients,
tangents and
normals,  [Link]/teaching
An interactive activity ‘Tangents -resource/find-the-

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 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

increasing and and normal line challenge' to tangent-normal-

decreasing practise the tangents and normals matching-cards-
functions and aspect with multiple choice, self- commentary-6162092
rates of change;
marking questions, (I)(F)  [Link]/teachin
including g-resource/a-level-
connected rates maths-c1-tangents-
Remind learners of the chain rule
of change, e.g. and-normals-
from the previous section and
given the rate of show how they can form equations worksheet-6146716
increase of the with it,
dA dA dr
[Link]/ma
radius of a e.g.   . Introduce the th.
circle, find the dt dr dt
rate of increase idea that A could represent the area
of a circle of radius r (you could
of the area for a
give the example of a circular ink
specific value stain) so, if they know the rate of
of one of the change of the radius with respect to
variables time, they can calculate the
corresponding rate of change of the
 locate area.
stationary
points and
Increasing and decreasing
determine their Worksheet on increasing
functions
nature, and use and decreasing functions
information on [Link]/teaching-
about stationary Past/specimen papers for practice resource/a-level-maths-c1-
(I)(F) worksheet-function-
points in
turning-point-6146765 (or
sketching from [Link] (I)
graphs;
including use of
the second  locate stationary points and Teacher explains the concept of Worksheet on maxima and
derivative for determine their and use maxima and minima with few minima at
identifying information about examples. [Link]
stationary g/fsmqs/level-3-calculus
maxima and
(I)

Page 20 of 29
 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

minima; points in sketching graphs.

alternatives Past/specimen papers (I)(F):
may be used in
questions where
no method is
specified;
knowledge of
points of
inflexion is not
included

Integration Learners will be able to The first lesson provides a good Textbook resources:
 understand integration as approach to the introduction of
 understand the reverse process of integration, the terminology and Pure Mathematics 1 by
integration as the differentiation, and notation, and to the use of a Hugh Neill, Douglas
reverse process of integrate (ax + b)n (for any constant of integration. Quadling, Julian Gilbey
December
differentiation, and rational n except –1),
integrate (ax + b)n together with constant Pure Mathematics 1 by
(1 week)
(for any rational n multiples, sums and Hodder Education
except –1), together differences
(3rd week) with constant
multiples, sums and [Link]/teaching-
January resource/integration-
differences, e.g.  solve problems involving The teacher gives a short exercise
powerpoint-6402321
 (2x  5 x  1)dx , for learners on basic Integration
3
(2 weeks) the evaluation of a
constant of integration problems. (I)(F)
 1
1st and 2nd  dx
 (2 x  3)2
week [Link]/teaching-
 solve problems Suitable past/specimen papers for
involving the practice (I)(F): resource/indefinite-
evaluation of a integration-6146782
constant of
integration, e.g. to Introduction to definite integration
find the equation of and demonstrate how to evaluate
the curve through (1, an integral using limits and square
–2) for which brackets.

Page 21 of 29
 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

dy
 2x  1
dx
 evaluate definite integrals
 evaluate definite
integrals; including
simple cases of
‘improper’ integrals,
1

1
such as x 2 dx
0


2
and x dx Extension activity: The activity
1
‘Stretch the function’ uses the idea
of stretching a function to allow
 use definite learners to practise evaluating [Link]/teaching-
integration to find: definite integrals. resource/integration-
the area of a powerpoint-6402321
region Introduction to area under a curve.
bounded by a Worksheet on definite
curve and integration
lines parallel . The files ‘Using Integration to
to the axes, or Find Areas’ and ‘Definite
Integration to find Areas’ provide a [Link]/teaching-
between a
good approach to the introduction resource/a-level-maths-c2-
curve and a
line or of the topic together with examples definite-integration-
between two  use definite integration to which may be used as practice. (I) worksheet-6146778
curves find
 a volume of –– the area of a region [Link]
bounded by a curve and 'Area between curves'. [Link]
revolution lines parallel to the axes,
about one of or between a curve and a Extension activity: The task [Link]/calc
line or between two curves ‘Meaningful areas’ at gets learners ulus/integration-
the axes; a to think in more depth about
volume of [Link].
finding the area between two
revolution curves. (I)
may involve
Definite Integration
a region not
worksheet’ by

Page 22 of 29
 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

bounded by SRWhitehouse at
the axis of [Link]/teaching-
resource/a-level-maths-c2-
rotation, e.g.
definite-integration-
the region worksheet-6146778
between
[Link]/ma
y  9  x2
–– a volume of revolution Volume of solid of revolution. th.
and about one of the axes.
y  5 rotated [Link]
[Link]
about the x-
axis ‘disk method around x axis'
from
[Link]/ma
th

Probability Learners will be able to: A useful activity to test recall of Textbook resources:
 evaluate probabilities in simple the notation (once introduced) is
 evaluate cases by means of enumeration available at: [Link]. Statistics 1 and 2 (S1 & 2)
probabilities in of equiprobable elementary by Hodder education
simple cases by events, or by calculation using
January means of permutations or combinations Statistics 1 by Steve Dobbs
enumeration of Some examples of practical
and Jane Miller
(2 weeks) equiprobable activities and examples of
evaluating probabilities in simple [Link]/projects/
elementary events or
by calculation using cases are at mepres/alevel/stats_ch1.pd
3rd and 4th
permutations or f
week Extension activity: Balls in a box,
combinations, e.g.
the total score when involving probabilities and tree
two fair dice are diagrams is at: [Link]
thrown, or drawing [Link]/msv/msv-
balls at random from [Link]
a bag containing Basic probability, equally probable
balls of different events, and experimental

Page 23 of 29
 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

colours(Knowledge probability are explained at: [Link]/watch?

of the following v=uzkc-qNVoOk
probability notation Examples of calculating
may also be probabilities using combinations
required: P(A), are at:
P( A  B ) , [Link]/watch?
P( A  B ) P( A | B )  use addition and multiplication ‘Probability trees’ Tarsia jigsaws. v=Xqfcy1rqMbI
of probabilities, as appropriate,
and the use of A to
in simple cases An explanation of the addition rule [Link]/j
denote the
for probability.
complement of A) [Link]
 use addition and
multiplication of [Link]/watch?
An explanation of how to use tree
probabilities, as v=QE2uR6Z-NcU
 understand the meaning of diagrams to work out probabilities
appropriate, in
exclusive and independent is at:
simple cases;
events, including determination
explicit use of the
of whether events A and B are The formula for conditional
general formula [Link]/watch?
independent by comparing the
P( A  B ) = P( A) + probabilities is explained, using v=6E_NVnboMB8
values of P(AՈB) and
P(B) – P( A  B ) is both Venn diagrams and tree
P(A)×P(B)
not required diagrams. [Link]/watch?
 understand the v=h05VK1XjVEY
meaning of exclusive  calculate and use conditional
and independent probabilities in simple cases.
events, including Extension activity: An interesting
determination of problem involving independent
whether events A events and real data is at
and B are [Link]
independent by lustrativemathematics/illust
comparing the values Past/specimen papers for practice ration_pdfs/000/000/950/or
of and/or formative assessment iginal/illustrative_mathema
P( A  B ) and P(A) include (I)(F): tics_950.pdf?1390751089
Nov 2013 Paper 62 Q2, Q7(iii)(iv)
× P(B)

 calculate and use

conditional

Page 24 of 29
 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

probabilities in
simple cases, e.g.
situations that can be
represented by a
sample space of
equiprobable
elementary events,
or a tree diagram;
the use of
P( A  B)
P( A | B) 
P(B)
may be required in
simple cases
Discrete random Learners will be able to: Teacher makes a matching card Textbook resources:
variables  draw up a probability activity consisting of a set of cards
distribution table relating to a showing probability distribution Statistics 1 and 2 (S1 & 2)
given situation involving a tables for learners to match with
 draw up a by Hodder education
discrete random the corresponding E(X) and
probability variable X, and calculate E(X) Var(X). (F)
distribution table and Var(X)
relating to a given Past/specimen papers for practice Statistics 1 by Steve Dobbs
February situation involving a (I)(F):
and Jane Miller
discrete random
(2 weeks) Use of Binostat for calculating
variable X, and
binomial probabilities and deriving
1st and 2nd calculate E(X) and
the formula.
week Var(X)
 use formulae for probabilities An explanation of the properties of
 use formulae for for the binomial and geometric a binomial distribution and the [Link]/watch?
probabilities for the distributions, and recognize notation used is at: v=ZQZy5834l2s
binomial and practical situations where
geometric these The formula is explained from a
distributions, and distributions are suitable tree diagram at:
recognise practical models [Link]/watch?
situations where v=NaDZ0zVTyXQ
these distributions  Introduction to the geometric

Page 25 of 29
 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

are suitable models, distribution with two example

including the calculations using a
notations B(n, p) and geometric distribution. This [Link]/watch?
Geo(p) ; Geo(p) could be set as preparatory v=-U2cR-ErRVc
denotes the work for a lesson or could be
distribution in which used to support learners who [Link].
pr = p(1 – p)r–1 need simple examples. ‘Geometric distributions’
for r = 1, 2, 3, …  PowerPoint presentation that by CK-12
 use formulae provides a step-by-step
for the introduction to the geometric
expectation and distribution and includes
example calculations.
variance of the
binomial Past/specimen papers for practice
distribution and and/or formative assessment
for the include (I)(F): [Link]
expectation of
the geometric ‘Geometric distribution’ by
distribution; stewarty
proofs of
The formulae for the binomial
formulae are distribution.
not required

Extension activity: For challenge,

learners consider the proof of the
formulae for the binomial
distribution.(I)
[Link]/watch?
v=zEyLaS2t8FI
 use formulae for the The formula for the expectation of
expectation and variance of the the geometric distribution is given
binomial distribution and for and explained, as well as examples
the expectation of the using it.
[Link]

Page 26 of 29
 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

geometric distribution. [Link]/msv/msv-

Extension activity: For challenge, [Link]
learners consider the proof of the
formula for the expectation of
geometric distribution. (I)

[Link]
watch?v=1cO5KwIFQpI

[Link]/watch?
v=AiQuXEsZCyU.

Normal distribution Learners will be able to: The ‘Standard Normal

 understand the use of a Distribution’. Textbook resources:
 understand the use normal distribution to model
a continuous random Statistics 1 and 2 (S1 & 2)
of a normal
variable, and use normal by Hodder education
distribution to model
distribution tables.
a continuous random Statistics 1 by Steve Dobbs
February variable, and use Past/specimen papers for practice and Jane Miller
normal distribution (I)(F):
(2 weeks)
tables; sketches of [Link]/watch?
rd
3 and 4 th normal curves to v=xgQhefFOXrM
illustrate solving a problem involving
week finding the mean and standard
distributions or This video explains how to
deviation: find probabilities using
probabilities may be
tables:
required [Link]/watch?
Past/specimen papers for practice v=uxwkx4s7U18
 solve problems (I)(F):
concerning a
variable X, where X

Page 27 of 29
 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

~ N(μ,σ²) including:  solve problems concerning a An introduction to the normal

finding the value of variable X, where X ~ N(μ,σ²) approximation to the binomial
P(X > x1), or a , including
related –– finding the value of P(X >
probability, x1), or a related probability, [Link]/watch?
given the values given the values of x1, μ, σ. v=CsuNZIQ-fsU
of x1, μ, σ –– finding a relationship
finding a between x1, μ, σ given the
relationship value of P(X > x1) or a
between x1, μ, related
and σ given the probability [Link]
value of P(X > Conditions for this approximation /normal_distribution/norma
x1) or a related  recall conditions under which and the use of a continuity l_approxM.html
probability the normal distribution can be correction.
for calculations used as an approximation to
involving the binomial distribution, and
standardisation, full use this approximation, with
details of the a continuity correction, in
working should be solving problems.
shown, e.g.
Z=
[Link]/watch?
v=SmjepW2Mb28
 recall
conditions
under which the
normal
distribution can
be used as an
approximation
to the binomial
distribution, and
use this
approximation,

Page 28 of 29
 Checkpoint Physics

Week and Topic and Learning Outcomes Teaching activities Assessment Resources
Month Summative /
Subtopic formative

with a
continuity
correction, in
solving
problems;
n sufficiently
large to ensure
that both np > 5
and nq > 5

March  Revisiting the

topics
(1st and
2nd week)  Past paper solving

3rd week Mock exam starts

Page 29 of 29