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23/03/24

Ready for day 1!!! 🏔️🎿🇮🇹 pic.twitter.com/y2lbWQRb8B

23/03/24

Ready for day 1!!! 🏔️🎿🇮🇹 pic.twitter.com/y2lbWQRb8B

22/12/23

Thank you to everyone who donated to our fundraiser! Our Christmas Elves (the amazing year 10 prefects) packed 20 bags of gifts for the children staying there over Christmas and a little something for the staff too 🎁 🌲 pic.twitter.com/Vs94QEtVtZ

22/12/23

Thank you to everyone who donated to our fundraiser! Our Christmas Elves (the amazing year 10 prefects) packed 20 bags of gifts for the children staying there over Christmas and a little something for the staff too 🎁 🌲 pic.twitter.com/Vs94QEtVtZ

02/10/23

10 days to go 💛Let's make this one bigger and brighter than ever before. pic.twitter.com/wYbbql7FCv

02/10/23

10 days to go 💛Let's make this one bigger and brighter than ever before. pic.twitter.com/wYbbql7FCv

02/10/23

Talking about how we're feeling can make the world of difference. This we are partnering with to help . pic.twitter.com/qO6YDreE3z

02/10/23

Talking about how we're feeling can make the world of difference. This we are partnering with to help . pic.twitter.com/qO6YDreE3z

31/07/23

Stormzy and HSBC fund 36 black Cambridge students https://t.co/YqbUjbdsUk

31/07/23

Stormzy and HSBC fund 36 black Cambridge students https://t.co/YqbUjbdsUk

19/07/23

To be connected with creative career opportunities, A Level Media Studies students enjoyed lunch on Primrose Hill before being welcomed at the Roundhouse and then The October Gallery for creative industry tours, talks and workshops as part of Year 12’s Careers Day on July 10th pic.twitter.com/nnLR9lMZy4

19/07/23

As part of our all-through curriculum Ms. Deering and Year 6 are bringing their sketchbooks to Ms. Stephens in the secondary art room ready for Year 7 in September. pic.twitter.com/GQQyk8JMN4

13/07/23

Really well done to all of our students for a fantastic concert. Thank you to for hosting and and for all their help and support. https://t.co/YzGGgffMEn

13/07/23

Really well done to all of our students for a fantastic concert. Thank you to for hosting and and for all their help and support. https://t.co/YzGGgffMEn

13/07/23

For anyone who needs to hear this today 💙 pic.twitter.com/QGcgD9HAfD

13/07/23

For anyone who needs to hear this today 💙 pic.twitter.com/QGcgD9HAfD

13/07/23

Be kind to your mind this and get involved in our quiz. 🧠Can you guess the wellbeing related words from these anagrams? Comment below ⬇ pic.twitter.com/H5dG3KQkWu

13/07/23

Be kind to your mind this and get involved in our quiz. 🧠Can you guess the wellbeing related words from these anagrams? Comment below ⬇ pic.twitter.com/H5dG3KQkWu

05/07/23

What are teacher strikes really about?We need to discuss the wider context to understand why teachers feel the current situation is unsustainable.https://t.co/rkfrHcgKUp#strikes pic.twitter.com/3jFoYwgXVe

05/07/23

What are teacher strikes really about?We need to discuss the wider context to understand why teachers feel the current situation is unsustainable.https://t.co/rkfrHcgKUp#strikes pic.twitter.com/3jFoYwgXVe

Harris Academies
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Willesden

Mathematics

A Level Mathematics (OCR B (MEI))

Aims

To enable students to:

  • understand mathematics and mathematical processes in a way that promotes confidence, fosters enjoyment and provides a strong foundation for progress to further study
  • extend their range of mathematical skills and techniques
  • understand coherence and progression in mathematics and how different areas of mathematics are connected
  • apply mathematics in other fields of study and be aware of the relevance of mathematics to the world of work and to situations in society in general
  • use their mathematics knowledge to make logical and reasoned decisions in solving problems both within pure mathematics and in a variety of contexts, and communicate the mathematics rationale for these decisions clearly
  • reason logically and recognise incorrect reasoning
  • generalise mathematically
  • construct mathematical proofs
  • use their mathematical skills and techniques to solve challenging problems that require them to decide on the solution strategy
  • recognise when mathematics can be used to analyse and solve a problem in context
  • represent situations mathematics and understand the relationship between problems in context and mathematical models that may be applied to solve them
  • draw diagrams and sketch graphs to help explore mathematical situations and interpret solutions
  • make deductions and inferences and draw conclusions by using mathematical reasoning
  • interpret solutions and communicate their interpretations effectively in the context of the problem
  • read and comprehend mathematical arguments, including justifications of methods and formulae, and communicate their understanding
  • read and comprehend articles concerning applications of mathematics and communicate their understanding
  • use technology such a calculators and computers effectively and recognise when their use may be inappropriate
  • take increasing responsibility for their own learning and the evaluation of their own mathematical development.

Content and Assessment

A Level Mathematics B (MEI) is a linear qualification, with no options. The content is listed below, under three areas:

1. Pure mathematics includes proof, algebra, graphs, sequences, trigonometry, logarithms, calculus and vectors

2. Mechanics includes kinematics, motion under gravity, working with forces including friction, Newton’s laws and simple moments

3. Statistics includes working with data from a sample to make inferences about a population, probability calculations, using binomial and Normal distributions as models and statistical hypothesis testing.

There will be three examination papers, at the end of the course, to assess all the content:

Pure and Mechanics (01)

Pure and Statistics (02)

Pure and Comprehension (03)

Externally assessed – 2 hour long each

100 Marks

100 Marks

75 Marks

36.4% of total qualification

36.4% of total qualification

27.3% of total qualification

The examination paper has two sections: A and B. Section A consists of shorter questions with minimal reading and interpretation; the aim of this is to ensure that all students feel as though they can do some of the questions on the paper. Section B includes longer questions and more problem solving. Section B has a gradient of difficulty. 41 to 47 of the marks are for mechanics; mechanics questions can be in either section A or B. Section A will have 20 to 25 marks with the remainder of the marks allocated to section B

The examination paper has two sections: A and B. Section A consists of shorter questions with minimal reading and interpretation; the aim of this is to ensure that all students feel as though they can do some of the questions on the paper. Section B includes longer questions and more problem solving. Section B has a gradient of difficulty. 50 to 60 of the marks are for statistics with some of these being for questions based on the pre-release data set; statistics questions can be in either section A or B. Section A will have 20 to 25 marks with the remainder of the marks allocated to section B.

 

The examination paper has two sections: A and B. Section A will have 60 marks on the pure mathematics content. Section B will have 15 marks worth of questions on a previously unseen comprehension passage based on the pure mathematics content of the specification, rather than on mechanics or statistics content, to ensure that mechanics and statistics are not overassessed in some years. The passage may include examples of applications of the pure content (other than those which are specified in the mechanics and statistics sections). The mechanics and statistics content of the specification is assumed knowledge for component 03 but this assumed knowledge will not be the focus of any of the questions.

 

 

 

 

Assessment Objectives

Students Must:

% in GCE

AO1

Use and apply standard techniques

• select and correctly carry out routine procedures;

 • accurately recall facts, terminology and definitions

48-52

AO2

Reason, interpret and communicate mathematically

• construct rigorous mathematical arguments (including proofs);

• make deductions and inferences;

• assess the validity of mathematical arguments;

• explain their reasoning;

• use mathematical language and notation correctly.

23-27

AO3

Solve problems within mathematics and in other contexts

• translate problems in mathematical and non-mathematical contexts into mathematical processes;

• interpret solutions to problems in their original context, and, where appropriate, evaluate their accuracy and limitations;

• translate situations in context into mathematical models;

• use mathematical models; and

• evaluate the outcomes of modelling in context, recognise the limitations of models and, where appropriate, explain how to refine them.

23-27

Total    100%