NATTIE COLLEGE

FORM 4 TEACHING SCHEME FOR MATHEMATICS 0580

2nd TERM
PREPARED BY: G CHARI

SYLLABUS
Cambridge IGCSE Code 0580
AIMS
The aims describe the purposes of a course based on this syllabus.
The aims are to enable students to:
• develop an understanding of mathematical principles, concepts and methods in a way which encourages confidence, provides
satisfaction and enjoyment, and develops a positive attitude towards mathematics
• develop a feel for number and understand the significance of the results obtained
• apply mathematics in everyday situations and develop an understanding of the part that mathematics plays in learners’ own lives
and the world around them
• analyse and solve problems, present the solutions clearly, and check and interpret the results
• recognise when and how a situation may be represented mathematically, identify and interpret relevant factors, select an
appropriate mathematical method to solve the problem, and evaluate the method used
• use mathematics as a means of communication with emphasis on the use of clear expression and structured argument • develop
an ability to apply mathematics in other subjects, particularly science and technology
• develop the ability to reason logically, make deductions and inferences, and draw conclusions
• appreciate patterns and relationships in mathematics and make generalisations
• appreciate the interdependence of different areas of mathematics
• acquire a foundation for further study of mathematics or for other disciplines.

ASSESSMENT OBJECTIVES
The assessment objectives (AOs) are:
AO1 Demonstrate knowledge and understanding of mathematical techniques
Candidates should be able to recall and apply mathematical knowledge, terminology and definitions to carry out routine procedures or
straightforward tasks requiring single or multi-step solutions in mathematical or everyday situations including:
• organising, processing and presenting information accurately in written, tabular, graphical and diagrammatic forms
• using and interpreting mathematical notation correctly
• performing calculations and procedures by suitable methods, including using a calculator
• understanding systems of measurement in everyday use and making use of these
• estimating, approximating and working to degrees of accuracy appropriate to the context and converting between equivalent numerical
forms
• using geometrical instruments to measure and to draw to an acceptable degree of accuracy
• recognising and using spatial relationships in two and three dimensions.
AO2 Reason, interpret and communicate mathematically when solving problems
Candidates should be able to analyse a problem, select a suitable strategy and apply appropriate techniques to obtain its solution,
including:
• making logical deductions, making inferences and drawing conclusions from given mathematical data
• recognising patterns and structures in a variety of situations, and forming generalisations
• presenting arguments and chains of reasoning in a logical and structured way
• interpreting and communicating information accurately and changing from one form of presentation to another
• assessing the validity of an argument and critically evaluating a given way of presenting information
• solving unstructured problems by putting them into a structured form involving a series of processes
• applying combinations of mathematical skills and techniques using connections between different areas of mathematics in problem
solving

TOPICS TO BE COVERED
ALGEBRA
- 0580/21 oct/nov 2025 Specimen
- 0580/41 oct/nov 2025 specimen
- 0580/21 feb/March 2025 revision
- 0580/41 feb/March 2025 revision
- 0580/21 May/June 2025 revision
- 0580/41 May/June 2025 revision
-
CYCLE 1 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL ACTIVITIES S.O.C MEDIA

LESSON 1 DIFFERENTIATION By the end of -Demonstration INTRODUCTION Syllabus code 0580 - white board for
the lesson demonstration
-The constant law -Group work Teacher to introduce the lesson by Cambridge IGCSE
pupils should be explaining to learners that Mathematics 0580 -Power point presentation
-the power law able to: -peer teaching differentiation is the process of Syllabus page 41
- sum difference -Apply the finding the derivative or rate of
-peer teaching -Questions from past
law constant law and change of a function
exam question papers
the sum -Fast learners to
LESSON DEVELOPMENT and extended
difference law in peer teach slow
deducing the leaners with the -teacher exposition on how to Gender. K Pure
derivative of a guidance of the differentiate given functions using mathematics for A level
function teacher the power law and the constant law page 95
- find the -learners to differentiate given
derivative of a functions in groups
given function - feedback from group work

-Teacher monitors the learners as

they write an exercise

CONCLUSION

Teacher to conclude the lesson by

choosing any learner to give a
summary of concepts learnt in the
lesson emphasizing on the constant
law and the power law

-Learners are given work as

 homework

CYCLE 1 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL ACTIVITIES S.O.C MEDIA

LESSON 2 Gradient of a By the end of -demonstration INTRODUCTION Syllabus code 0580 -white board for
curve using the lesson demonstration
-Group work Teacher recaps on the previous Cambridge IGCSE
differentiation pupils should be lesson Mathematics 0580 -Power point presentation
able to: -peer teaching Syllabus page 41
-Teacher notifies learners of the
-Recall concept -peer teaching objectives of the lesson -Questions from past
leant in the last exam question papers
lesson -Fast learners to LESSON DEVELOPMENT
and extended
peer teach slow
- calculate the -Learners to deduce derivatives of
leaners with the Gender. K Pure
derivative of a given functions in groups
guidance of the mathematics for A level
function and Teacher exposition o gradient of
teacher page 95
demonstrate an functions at stationary points and
understanding how to calculate the gradient of a
that at a turning curve
point the
derivative of a -learners in groups to deduce the
function is equal gradient of different functions at
to 0 different points of the curve

CONCLUSION

Teacher to conclude the lesson by

generalising that at stationery
 points dy/dx =0

- dy/dx is the gradient of a

function

CYCLE 1 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL ACTIVITIES S.O.C MEDIA

LESSON 3 Apply By the end of -demonstration INTRODUCTION Syllabus code 0580 -white board for
differentiation to the lesson demonstration
-Group work Teacher recaps on the previous Cambridge IGCSE
gradients and pupils should be lesson Mathematics 0580 Work cards
stationary points able to: -peer teaching Syllabus page 41
(turning points). -Teacher notifies learners of the -Power point presentation
-Recall concept -peer teaching objectives of the lesson -Questions from past
leant in the last exam question papers
lesson -Fast learners to LESSON DEVELOPMENT
and extended
peer teach slow
- calculate the -Learners to deduce derivatives of
leaners with the Gender. K Pure
derivative of a given functions in groups
guidance of the mathematics for A level
function and Teacher exposition o gradient of
teacher page 95
demonstrate an functions at stationary points and
understanding ow to calculate the coordinates of
that at a turning the turning points
point the
derivative of a -learners in groups to deduce
function is equal coordinates of turning points
to 0
CONCLUSION
Deduce the co-
Teacher to conclude the lesson by
ordinates of the
generalising that at stationery dy/dx
turning points
= 0 and that the value of the turning
point is found by substituting the x
value from the gradient curve to the
original function
CYCLE 1 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL ACTIVITIES S.O.C MEDIA

LESSON 4 Apply By the end of -demonstration INTRODUCTION Syllabus code 0580 -white board for
differentiation to the lesson demonstration
-Group work Teacher recaps on the previous Cambridge IGCSE
gradients and pupils should be lesson Mathematics 0580 Work cards
stationary points able to: -peer teaching Syllabus page 41
(turning points). -Teacher notifies learners of the -Power point presentation
-Recall concept -peer teaching objectives of the lesson -Questions from past
- Nature of leant in the last exam question papers
the lesson -Fast learners to LESSON DEVELOPMENT
and extended
turning peer teach slow
points - determine the -Learners to deduce derivatives of
leaners with the Gender. K Pure
(minimum nature of a given functions in groups
guidance of the mathematics for A level
and turning point Teacher exposition on how to
teacher page 95
maximum deduce the nature of a turning
turning point using critical values
points)
-learners in groups to deduce
coordinates of turning points and
their nature

CONCLUSION

Teacher to conclude the lesson by

generalising that a turning point can
be a maximum or minimum
CYCLE 1 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL S.O.C MEDIA
ACTIVITIES

LESSON 5 REVISION TEST 2 By the end of the Individual work INTRODUCTION Syllabus code 0580 Question papers

DIFFERENTIATION
lesson pupils -Teacher notifies learners Cambridge IGCSE -work sheets
Learners to write the
should be able of the objectives of the Mathematics 0580 Syllabus
test individually
to: lesson and highlights
Sue Pemberton 4th edition
-Tackle all the examinations expectations
questions from the Complete Mathematics for
-Learners write the test
test, Cambridge IGCSE (Extended)
attempting all questions
by David Rayner
-Write the test within the required time
within the required limit. -Questions from past exam
time limit. question papers both core
-Teacher moves around
and extended questions
monitoring progress.

-Teacher collects test

exercise books, marks and
records all the marks.

CONCLUSION

-Learners to be given
homework on questions
covering syllabus
EVALUATION
GENERAL INDIVIDUAL SELF

This cycle introduced learners to the basic Munashe Manusse, Aadila Abdul, and Shane The combination of clear demonstrations, guided
techniques of differentiation, beginning with the Chiandire showed consistent excellence practice, and rotating peer teaching created a
constant law, power law, and the sum/difference throughout the cycle. Munashe was quick to positive and interactive classroom environment.
law. In Lesson 1, most learners adapted quickly apply rules such as d/dx(kxⁿ) = knxⁿ⁻¹, and My whiteboard sketches and PowerPoint
to using these rules to find the derivative of confidently solved equations like dy/dx = 0 to overlays helped clarify rules such as d/dx(axⁿ) =
functions such as f(x) = 4x³ - 2x + 5, especially find stationary points. Aadila demonstrated anxⁿ⁻¹, and learners engaged well with past-
when supported through demonstrations and strong fluency with the power and constant laws paper curve problems. Group work was effective
guided group work. Learners who were already and often led her group in simplifying in building both confidence and communication.
confident in algebra progressed smoothly, while expressions and checking answers, though she Fast learners like Munashe and Aadila provided
others needed a refresher on simplification and occasionally omitted constant terms during fast- strong support to their peers and contributed to
correct use of signs. Lessons 2 and 3 focused on paced work. Shane successfully used both the a collaborative learning space. However, I moved
applying derivatives to find the gradient of curves second derivative and sign-change method to too quickly through the second derivative and
and identifying stationary points. The majority of classify turning points and was able to describe nature of turning points in Lesson 4. Some
learners were able to differentiate correctly, clearly why a function like f(x) = -x² + 4x - 3 has a learners remained unclear on when to apply
solve dy/dx = 0, and substitute values back into maximum turning point. He now needs to work d²y/dx² or how to interpret its result, particularly
the original function to find the coordinates of on explaining his reasoning more fully in writing in ambiguous cases.
turning points. However, a few still confused the for structured exam responses.
function itself with its derivative. In Lesson 4,
learners explored the nature of turning points To improve, I will introduce short, two-minute
using the second derivative or sign-change Among the average and low performers, Tawana quizzes after teaching each new concept—
methods. While stronger learners identified Mabote and Tierse Mususa managed to apply especially when covering dy/dx = 0 and testing
minima and maxima correctly, others were differentiation rules but frequently dropped for maxima or minima. I will prepare tiered
inconsistent in interpreting their results. Overall negative signs or reversed terms when worksheets that allow learners to work at their
engagement remained high through peer simplifying expressions such as dy/dx = 3x² - 6x. level: basic rule application for some, curve
teaching and collaborative work, though time Tawana needed extra support when solving sketching and classification for others. I will also
constraints limited deeper treatment of the dy/dx = 0, particularly with factorising quadratics. use mini-whiteboards for live checks like “Show
 second derivative test, and some learners were Tierse participated actively in peer work but whether f(x) = x² - 4x + 1 has a minimum or
left uncertain. sometimes confused which terms belonged to maximum” so I can address errors before they
dy/dx and which to f(x). Imelda Buzuwe is solidify. These steps should allow stronger
starting to recall rules like d/dx(k) = 0 but still learners to stay challenged while ensuring that
struggles to isolate and solve for x when finding those who need extra practice get the support
turning points. Devine Zikhali recognises that and clarity they need.
turning points occur where dy/dx = 0 but has
difficulty forming and solving these equations
due to gaps in algebraic fluency. Pairing with
stronger learners helped, but both still need
simplified examples and step-by-step practice.

CYCLE 2 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL S.O.C MEDIA

ACTIVITIES
LESSON 1 Functions By the end of the demonstration INTRODUCTION Syllabus code 0580 Question papers
lesson pupils -Teacher to introduce the Cambridge IGCSE -work sheets
-Group work
should be able lesson by defining a Mathematics 0580 Syllabus
to: -peer teaching function to learners
Sue Pemberton 4th edition
-define what a -peer teaching
function is Complete Mathematics for
-Fast learners to peer LESSON DEVELOPMENT Cambridge IGCSE (Extended)
Determine the teach slow leaners by David Rayner
range and domain Teacher exposition on how
with the guidance of to determine the domain -Questions from past exam
of a function
the teacher and range of a given question papers both core
function and the different and extended questions
types of functions

Class discussion on the

range and domain of a
function

CONCLUSION

-teacher to generalise that

a function is a rule which
maps a single number to
another single number

CYCLE 2 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL S.O.C MEDIA

 ACTIVITIES

LESSON 2 Composite of a By the end of the demonstration INTRODUCTION Syllabus code 0580 Question papers
function lesson pupils
-Group work -teacher to introduce the Cambridge IGCSE -work sheets
should be able lesson by a recap of the Mathematics 0580 Syllabus
to: -peer teaching previous lesson
Sue Pemberton 4th edition
- Combine -peer teaching
functions Complete Mathematics for
to form -Fast learners to peer LESSON DEVELOPMENT Cambridge IGCSE (Extended)
composite teach slow leaners by David Rayner
Teacher exposition on
functions with the guidance of composite functions -Questions from past exam
the teacher question papers both core
Learners in groups to
and extended questions
simplify composite
functions

Learners to individually
attempt questions on
simplifying composite
functions

CONCLUSION

-teacher to generalise that

when two functions are
combined we talk of
composite functions
CYCLE 2 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL ACTIVITIES S.O.C MEDIA

LESSON 3 Inverse of a By the end of demonstration INTRODUCTION Syllabus code 0580 Question papers
function the lesson
-Group work -Teacher to introduce the lesson by a Cambridge IGCSE -work sheets
pupils should recap on composite functions Mathematics 0580
be able to: -peer teaching Syllabus
-calculate the -peer teaching Sue Pemberton 4th
inverse of a LESSON DEVELOPMENT
edition
function -Fast learners to
Teacher exposition on how to calculate
peer teach slow Complete Mathematics
the inverse of a function
leaners with the for Cambridge IGCSE
guidance of the Learners in groups to calculate the (Extended) by David
teacher inverse of a function Rayner

CONCLUSION -Questions from past

exam question papers
-teacher to conclude the lesson by both core and extended
explaining that an inverse questions
function reverses the operation done by
a particular function. In other words,
whatever a function does, the inverse
function undoes it.
CYCLE 2 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL S.O.C MEDIA
ACTIVITIES

LESSON 4 Past exam By the end of the demonstration INTRODUCTION Syllabus code 0580 Question papers
questions on lesson pupils
-Group work -Teacher to introduce the Cambridge IGCSE -work sheets
functions should be able lesson by distributing past Mathematics 0580 Syllabus
to: -peer teaching exam questions on
Sue Pemberton 4th edition
-solve questions functions
-peer teaching
from past exam Complete Mathematics for
questions on -Fast learners to peer Cambridge IGCSE (Extended)
functions. teach slow leaners LESSON DEVELOPMENT by David Rayner
with the guidance of Learners in groups to -Questions from past exam
the teacher calculate the inverse of a question papers both core
function and extended questions

Teacher to move around

assisting learners in pairs

CONCLUSION

-teacher to conclude the

lesson by picking learners
at random to summarize
how to solve functions
CYCLE 2 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL S.O.C MEDIA
ACTIVITIES

LESSON 5 May/June 2023 By the end of the demonstration INTRODUCTION Syllabus code 0580 Question papers May-June
revision lesson pupils 23/42
-Group work -Teacher to introduce the Cambridge IGCSE
Question 7-9 should be able lesson by linking bearing to Mathematics 0580 Syllabus -work sheets
to: -peer teaching trigonometry
Sue Pemberton 4th edition
-apply bearing in -peer teaching
solving Complete Mathematics for
trigonometry -Fast learners to peer LESSON DEVELOPMENT Cambridge IGCSE (Extended)
questions teach slow leaners by David Rayner
with the guidance of -Questions from past exam
-differentiate given Teacher to demonstrate on
the teacher question papers both core
functions how to use bearing to solve
and extended questions
trigonometry questions

Learners in groups to
calculate the inverse of a
function

Teacher to move around

assisting learners in pairs

CONCLUSION

-teacher to conclude the

lesson by picking learners
to differentiate the given
function
EVALUATION
GENERAL INDIVIDUAL SELF

This cycle introduced learners to the core Munashe Manusse, Aadila Abdul, and Shane Lessons were well-paced at the beginning of the
concepts of functions, including defining a Chiandire showed strong mastery across the full cycle, especially in defining functions and
function, determining domain and range, and cycle. Munashe accurately determined domain exploring domain and range using simple graphs
understanding composite and inverse functions. and range and handled inverses and composites and mappings. The use of group work, peer
In Lesson 1, learners engaged well with the idea such as f(x) = 2x + 1 and g(x) = x² with little teaching, and targeted questioning helped
of a function as a rule that maps each input to a guidance. Aadila confidently combined functions maintain attention and participation, and
single output. Most learners could identify the and worked independently through inverse whiteboard sketches supported conceptual
domain and range of basic functions like f(x) = x² function problems, explaining steps clearly to understanding. Learners were engaged,
or f(x) = 1/x, especially when supported with peers. Shane linked visual and algebraic especially in Lessons 2 and 3, where function
diagrams and discussion. In Lesson 2, composite representations well and could describe why, for operations became more interactive. However,
functions were introduced, and several learners example, f(f⁻¹(x)) = x holds true. All three tackled during Lessons 4 and 5, the jump between topics
showed fluency in expressing combinations such past-paper questions with accuracy and speed (especially mixing trigonometry, bearings, and
as f(g(x)) and g(f(x)), though a few struggled with and were helpful when peer teaching during differentiation) created confusion for some
the order of application. Lesson 3 focused on group exercises. learners who had not yet mastered the earlier
inverse functions, and learners were taught how content. I also noticed that several learners were
to reverse a function algebraically. While still unsure of composite function order and
stronger learners quickly grasped that the Tawana Mabote and Tierse Mususa handled inverse rearrangement, indicating a need for
inverse “undoes” the operation, others found it basic functions well but found composite tighter formative checks before moving on.
hard to switch between f(x) and f⁻¹(x), especially functions challenging, especially with notation
when rearranging equations like y = 3x + 2. like f(g(x)). Tierse improved steadily with
Lessons 4 and 5 offered structured revision guidance but still needs reinforcement on For the next cycle, I will insert brief starter tasks
through past paper questions. Lesson 4 focused rearranging equations when finding inverses. to revise notation and function order and include
on the functions chapter, and Lesson 5 combined Tawana understood the logic of domain and a micro-quiz after composite and inverse lessons
functions with trigonometry and bearings. Most range but sometimes confused input/output to check understanding. I will also use tiered
 learners stayed actively engaged across the cycle roles when working with composite or inverse worksheets to separate foundational skills like
through guided peer-teaching, although the functions. Imelda Buzuwe and Devine Zikhali identifying range from more advanced
mixed revision in Lesson 5 resulted in confusion struggled with notational consistency and often operations like simplifying f(g(x)) or finding f⁻¹(x)
for some learners who needed clearer topic confused f(x) with f⁻¹(x) or g(x), particularly algebraically. In revision lessons, I will avoid
boundaries. during substitution. Imelda needed step-by-step mixing topics too quickly and instead build links
prompting and focused support, while Devine slowly across questions. This should give learners
was able to simplify basic expressions but lost like Devine and Imelda more time to build
track when multiple steps were involved. Group confidence while maintaining challenge for high
pairing helped both engage, but they will benefit performers like Aadila and Munashe.
from slow-paced, scaffolded practice before the
next cycle.

CYCLE 3 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL S.O.C MEDIA

ACTIVITIES
LESSON 1 May/June 2023 By the end of the demonstration INTRODUCTION Syllabus code 0580 Question papers May-June
revision lesson pupils 23/42
-Group work -Teacher to introduce the Cambridge IGCSE
Question 9-10 should be able lesson by linking bearing to Mathematics 0580 Syllabus -work sheets
to: -peer teaching trigonometry
Sue Pemberton 4th edition
- -peer teaching
Complete Mathematics for
-Fast learners to peer LESSON DEVELOPMENT Cambridge IGCSE (Extended)
teach slow leaners by David Rayner
Teacher to demonstrate
with the guidance of on how to use bearing to -Questions from past exam
the teacher solve trigonometry question papers both core
questions and extended questions

Learners in groups to
calculate the inverse of a
function

Teacher to move around

assisting learners in pairs

CONCLUSION

-teacher to conclude the

lesson by picking learners
to differentiate the given
function

CYCLE 3 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL S.O.C MEDIA

 ACTIVITIES

LESSON 2 October – By the end of the demonstration INTRODUCTION Syllabus code 0580 Question papers October-
November 2023 lesson pupils November 2023 0580/21
-Group work -Teacher to introduce the Cambridge IGCSE
0580/21 question should be able lesson by distributing the Mathematics 0580 Syllabus -work sheets
1-10 to: -peer teaching question papers
Sue Pemberton 4th edition
- attempt paper 2 -peer teaching LESSON DEVELOPMENT
past exam Complete Mathematics for
questions -Fast learners to peer Teacher to demonstrate Cambridge IGCSE (Extended)
teach slow leaners on how to solve complex by David Rayner
with the guidance of questions
-Questions from past exam
the teacher Learners to present question papers both core
working on the board and extended questions

Teacher to move around

assisting learners in pairs
on some of the questions

CONCLUSION

-learners to give a
summary of the concepts
revised
CYCLE 3 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL S.O.C MEDIA
ACTIVITIES

LESSON 3 October – By the end of the demonstration INTRODUCTION Syllabus code 0580 Question papers October-
November 2023 lesson pupils November 2023 0580/80
-Group work -Teacher to introduce the Cambridge IGCSE
0580/21 question should be able lesson by distributing the Mathematics 0580 Syllabus -work sheets
11-17 to: -peer teaching question papers
Sue Pemberton 4th edition
- attempt paper 2 -peer teaching LESSON DEVELOPMENT
past exam Complete Mathematics for
questions -Fast learners to peer Teacher to demonstrate Cambridge IGCSE (Extended)
teach slow leaners on how to solve complex by David Rayner
with the guidance of questions
-Questions from past exam
the teacher Learners to present question papers both core
working on the board and extended questions

Teacher to move around

assisting learners in pairs
on some of the questions

CONCLUSION

-learners to give a
summary of the concepts
revised
CYCLE 3 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL S.O.C MEDIA
ACTIVITIES

LESSON 4 October – By the end of the demonstration INTRODUCTION Syllabus code 0580 Question papers October-
November 2023 lesson pupils November 2023 0580/80
-Group work -Teacher to introduce the Cambridge IGCSE
0580/21 question should be able lesson by distributing the Mathematics 0580 Syllabus -work sheets
18-22 to: -peer teaching question papers
Sue Pemberton 4th edition
- attempt paper 2 -peer teaching LESSON DEVELOPMENT
past exam Complete Mathematics for
questions -Fast learners to peer Teacher to demonstrate Cambridge IGCSE (Extended)
teach slow leaners on how to solve complex by David Rayner
with the guidance of questions
-Questions from past exam
the teacher Learners to present question papers both core
working on the board and extended questions

Teacher to move around

assisting learners in pairs
on some of the questions

CONCLUSION

-learners to give a
summary of the concepts
revised
CYCLE 3 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL S.O.C MEDIA
ACTIVITIES

LESSON 5 REVISION TEST By the end of the Individual work INTRODUCTION Syllabus code 0580 Question papers

-0580/21
lesson pupils -Teacher notifies learners Cambridge IGCSE -power point showing
Learners to write the
should be able of the objectives of the Mathematics 0580 Syllabus questions from past exam
test individually
to: lesson and highlights papers
Sue Pemberton 4th edition
-Tackle all the examinations expectations
-work sheets
questions from the Complete Mathematics for
-Learners write the test
test, Cambridge IGCSE (Extended)
attempting all questions
by David Rayner
-Write the test within the required time
within the required limit. -Questions from past exam
time limit. question papers both core
-Teacher moves around
and extended questions
monitoring progress.

-Teacher collects test

exercise books, marks, and
records all the marks.

CONCLUSION

-Learners to be given
homework on questions
covering syllabus
EVALUATION
GENERAL INDIVIDUAL SELF

This revision cycle focused on consolidating exam Munashe Manusse, Aadila Abdul, and Shane The overall revision cycle was well structured and
skills by working through selected questions from Chiandire maintained high standards throughout provided an effective balance between
the May–June and October–November 2023 the revision cycle. Munashe tackled multi-step demonstration, discussion, and independent
IGCSE Mathematics papers. In Lesson 1, learners questions with confidence and supported his work. Past-paper questions were clearly useful in
explored how bearings relate to trigonometry group during trigonometry problem-solving in building familiarity with exam format and
and tackled angle-based navigation problems. Lesson 1. Aadila consistently applied correct language. Learners remained highly engaged in
While most learners followed the visual logic methods, especially in algebraic simplification Lessons 2 to 4, especially when they were asked
behind solving triangles using bearings, some still and worded problems involving ratios and to explain their reasoning on the board. The use
needed prompting to convert direction language fractions. Shane interpreted word problems with of peer teaching was effective, particularly for
into correct diagram angles. Lessons 2 to 4 clarity and explained his steps well when working promoting dialogue and reinforcing method
focused on structured revision from Paper 2, on the board. He also displayed strong leadership recall. However, Lesson 5 revealed that some
with learners working through questions in during group problem-solving. All three learners, particularly in the lower range, were
ranges—questions 1–10 in Lesson 2, 11–17 in performed well in the test, completing all not yet confident managing full test conditions. I
Lesson 3, and 18–22 in Lesson 4. The step-by- questions and using appropriate layout and also observed that although learners understood
step demonstrations, combined with peer-led notation. Their explanations were clear, and their methods when taught, they sometimes failed to
board presentations, helped solidify error rate was low across different question transfer that knowledge to unfamiliar contexts
understanding. Learners showed growing types. under pressure. I need to allow more time for
confidence in interpreting question instructions targeted follow-up practice on topics like
and selecting correct methods for algebra, compound measures and function interpretation.
geometry, and proportion problems. Common Tawana Mabote and Tierse Mususa engaged
errors included forgetting to label angles in better than in previous cycles and showed visible
geometric contexts, simplifying expressions improvement. Tawana worked more In the next revision phase, I will include short
inaccurately, and misreading inequalities. independently and could now identify what timed warm-ups at the start of each lesson to
Nonetheless, the active group dynamic and methods were needed for compound percentage simulate exam conditions more regularly. I will
emphasis on learner-led working allowed for and gradient questions but still needs to watch continue to use past-paper questions but break
steady correction and confidence-building for signs and labels. Tierse worked well in a them into mini-sets grouped by topic and
 throughout. Lesson 5 was used for a full test group but needed regular prompting on difficulty level. I will also prepare “error hunts”
under timed conditions, and most learners rearrangement and error checking. Imelda using anonymised common mistakes from the
attempted all questions within the time limit. Buzuwe and Devine Zikhali both attempted each test to help learners correct misconceptions
While top learners showed strong accuracy, task but struggled with keeping pace during the collaboratively. These strategies should stretch
others rushed toward the end and made test. Imelda showed more effort during group stronger learners like Shane and Aadila while
avoidable arithmetic or transcription errors. work and began to use substitution methods providing practical, supported practice for
correctly but struggled to finish longer problems. learners like Devine and Imelda.
Devine was more responsive than before but
lacked fluency in fraction operations and often
misread key terms like “estimate” or “construct.”
Both learners would benefit from focused
practice on short-answer, single-skill questions
before reattempting full paper sections.

CYCLE 4 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL S.O.C MEDIA

ACTIVITIES
LESSON 1 Feb-March By the end of the demonstration INTRODUCTION Syllabus code 0580 Question papers October-
lesson pupils November 2023, 0580/41
0580/41 question -Group work -Teacher to introduce the Cambridge IGCSE
1-10 should be able lesson by distributing the Mathematics 0580 Syllabus -work sheets
to: -peer teaching question papers
Sue Pemberton 4th edition
- attempt paper 4 -peer teaching
past exam Complete Mathematics for
questions -Fast learners to peer LESSON DEVELOPMENT Cambridge IGCSE (Extended)
teach slow leaners by David Rayner
Teacher to demonstrate
with the guidance of on how to solve complex -Questions from past exam
the teacher questions question papers both core
and extended questions
Learners to present
working on the board

Teacher to move around

assisting learners in pairs
on some of the questions

CONCLUSION

-learners to give a
summary of the concepts
revised

CYCLE 4 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL S.O.C MEDIA

 ACTIVITIES

LESSON 2 Feb-March By the end of the demonstration INTRODUCTION Syllabus code 0580 Question papers October-
lesson pupils November 2023, 0580/41
0580/41 question -Group work -Teacher to introduce the Cambridge IGCSE
should be able lesson by distributing the Mathematics 0580 Syllabus -work sheets
11-16 to: -peer teaching question papers
Sue Pemberton 4th edition
- attempt paper 4 -peer teaching
past exam Complete Mathematics for
questions -Fast learners to peer LESSON DEVELOPMENT Cambridge IGCSE (Extended)
teach slow leaners by David Rayner
Teacher to demonstrate
with the guidance of on how to solve complex -Questions from past exam
the teacher questions question papers both core
and extended questions
Learners to present
working on the board

Teacher to move around

assisting learners in pairs
on some of the questions

CONCLUSION

-learners to give a
summary of the concepts
revised
CYCLE 4 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL S.O.C MEDIA
ACTIVITIES

LESSON 3 Feb-March By the end of the demonstration INTRODUCTION Syllabus code 0580 Question papers October-
lesson pupils November 2023, 0580/41
0580/41 question -Group work -Teacher to introduce the Cambridge IGCSE
17-24 should be able lesson by distributing the Mathematics 0580 Syllabus -work sheets
to: -peer teaching question papers
Sue Pemberton 4th edition
- attempt paper 4 -peer teaching
past exam Complete Mathematics for
questions -Fast learners to peer LESSON DEVELOPMENT Cambridge IGCSE (Extended)
teach slow leaners by David Rayner
with the guidance of -Questions from past exam
the teacher Teacher to demonstrate on
question papers both core
how to solve complex
and extended questions
questions

Learners to present
working on the board

Teacher to move around

assisting learners in pairs
on some of the questions

CONCLUSION

-learners to give a
summary of the concepts
revised
CYCLE 4 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL S.O.C MEDIA
ACTIVITIES

LESSON 4 REVISION TEST By the end of the Individual work INTRODUCTION Syllabus code 0580 Question papers

-0580/41
lesson pupils -Teacher notifies learners Cambridge IGCSE -power point showing
Learners to write the
should be able of the objectives of the Mathematics 0580 Syllabus questions from past exam
test individually
to: lesson and highlights papers
Sue Pemberton 4th edition
-Tackle all the examinations expectations
-work sheets
questions from the Complete Mathematics for
-Learners write the test
test, Cambridge IGCSE (Extended)
attempting all questions
by David Rayner
-Write the test within the required time
within the required limit. -Questions from past exam
time limit. question papers both core
-Teacher moves around
and extended questions
monitoring progress.

-Teacher collects test

exercise books, marks, and
records all the marks.

CONCLUSION

-Learners to be given
homework on questions
covering syllabus
EVALUATION
GENERAL INDIVIDUAL SELF

This short revision cycle centred on Paper 4 Munashe Manusse, Aadila Abdul, and Shane Demonstrations and learner board presentations
questions from the Feb–March 0580/41 session. Chiandire sustained strong momentum. kept lessons interactive and revealed common
Lesson 1 covered questions 1–10 and refreshed Munashe moved efficiently through non- misconceptions promptly. Peer tutoring again
core topics such as percentages, ratio, and basic calculator arithmetic and laid out his solutions proved valuable, particularly when faster
trigonometry; most learners handled single-step with clear justifications, losing only occasional learners coached on diagram interpretation and
calculations well but several forgot to quote units accuracy marks through transcription slips. algebraic structure. However, my pacing in
or round answers correctly. Lessons 2 and 3 Aadila excelled in algebraic proof and vector Lessons 2 and 3 was ambitious; weaker learners
progressed to multistep geometry, algebraic geometry, often spotting shortcuts that saved needed an extra worked example on cumulative-
manipulation, and cumulative frequency. Guided her group time; her only weakness was a frequency polygons before tackling the paper
board demonstrations and peer explanations tendency to skip writing concluding statements. questions independently. During the timed test I
helped learners unpack wordier parts, yet many Shane demonstrated sharp diagram analysis in noticed several learners referring back to earlier
still hesitated to decide which theorem or circle-theorem questions and explained pages for formulas they should recall, signalling
method to use without a hint. Timing improved cumulative-frequency techniques clearly to that key facts need more retrieval practice. In the
each day, and by Lesson 3 the class could peers, though he sometimes rushed the final line next cycle I will open each session with a five-
complete complex tasks like solving simultaneous of a probability calculation. All three completed minute “formula flash” and close with a one-
equations by substitution within the the timed test comfortably and scored well into minute self-check prompt to encourage
recommended time per mark. Lesson 4 was a full the top grade band. systematic review of units, rounding, and
Paper 4 test under exam rules. Nearly every statement writing. I will also provide a scaffolded
learner attempted every question, yet avoidable mark-scheme walk-through after each mini-test
slips—copying errors, missed angle marks, or Tawana Mabote and Tierse Mususa improved at so that learners, especially Imelda and Devine,
premature rounding—still cost marks for the identifying first steps—such as factorising before can see exactly where method marks are gained
middle and lower groups. Overall, engagement substituting—but still need reminders to check or lost while stronger learners refine precision in
remained high, and peer-teaching rotations unit conversions and inequality symbols. Tawana their concluding steps.
continued to boost confidence, but clear gaps showed steady gains in bearings diagrams yet
 remain in showing full working and checking omitted scale statements, while Tierse solved
answers systematically. quadratic equations correctly but left some
answers unsimplified. Imelda Buzuwe attempted
every question and is beginning to set work out
more systematically, yet lost marks for
incomplete algebraic rearrangements and mis-
plotting cumulative-frequency points. Devine
Zikhali engaged actively in group discussion,
copied correct methods, and finished the easier
questions in time, but struggled to keep track of
negative signs and place-value when multiplying
decimals. Both Imelda and Devine need short,
focused drills on accuracy and final-answer
checking before the next test.

CYCLE 5 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL S.O.C MEDIA

ACTIVITIES
LESSON 1 Feb-March By the end of the demonstration INTRODUCTION Syllabus code 0580 Question papers may-june
lesson pupils 2023, 0580/21
0580/21 question -Group work -Teacher to introduce the Cambridge IGCSE
1-10 should be able lesson by distributing the Mathematics 0580 Syllabus -work sheets
to: -peer teaching question papers
Sue Pemberton 4th edition
- attempt paper 2 -peer teaching
past exam Complete Mathematics for
questions -Fast learners to peer LESSON DEVELOPMENT Cambridge IGCSE (Extended)
teach slow leaners by David Rayner
Teacher to demonstrate
with the guidance of on how to solve complex -Questions from past exam
the teacher questions question papers both core
and extended questions
Learners to present
working on the board

Teacher to move around

assisting learners in pairs
on some of the questions

CONCLUSION

-learners to give a
summary of the concepts
revised

CYCLE 5 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL S.O.C MEDIA

 ACTIVITIES

LESSON 2 Feb-March By the end of the demonstration INTRODUCTION Syllabus code 0580 Question papers may-june
lesson pupils 2023, 0580/21
0580/21 question -Group work -Teacher to introduce the Cambridge IGCSE
11-17 should be able lesson by distributing the Mathematics 0580 Syllabus -work sheets
to: -peer teaching question papers
- attempt paper 2 -peer teaching
past exam Sue Pemberton 4th edition
questions -Fast learners to peer LESSON DEVELOPMENT
Complete Mathematics for
teach slow leaners
Teacher to demonstrate Cambridge IGCSE (Extended)
with the guidance of on how to solve complex by David Rayner
the teacher questions

Learners to present
-Questions from past exam
working on the board
question papers extended
Teacher to move around questions
assisting learners in pairs
on some of the questions

CONCLUSION

-learners to give a
summary of the concepts
revised
CYCLE 5 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL S.O.C MEDIA
ACTIVITIES

LESSON 3 Feb-March By the end of the demonstration INTRODUCTION Syllabus code 0580 Question papers may-june
lesson pupils 2023, 0580/21
0580/21 question -Group work -Teacher to introduce the Cambridge IGCSE
18-23 should be able lesson by distributing the Mathematics 0580 Syllabus -work sheets
to: -peer teaching question papers
Sue Pemberton 4th edition
- attempt paper 2 -peer teaching
past exam Complete Mathematics for
questions -Fast learners to peer LESSON DEVELOPMENT Cambridge IGCSE (Extended)
teach slow leaners by David Rayner
Teacher to demonstrate
with the guidance of on how to solve complex -Questions from past exam
the teacher questions question papers both core
and extended questions
Learners to present
working on the board

Teacher to move around

assisting learners in pairs
on some of the questions

CONCLUSION

-learners to give a
summary of the concepts
revised
CYCLE 5 TOPIC/CONTENT OBJECTIVES METHODOLOGY TEACHER-PUPIL S.O.C MEDIA
ACTIVITIES

LESSON 4 REVISION TEST By the end of the Individual work INTRODUCTION Syllabus code 0580 Question papers

-0580/21
lesson pupils -Teacher notifies learners Cambridge IGCSE -power point showing
Learners to write the
should be able of the objectives of the Mathematics 0580 Syllabus questions from past exam
test individually
to: lesson and highlights papers
Sue Pemberton 4th edition
-Tackle all the examinations expectations
-work sheets
questions from the Complete Mathematics for
-Learners write the test
test, Cambridge IGCSE (Extended)
attempting all questions
by David Rayner
-Write the test within the required time
within the required limit. -Questions from past exam
time limit. question papers both core
-Teacher moves around
and extended questions
monitoring progress.

-Teacher collects test

exercise books, marks, and
records all the marks.

CONCLUSION

-Learners to be given
homework on questions
covering syllabus