INTERNATIONAL ADVANCED LEVEL

MATHEMATICS/
FURTHER MATHEMATICS/
EDEXCEL INTERNATIONAL GCSE
PURE MATHEMATICS
ECONOMICS
GETTING STARTED GUIDE
SPECIFICATION
Pearson Edexcel International Advanced Subsidiary in Mathematics (XMA01)
Pearson
EdexcelEdexcel International
International GCSE inAdvanced Subsidiary
Economics in Further Mathematics (XFM01)
(9-1) (4ET0)
Pearson Edexcel International Advanced Subsidiary in Pure Mathematics (XPM01)
First examination
Pearson June
Edexcel International Advanced Level in Mathematics (YMA01)
Pearson Edexcel International Advanced Level in Further Mathematics (YFM01)
Pearson Edexcel International Advanced Level in Pure Mathematics (YPM01)
First teaching September 2018
First examination from January 2019
First certification from August 2019 (International
Advanced Subsidiary) and August 2020 (International
Advanced Level
Getting Started Guide for teachers

Getting Started Guide: IAL Mathematics 2018

Contents
1. Introduction ........................................................................................................................................ 4
2. Qualification overview ........................................................................................................................ 6
What has changed?................................................................................................................................. 6
2.1 Changes to specification ................................................................................................................. 6
Changes to Assessment objectives ......................................................................................................... 7
3. Planning............................................................................................................................................... 8
3.1 Planning and delivering the course................................................................................................... 8
4. Content guidance ................................................................................................................................ 9
5. Assessment guidance ........................................................................................................................ 13
6. Examination entry codes................................................................................................................... 16
7. Unit examination unit availability table ............................................................................................ 17
8. Transferable skills.............................................................................................................................. 18
9. NRC framework skills – IAL Mathematics skills interpretation ......................................................... 19

Pearson Edexcel International Advanced Level in Mathematics

Getting Started Guide

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Getting Started Guide for teachers

Getting started for teachers

1. Introduction
Research and key principles
This Getting Started guide will give you an overview of the International Advanced Level (IAL) in
Mathematics qualification and what it means for you and your students. This guidance is intended
to help you plan the course in outline and give you further insight into the principles behind the
content to help you and your students succeed.

Key principles
The specification has been developed with the following key principles:

Clear specification
Clear guidance on what students need to learn, providing clarity for planning, teaching and
assessment. A review of other curricula and qualifications was undertaken to ensure that it is
comparable with those taken in high-performing jurisdictions internationally. Key stakeholders
were consulted on content and assessment, including higher education academics, teachers and
employers to ensure this qualification is suitable for an international context

Progression, not repetition

The specification allows the development of understanding while at the same time avoiding
repetition, ensuring students are engaged and thereby inspired to develop their knowledge.

Reflect today’s global world

The International Advanced Level in Mathematics specification develops an understanding of
current developments in mathematics.

Clear assessments
Clear and consistent use of command words across assessments and between series. Our
approach to assessments, definitions for the command words and details of how the command
words are explained can be found in the glossary.

Clear mark schemes

The new mark schemes provide a consistent understanding of the skills, and connections
between these skills, required for each question type. Clear wording reflects how teachers and
examiners describe the qualities of student work, so the expectations are clear for teachers and
markers.

Skills for progression

Pearson Edexcel International Advanced Level in Mathematics

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Getting Started Guide for teachers

The variety of content that will be found in the examination allows the student to demonstrate
knowledge as well as its application, which are required elements for further study or
progression into employment.

1.2 Support for the new specification

Our package of support to help you plan and implement the new specification includes:
Getting Ready to Teach events – We will provide Getting Ready to Teach events, delivered by
subject specialists, ahead of the first teaching in September 2018. This training event will
outline all the requirements for teaching and learning in the new specification to support
teachers to deliver their teaching with confidence.
Planning – In this guide, we have provided a course planner that you can adapt to suit your
department.
Teaching and learning – To support you in delivering the new specification, we will be
providing suggested resource lists and suggested activities.
Understanding the standard –Sample Assessment Materials will be provided.
Tracking learner progress – Results Plus provides the most detailed analysis available of your
students’ exam performance. It can help you identify topics and skills where students could
benefit from further learning.
Subject Adviser service/(Maths Emporium) – Our Maths Emporium service, contains over
15,000 files to do with Edexcel Mathematics and all the qualifications that we offer, including
past papers, mark schemes, examiner reports and grade boundaries. You can sign up here for
an account.

Our subject advisor team, can be contacted with any questions in the following ways:
 E-mail: [email protected]
 Phone
o Intl: + 44 (0)20 7010 2174

Centres may find it beneficial to review this document in conjunction with:

 International Advanced Level Mathematics Sample Assessment Material

 Assessment Objective descriptors in International Advanced Level Mathematics
specification

Pearson Edexcel International Advanced Level in Mathematics

Getting Started Guide

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Getting Started Guide for teachers

2. Qualification overview
What has changed?
This section provides an overview of the course to help you see what you will need to teach. The
overview gives a general summary of each of the examined papers.

2.1 Changes to specification

Content area What has changed? What is added?

Pure mathematics C12 Content is now separated P1

into P1 and P2 1.7 Interpret linear and quadratic
inequalities graphically
1.8 Represent linear and quadratic
inequalities graphically

P2
Section 1 Proof
4.3 Increasing sequences, decreasing
sequences and periodic sequences

Pure mathematics C34 Content is now separated P4

into P3 and P4 1.1 Proof by contradiction

Decision mathematics D1 Algorithms on graph is 3.2 Travelling Salesman

extended 3.3
Matchings has been 3.4
removed

The applied mathematics and further pure mathematics units are unchanged.

Pearson Edexcel International Advanced Level in Mathematics

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Getting Started Guide for teachers

Changes to Assessment objectives

The Assessment Objectives and weightings are as follows:

Assessment objective Minimum

weighting
AO1 Recall, select and use their knowledge of mathematical facts, 30%
concepts and techniques in a variety of contexts.
AO2 Construct rigorous mathematical arguments and proofs through use 30%
of precise statements, logical deduction and inference and by the
manipulation of mathematical expressions, including the
construction of extended arguments for handling substantial
problems presented in unstructured form.
AO3 Recall, select and use their knowledge of standard mathematical 10%
models to represent situations in the real world; recognise and
understand given representations involving standard models;
present and interpret results from such models in terms of the
original situation, including discussion of the assumptions made and
refinement of such models.
AO4 Comprehend translations of common realistic contexts into 5%
mathematics; use the results of calculations to make predictions, or
comment on the context; and, where appropriate, read critically
and comprehend longer mathematical arguments or examples of
applications.
AO5 Use contemporary calculator technology and other permitted 5%
resources (such as formulae booklets or statistical tables) accurately
and efficiently; understand when not to use such technology, and
its limitations. Give answers to appropriate accuracy.

Pearson Edexcel International Advanced Level in Mathematics

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Getting Started Guide for teachers

3. Planning
3.1 Planning and delivering the course
The IAL in Mathematics qualification can be taught and assessed as either:

 distinct modules of teaching and learning with related units of assessment taken at
appropriate stages during the course; or
 a linear course, that is assessed in its entirety at the end

One of the first decisions that centres will have to make is whether they intend to offer a
sequential or thematic approach. A modular A Level will offer a more flexible approach as topics
can be selected in an order that meets the needs of the students.

With examinations available in January, June and October there is flexibility for unit delivery
and teaching.

We have provided an editable scheme of work including a suggested teaching plan to support
you in planning your teaching of the new qualifications.

3.2 Suggested resources

To support the teaching and learning of the new specification, we have provided a
comprehensive list of suggested resources throughout the scheme of work.

Pearson Edexcel International Advanced Level in Mathematics

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Getting Started Guide for teachers

4. Content guidance

Introduction

This section provides an overview of the content of each of the units. The specification contains
more detail on what each of the content headings include.

Pure Mathematics 1:
Topics
Algebra and functions;
coordinate geometry in the (x,y) plane;
trigonometry;
differentiation;
integration

Pure Mathematics 2:
Topics
Proof;
algebra and functions;
coordinate geometry in the (x, y) plane;
sequences and series;
exponentials and logarithms;
trigonometry;
differentiation;
integration

Pure Mathematics 3:
Topics
Algebra and functions;
trigonometry;
exponentials and logarithms;
differentiation;
integration;
numerical methods

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Pure Mathematics 4:
Topics
Proof;
algebra and functions;
coordinate geometry in the (x, y) plane;
binomial expansion;
differentiation;
integration;
vectors

Further Mathematics 1:
Topics
Complex numbers;
roots of quadratic equations;
numerical solution of equations;
coordinate systems;
matrix algebra;
transformations using matrices;
series;
proof

Further Mathematics 2:
Topics
Inequalities;
series;
further complex numbers;
first order differential equations;
second order differential equations;
Maclaurin and Taylor series;
Polar coordinates

Further Mathematics 3:
Topics
Hyperbolic functions;
further coordinate systems;
differentiation;
integration;
vectors;
further matrix algebra
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Mechanics 1:
Topics
Mathematical models in mechanics;
vectors in mechanics;
kinematics of a particle moving in a straight line;
dynamics of a particle moving in a straight line or plane;
statics of a particle;
moments

Mechanics 2:
Topics
Kinematics of a particle moving in a straight line or plane;
centres of mass;
work and energy;
collisions;
statics of rigid bodies

Mechanics 3:
Topics
Further kinematics;
elastic strings and springs;
further dynamics;
motion in a circle;
statics of rigid bodies

Statistics 1:
Topics
Mathematical models in probability and statistics;
representation and summary of data;
probability;
correlation and regression;
discrete random variables;
discrete distributions;
the Normal distribution

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Statistics 2:
Topics
The Binomial and Poisson distributions;
continuous random variables;
continuous distributions;
samples;
hypothesis tests

Statistics 3:
Topics
Combinations of random variables;
sampling;
estimation, confidence intervals and tests;
goodness of fit and contingency tables;
regression and correlation

Decision Mathematics 1:
Topics
Algorithms;
algorithms on graphs;
algorithms on graphs II;
critical path analysis;
linear programming

Pearson Edexcel International Advanced Level in Mathematics

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Getting Started Guide for teachers

5. Assessment guidance
Each of the above units:
 is externally assessed
 has a written examination of 1 hour and 30 minutes
 has 75 marks
When students have taken an eligible combination of units for a qualification, they are entitled to
claim that qualification. The process of claiming a qualification is often referred to as cashing in. This
can only take place in an exam series and is done by entering the qualification code for the
qualification along with the entry codes for any units being taken in the same exam series.
The allowable unit combinations for each of the qualifications in the specification are given below.
Pearson Edexcel International Advanced Subsidiary
The International Advanced Subsidiary in Mathematics, Further Mathematics and Pure Mathematics
qualifications each consist of three externally-examined units:

Qualification Compulsory units Optional units

International Advanced Subsidiary in P1, P2 M1, S1, D1
Mathematics
International Advanced Subsidiary in FP1 FP2, FP3, M1, M2,
Further Mathematics M3, S1, S2, S3, D1
International Advanced Subsidiary in Pure P1, P2, FP1
Mathematics

Pearson Edexcel International Advanced Level

The International Advanced Level in Mathematics, Further Mathematics and Pure Mathematics
qualifications each consist of six externally-examined units:

Qualification Compulsory units Optional units

International Advanced Level in P1, P2, P3, P4 M1 and S1 or
Mathematics M1 and D1 or
M1 and M2 or
S1 and D1 or
S1 and S2
International Advanced Level in Further FP1 and either FP2 or FP3 FP2, FP3, M1, M2,
Mathematics M3, S1, S2, S3, D1
International Advanced Level in Pure P1, P2, P3, P4, FP1 FP2 or FP3
Mathematics

Pearson Edexcel International Advanced Level in Mathematics

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The certification of each qualification requires different contributing units. For example, students
who are awarded certificates in both International Advanced Level Mathematics and International
Advanced Level Further Mathematics must use unit results from 12 different units, i.e. once a unit
result has been used to cash in for a qualification, it cannot be re-used to cash in for another
qualification.

Results
Scores in unit tests are converted to a uniform mark scale in order to generate qualification results.
Students will receive a uniform mark between 0 and 100 for each unit.
The uniform marks at each grade threshold for each unit are:
Maximum
A B C D E
uniform mark
100 80 70 60 50 40

The minimum uniform marks required for each qualification grade:

International Advanced Subsidiary (cash-in code: XMA01, XFM01, XPM01)

Maximum
A B C D E
uniform mark
300 240 210 180 150 120

Students with a uniform mark in the range 0–119 will be Unclassified (U).

International Advanced Level (cash-in code: YMA01, YFM01, YPM01)

Maximum
A B C D E
uniform mark
600 480 420 360 300 240

Students with a uniform mark in the range 0–239 will be Unclassified (U).
For International Advanced Level in Mathematics, A* will be awarded to students who have
achieved grade A overall (at least 480 of the 600 maximum uniform mark) and at least 180 of the
200 combined maximum uniform mark for the P3 and P4 units.
For International Advanced Level in Further Mathematics, A* will be awarded to students who have
achieved a grade A overall (at least 480 of the 600 maximum uniform mark) and at least 270 of the
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Getting Started Guide for teachers

300 combined maximum uniform mark for their best three IA2 units (whether pure or application
units).
For International Advanced Level in Pure Mathematics, A* will be awarded to students who have
achieved a grade A overall (at least 480 of the 600 maximum uniform mark) and at least 270 of the
300 combined maximum uniform mark for their IA2 units.

Pearson Edexcel International Advanced Level in Mathematics

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Getting Started Guide for teachers

6. Examination entry codes

Unit name Legacy entry code New 2018 Code

C12 WMA01 WMA11

WMA12
C34 WMA02 WMA13
WMA14
D1 WDM01 WDM11
M1 WME01 No change
M2 WME02 No change
M3 WME03 No change
S1 WST01 No change
S2 WST02 No change
S3 WST03 No change
FP1 WFM01 No change
FP2 WFM02 No change
FP3 WFM03 No change
Cash-in codes
IAS MATHEMATICS XMA01 No change
IAL MATHEMATICS YMA01 No change
IAS FURTHER MATHS XFM01 No change
IAL FURTHER MATHS YFM01 No change
IAS PURE MATHEMATICS XPM01 No change
IAL PURE MATHEMATICS YPMO1 No change

Pearson Edexcel International Advanced Level in Mathematics

Getting Started Guide

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Getting Started Guide for teachers

7. Unit examination unit availability table

Please continue to refer to the Information Manual for update unit availability for all series.

Pearson Edexcel International Advanced Level in Mathematics

Getting Started Guide

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Getting Started Guide for teachers

8. Transferable skills

8.1 Why transferable skills?

In recent years, higher education institutions and employers have consistently flagged the
need for students to develop a range of transferable skills to enable them to respond with
confidence to the demands of undergraduate study and the world of work. Ensuring that
IAL qualifications will help improve student outcomes through the acquisition of these
transferable skills, as well as subject content and skills, is a key aim for Pearson.
Through our teaching materials and support offered we want to:
1. increase awareness of transferable skills that are already being assessed (for both
students and teachers)
2. indicate where, for teachers, there are opportunities to teach additional skills that
won’t be formally assessed, but that would be of benefit to students
3. ensure these opportunities are embedded in the teaching and learning, so that they
are not an additional burden or requirement for teachers and students.

8.2 Defining transferable skills

The Organisation for Economic Co-operation and Development (OECD) defines skills, or
competencies, as ‘the bundle of knowledge, attributes and capacities that can be learned
and that enable individuals to successfully and consistently perform an activity or task
and can be built upon and extended through learning.’[1]
To support the design of our qualifications, the Pearson Research Team selected and
evaluated seven global 21st-century skills frameworks. Following on from this process,
we identified the National Research Council’s (NRC) framework [2] as the most evidence-
based and robust skills framework, and have used this as a basis for our adapted skills
framework. The framework includes cognitive, intrapersonal skills and interpersonal
Skills.

[1]
OECD – Better Skills, Better Jobs, Better Lives (OECD Publishing, 2012)
[2]
Koenig J A, National Research Council – Assessing 21st Century Skills: Summary of a Workshop (National
Academies Press, 2011)

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 9. NRC framework skills – IAL Mathematics skills interpretation
Sources: Cognitive/Intrapersonal and Interpersonal skills adapted and taken from the NRC framework

NRC framework skill Skill interpretation in this subject Where the skill is covered in content

Cognitive skills
Cognitive Processes and Cognitive Process and strategies are a key focus
Strategies of Mathematics. All of the maths content could
be cited for each of these skills.
Critical thinking Using many different pieces of mathematical information (sometimes seemingly Aims: Bullet point 2, 5, 8
unrelated) and synthesising this information to arrive at a solution to a AO2, AO3
mathematics-based problem. Evaluating the suitability and/or limitations of
models used. Evaluating the reasonableness of information/data given and that Pure Maths 2: section 1
found. Pure Maths 4: section 1
Problem solving Assimilating information given, or data found, determining the goal and Aims: Bullet point 2, 3, 4, 5, 8
establishing at least one route from the one to the other. Combining information AO1, AO2, AO3, AO4, AO5
in what is often a multi-step process. Drawing diagrams and introducing helpful
notation. Selecting the most efficient route to the solution from other possible This is a key focus of all Pure Mathematics and the
routes. Checking that the answer is reasonable. Selecting and realising an elegant Applied mathematics options ( - Statistics,
solution Mechanics and Decision Mathematics.)

Analysis Analysing given information and data, determining if it is relevant of irrelevant Aims: Bullet point 5
to the solution of the problem. For the information/data that is relevant AO2, AO3, AO4, AO5
analysing its credibility and how it should be used in the solution of the problem.
Using formal methods of mathematical analysis e.g. considering limits as Pure Maths 2: 4.4
variables tend to infinity or zero. Pure Maths 3: 3.4; 6.1, 6.2
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Reasoning/argumentation Constructing a reasoned, logical argument and being able to defend it if Aims: Bullet point 2, 3, 4, 5, 6, 7, 8, 9
necessary. Being able to deduce additional information from given information. AO1, AO2, AO3, AO4, AO5
Thinking logically and precisely and being able to prove, justify or argue that the
approach taken is valid. Detecting any flaws, omissions or errors in reasoning.
Interpretation Assimilating information given in a variety of ways, text, diagrams, charts, tables, Aims: Bullet point 5, 6, 7, 8, 9
graphs etc, and in a variety of forms. Being able to explain solutions and AO3, AO4, AO5
reasoning in a variety of ways, producing, as appropriate, their own text,
diagrams, charts, table, graphs etc. Interpreting the precise meaning of technical
terminology and its implications. Choosing to use, and using, technical
terminology correctly in their own work.
Decision making Comparing possible solutions or routes to solutions and making a choice about Aims: Bullet point 2, 5, 8
their preferred route or solution. Using formal mathematical decision- making AO2, AO3, A04, AO5
algorithms Evaluating the reasonableness of solutions or hypotheses and
deciding if they should be accepted or not. (Very formally in Decision Mathematics.)

Adaptive learning Responding to unfamiliar contexts and situations. Being able to adapt standard Aims: Bullet point 1, 2, 3, 4, 5, 7, 8, 9, 10
techniques to non-standard situations. Understanding when special situations AO2, 3, 4,
may enable a more elegant or efficient solution. Checking that the solution is
plausible. Determining how a model could be refined to make them more
realistic.
Executive function Carrying out successfully a planned approach to the solution of a problem. Aims: Bullet point 2, 3, 4, 5, 6, 7, 8, 9, 10
Understanding the situation, planning a route through the problem and AO1, AO2, AO3, AO4, AO5
following it accurately to find the solution. Reviewing the solution to see if the
solution is plausible and to see if there is a more efficient route.

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Creativity When solving problems students are required to

be creative. In Mathematics, students are mostly
asked to solve problems. So all of the content
could be listed here.
Creativity Creating problem solving routes through unfamiliar problems. Showing insight Aims: Bullet point 2, 3, 4, 5, 6, 8, 9
in dealing with unfamiliar situations, contexts or problems. Producing elegant, AO2, AO3, AO4
efficient methods of solution, or in presenting a solution or display of data
Innovation Using insight to find the links between two situations or topics. Exploiting these Aims: Bullet point 2, 3, 4, 5, 6, 8, 9
links to use, or adapt, techniques, methods, strategies learnt in one situation to AO2, AO3, AO4
the other, seeing isomorphisms. Understanding when the situations are so
different that this is not possible.

Intrapersonal skills
Intellectual openness Students of Mathematics require intellectual
openness as one of the core skills. Students are
exposed to new ideas, new approaches to
solutions, new problems every time they
study/explore. The whole of the content could
therefore be listed here.
Adaptability Respond to a new concept, idea, topic, model or scenario in an open and positive Aims: Bullet point 3, 4, 5, 8, 9, 10
spirit, showing the ability to broaden conceptual horizons in interpreting and AO3, AO4, AO5
understanding the new material.
Personal and social Use mathematics to undertake a specific task for which one is accountable or Aims: Bullet point 5, 6, 7, 8, 9, 10
responsibility which develops social awareness in response to ideas. Use Mathematics to AO2, AO3, AO4, AO5
communicate social ideas and to analyse claims made by others.

Continuous learning Reflecting on ideas learnt, problems met, whether solved or not, and using these Aims: Bullet point 1, 2, 3, 4, 5, 8, 9, 10
to improve on one’s own performance in the future. Taking an active role in AO2, AO3, AO4, AO5
planning one’s own learning. Setting goals and meeting them in a continually

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developing fashion. Understanding how ideas, such as rigorous logical thought,

can be applied to future decision-making situations, used to assess the credibility
of arguments and validate claims.
Intellectual interest and Undertake a research or learning task which is self-directed. Pursuing a line of Aims: Bullet point 2, 3, 4, 5, 7, 8, 9, 10
curiosity personal interest through appropriate research methods, including using AO2, AO3, AO4, AO5
information and computer technology and wider reading. Exploring further
ideas met during the course of study. Seeing how mathematics can be applied to
other fields of study
Work ethic/conscientiousness
Initiative Showing a willingness to undertake self-motivated lines of enquiry and go Aims: Bullet point 2, 3, 5, 6, 7, 8, 9, 10
beyond the given parameters. Study material prior to a lesson on that topic. AO2, AO3, AO4
Decide to challenge oneself by tackling more challenging problems on a topic
Self-direction Planning and carrying out tasks under one’s own direction. Aims: Bullet point 2, 10
AO2, AO3
Responsibility Take responsibility for any errors or omissions in work and create a plan to Aims: Bullet point 2, 9, 10
improve. AO2, AO3
Perseverance Actively seek new ways to continue to improve own learning, despite setbacks, Aims: Bullet point 1, 2, 3, 8, 9, 10
with willingness to re-try, start again, try a different approach, undertake further AO2, AO3
learning or keep at a task until completed.
Productivity Working effectively and to a high standard in response to mathematical Aims: Bullet point 1, 2, 10
problems. AO2, AO3
Self-regulation (metacognition, Developing strategies over time, including self-assessment and critical review, Aims: Bullet point 2, 3, 5, 9, 10
forethought, reflection) for reflecting on the success or otherwise of the work. AO1, AO2, AO3, AO4, AO5
Ethics Producing output with a specific moral purpose or exploring the ethical Aims: Bullet point 2, 3, 5, 6, 9, 10
intentions of a piece of mathematics. AO2, AO3

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Use mathematics (such as logical reasoning, statistics etc) as a tool to

communicate, evaluate and debate ethical issues.
Integrity Taking ownership for one’s own work and willingly responding to questions and Aims: Bullet point 2, 5, 6, 7, 8, 9, 10
challenges; employing working methods which are honest and appropriate. AO2, AO3, AO4, AO5
Crediting other’s input as appropriate.
Positive Core Self Evaluation
Self-monitoring/self- Developing the self-motivated habit of planning, completing and reviewing one’s Aims: Bullet point 1, 2, 3, 5, 8, 9, 10
evaluation/self-reinforcement own work as a matter of habit, critically and constructively. AO2, AO3, AO4, AO5

Interpersonal skills
Teamwork and collaboration
Communication Use mathematics as an effective medium of communication of ideas, concepts Aims: Bullet point 2, 5, 6, 7, 8, 9
and solutions to problems. Use questioning skills appropriately to elicit further AO2, AO3, AO4, AO5
information or information needed.
Collaboration Sharing work with others to break down a mathematical task, or separate cases, Aims: Bullet point 2, 4, 5, 6, 7, 8, 9, 10
into more manageable pieces. AO2, AO3, AO4, AO5
Teamwork Working with other students to solve mathematical problems, explore strategies Aims: Bullet point 2, 4, 5, 6, 7, 8, 9, 10
or pool ideas. AO2, AO3, AO4, AO5
Co-operation Sharing resources, ideas, strategies and results with other students. Aims: Bullet point 2, 4, 5, 6, 7, 8, 9, 10
AO2, AO3, AO4, AO5
Interpersonal skills Use verbal and non-verbal communication skills in a discussion. Aims: Bullet point 2, 5, 6, 7, 8, 9, 10
AO2, AO3, AO4, AO5
Empathy/perspective taking Advocating the position of another in a discussion. Being sensitive to the feelings Aims: Bullet point 2, 5, 6, 7, 8, 9, 10
of others when correcting their mathematical work. AO2, AO3, AO4, AO5

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Negotiation Attempting to reach shared conclusions with others, compromising, where Aims: Bullet point 2, 3, 5, 6, 7, 8, 9, 10
appropriate by using negotiation skills. AO2, AO3, AO4, AO5
Leadership
Leadership Taking a leading part in a group task, assigning sub-tasks, considering Aims: Bullet point 2, 3, 5, 6, 9, 10
representations and different viewpoints. Resolving conflict. AO2, AO3, AO4, AO5
Responsibility Taking responsibility for delivering, within agreed time constraints, one’s own Aims: Bullet point 2, 5, 6, 8, 9, 10
part within a group task. AO2, AO3, AO4, AO5
Assertive communication Directing work to a conclusion and addressing conflicting viewpoints. Using Aims: Bullet point 2, 3, 5, 6, 7, 9, 10
persuasive techniques effectively to convince of a point of view. AO2, AO3, AO4, AO5
Self-presentation Presenting a topic, idea or solution to the class. Aims: Bullet point 2, 3, 4, 5, 6, 7, 8, 9, 10
AO1, AO2, AO3, AO4, AO5

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