A Level

Further
Mathematics

Specification
Pearson Edexcel Level 3 Advanced GCE in Further Mathematics (9FM0)
First teaching from September 2017
First certification from 2019 Issue 4
Summary of Pearson Edexcel Level 3 Advanced GCE
in Further Mathematics Specification
Issue 4 changes

Summary of changes made between previous issue and this current issue Page number

In Guidance section 6.1 15

x − a1 x − a2 x − a3
= =
b1 b2 b3

has been corrected and now reads:

x − a1 y − a2 z − a3
= =
b1 b2 b3

In Further Pure Mathematics 1 – Guidance section 1.1 20

2t 1− t
sin θ ≡ , cos θ ≡
1+ t2 1 + t2
has been corrected and now reads:

2t 1 − t2
sin θ ≡ , cos θ ≡
1+ t2 1 + t2

In Guidance section 5.3 22

(r – b) × b = 0
has been changed to:

(r – a) × b = 0
In Guidance section 6.1 22

 dy  ( y1 − y0 )
  ≈
 dx  0 h

 dy  ( y−1 − y1 )
  ≈
 dx  0 2h

 d 2 y  ( y1 − 2 y0 + y−1 )
 2 ≈
 dx  0 h2
has been changed to:

 dy  ( y n + 1 − y n )
  ≈
 dx  n h

 dy  ( y n + 1 − y n − 1 )
  ≈
 dx  n 2h

 d 2 y  ( yn + 1 − 2 yn + yn − 1 )
 2 ≈
 dx  n h2
Summary of changes made between previous issue and this current issue Page number

In Guidance section 2.1 23

for In =  sin nx dx
⌠


⌡ sin x
has been changed to:

⌠ 
for In =  sin nx dx [ CP1]
 

⌡ sin x 
In Guidance section 7.1 32

X −µ
∼ tn − 1
S/ n
has been reformatted as a fraction and now reads:

X −
∼ tn − 1
S
n
Appendix 3: Use of calculators has been updated 76

In Appendix 9: Entry codes for optional routes, under optional papers 85

9FM0 4D: Decision Mathematics 1

has been changed to:

9FM0 4D: Decision Mathematics 2

Earlier issues show previous changes.

If you need further information on these changes or what they mean, contact us via our website at:
qualifications.pearson.com/en/support/contact-us.html.
Contents

1 Introduction 2
Why choose Edexcel A Level Further Mathematics? 2
Supporting you in planning and implementing this qualification 3
Qualification at a glance 4

2 Subject content and assessment information 6

Paper 1 and Paper 2: Core Pure Mathematics 9
Paper 3 and Paper 4: Further Mathematics Options 20
Assessment Objectives 48

3 Administration and general information 54

Entries 54
Access arrangements, reasonable adjustments, special consideration and
malpractice 54
Student recruitment and progression 57

Appendix 1: Formulae 61
Appendix 2: Notation 68
Appendix 3: Use of calculators 76
Appendix 4: Assessment objectives 77
Appendix 5: The context for the development of this qualification 79
Appendix 6: Transferable skills 81
Appendix 7: Level 3 Extended Project qualification 82
Appendix 8: Codes 84
Appendix 9: Entry codes for optional routes 85
1 Introduction

Why choose Edexcel A Level Further Mathematics?

We have listened to feedback from all parts of the mathematics subject community, including
higher education. We have used this opportunity of curriculum change to redesign a
qualification that reflects the demands of a wide variety of end users as well as retaining
many of the features that have contributed to the increasing popularity of GCE Mathematics
in recent years.

We will provide:
● Simple, intuitive specifications that enable co-teaching and parallel delivery.
Increased pressure on teaching time means that it’s important you can cover the content
of different specifications together. Our specifications are designed to help you co-teach A
and AS Level, as well as deliver Maths and Further Maths in parallel.
● Clear, familiar, accessible exams with specified content in each paper. Our new
exam papers will deliver everything you’d expect from us as the leading awarding body
for maths. They’ll take the most straightforward and logical approach to meet the
government’s requirements. You and your students will know which topics are covered in
each paper so there are no surprises. They’ll use the same clear design that you’ve told
us makes them so accessible, while also ensuring a range of challenge for all abilities.
● A wide range of exam practice to fully prepare students and help you track progress.
With the new linear exams your students will want to feel fully prepared and know how
they’re progressing. We’ll provide lots of exam practice to help you and your students
understand and prepare for the assessments, including secure mock papers, practice
papers and free topic tests with marking guidance.
● Complete support and free materials to help you understand and deliver the
specification. Change is easier with the right support, so we’ll be on-hand to listen and
give advice on how to understand and implement the changes. Whether it’s through our
Launch, Getting Ready to Teach, and Collaborative Networks events or via the renowned
Maths Emporium; we’ll be available face to face, online or over the phone throughout the
lifetime of the qualification. We’ll also provide you with free materials like schemes of
work, topic tests and progression maps.
● The published resources you know and trust, fully updated for 2017. Our new
A Level Maths and Further Maths textbooks retain all the features you know and love
about the current series, whilst being fully updated to match the new specifications. Each
textbook comes packed with additional online content that supports independent
learning, and they all tie in with the free qualification support, giving you the most
coherent approach to teaching and learning.

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Supporting you in planning and implementing this
qualification

Planning
● Our Getting Started guide gives you an overview of the new A Level qualification to
help you to get to grips with the changes to content and assessment as well as helping
you understand what these changes mean for you and your students.
● We will give you a course planner and scheme of work that you can adapt to suit
your department.
● Our mapping documents highlight the content changes between the legacy modular
specification and the new linear specifications.

Teaching and learning

There will be lots of free teaching and learning support to help you deliver the new
qualifications, including:
● topic guides covering new content areas
● teaching support for problem solving, modelling and the large data set
● student guide containing information about the course to inform your students and their
parents.

Preparing for exams

We will also provide a range of resources to help you prepare your students for the
assessments, including:
● specimen papers written by our senior examiner team
● practice papers made up from past exam questions that meet the new criteria
● secure mock papers
● marked exemplars of student work with examiner commentaries.

ResultsPlus and Exam Wizard

ResultsPlus provides the most detailed analysis available of your students’ exam
performance. It can help you identify the topics and skills where further learning would
benefit your students.

Exam Wizard is a data bank of past exam questions (and sample paper and specimen paper
questions) allowing you to create bespoke test papers.

Get help and support

Mathematics Emporium — Support whenever you need it
The renowned Mathematics Emporium helps you keep up to date with all areas of maths
throughout the year, as well as offering a rich source of past questions, and of course access
to our in-house Pearson Edexcel Maths team.

Sign up to get Emporium emails

Get updates on the latest news, support resources, training and alerts for entry deadlines
and key dates direct to your inbox. Just email [email protected] to sign up

Emporium website
Over 12 000 documents relating to past and present Pearson/Edexcel Mathematics
qualifications available free. Visit www.edexcelmaths.com/ to register for an account.

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Qualification at a glance

Content and assessment overview

This Pearson Edexcel Level 3 Advanced GCE in Further Mathematics builds on the skills,
knowledge and understanding set out in the whole GCSE subject content for mathematics
and the subject content for the Pearson Edexcel Level 3 Advanced Subsidiary and Advanced
GCE Mathematics qualifications. Assessments will be designed to reward students for
demonstrating the ability to provide responses that draw together different areas of their
knowledge, skills and understanding from across the full course of study for the AS further
mathematics qualification and also from across the AS Mathematics qualification. Problem
solving, proof and mathematical modelling will be assessed in further mathematics in the
context of the wider knowledge which students taking A level further mathematics will have
studied.

The Pearson Edexcel Level 3 Advanced GCE in Further Mathematics consists of four
externally-examined papers. Students must take Paper 1 and Paper 2, the two mandatory
Core Pure papers, and two optional papers. Students are permitted to take more than the
two optional papers if they want to extend their course of study. See page 56 for details of
how their grade will be awarded.

Students must complete all assessments in May/June in any single year.

Paper 1: Core Pure Mathematics 1 (*Paper code: 9FM0/01)

Paper 2: Core Pure Mathematics 2 (*Paper code: 9FM0/02)

Each paper is:

1 hour and 30 minutes written examination

25% of the qualification

75 marks

Content overview

Proof, Complex numbers, Matrices, Further algebra and functions, Further calculus, Further
vectors, Polar coordinates, Hyperbolic functions, Differential equations

Assessment overview
● Paper 1 and Paper 2 may contain questions on any topics from the Pure Mathematics
content.
● Students must answer all questions.
● Calculators can be used in the assessment.

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Further Mathematics Optional Papers (*Paper codes: 9FM0/3A-3D, 9FM0/4A-4D)

Each paper is:

Written examination: 1 hour and 30 minutes

25% of the qualification

75 marks

Content overview
Students take two options from the following eight:

Option 1 Papers Option 2 Papers

3A: Further Pure Mathematics 1 4A: Further Pure Mathematics 2

3B: Further Statistics 1 4B: Further Statistics 2

3C: Further Mechanics 1 4C: Further Mechanics 2

3D: Decision Mathematics 1 4D: Decision Mathematics 2

There are restrictions on which papers can be taken together.

Students choose a pair of options, either:

• any two Option 1 papers, or

• a matching pair of Option 1 and Option 2 papers

This makes a total of ten different option pairs.

Assessment overview
● Students must answer all questions.
● Calculators can be used in the assessment.

*See Appendix 8: Codes for a description of this code and all other codes relevant to this
qualification.

**There will be restrictions on which papers can be taken together, see page 83, Appendix 9.

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2 Subject content and assessment
information

Qualification aims and objectives

The aims and objectives of this qualification are to enable students to:
● understand mathematics and mathematical processes in ways that promote confidence,
foster enjoyment and provide 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 mathematical knowledge to make logical and reasoned decisions in solving
problems both within pure mathematics and in a variety of contexts, and communicate
the mathematical 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 which require
them to decide on the solution strategy
● recognise when mathematics can be used to analyse and solve a problem in context
● represent situations mathematically 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 interpretation 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 as calculators and computers effectively, and recognise when such
use may be inappropriate
● take increasing responsibility for their own learning and the evaluation of their own
mathematical development

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Overarching themes
The overarching themes should be applied along with associated mathematical thinking and
understanding, across the whole of the detailed content in this specification.

These overarching themes are inherent throughout the content and students are required to
develop skills in working scientifically over the course of this qualification. The skills show
teachers which skills need to be included as part of the learning and assessment of the
students.

Overarching theme 1: Mathematical argument, language and proof

A Level Mathematics students must use the mathematical notation set out in the booklet
Mathematical Formulae and Statistical Tables and be able to recall the mathematical
formulae and identities set out in Appendix 1.

Knowledge/Skill

OT1.1 Construct and present mathematical arguments through appropriate use of

diagrams; sketching graphs; logical deduction; precise statements
involving correct use of symbols and connecting language, including:
constant, coefficient, expression, equation, function, identity, index, term,
variable

OT1.2 Understand and use mathematical language and syntax as set out in the
glossary

OT1.3 Understand and use language and symbols associated with set theory, as
set out in the glossary

OT1.4 Understand and use the definition of a function; domain and range of
functions

OT1.5 Comprehend and critique mathematical arguments, proofs and

justifications of methods and formulae, including those relating to
applications of mathematics

Overarching theme 2: Mathematical problem solving

Knowledge/Skill

OT2.1 Recognise the underlying mathematical structure in a situation and

simplify and abstract appropriately to enable problems to be solved

OT2.2 Construct extended arguments to solve problems presented in an

unstructured form, including problems in context

OT2.3 Interpret and communicate solutions in the context of the original problem

OT2.6 Understand the concept of a mathematical problem solving cycle, including

specifying the problem, collecting information, processing and representing
information and interpreting results, which may identify the need to repeat
the cycle

OT2.7 Understand, interpret and extract information from diagrams and

construct mathematical diagrams to solve problems

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Overarching theme 3: Mathematical modelling

Knowledge/Skill

OT3.1 Translate a situation in context into a mathematical model, making

simplifying assumptions

OT3.2 Use a mathematical model with suitable inputs to engage with and explore
situations (for a given model or a model constructed or selected by the
student)

OT3.3 Interpret the outputs of a mathematical model in the context of the original
situation (for a given model or a model constructed or selected by the
student)

OT3.4 Understand that a mathematical model can be refined by considering its

outputs and simplifying assumptions; evaluate whether the model is
appropriate]

OT3.5 Understand and use modelling assumptions

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Paper 1 and Paper 2: Core Pure Mathematics
To support the co-teaching of this qualification with the AS Mathematics qualification,
common content has been highlighted in bold.

What students need to learn:

Topic
Content Guidance

1 1.1 Construct proofs To include induction proofs for

using
Proof (i) summation of series
mathematical
n
induction.

Contexts include
e.g. show ∑
r =1
r 3
= 14 n 2 ( n + 1)2
sums of series,
or
divisibility and
powers of n
n( n + 1)( n + 2)
matrices. show ∑ r (r + 1) = 3
r =1

(ii) divisibility e.g. show 32 n + 11 is

divisible by 4

(iii) matrix products e.g. show

n
 3 −4   2 n + 1 −4 n 
 1 −1  =  n 
1 − 2n 
  
2 2.1 Solve any Given sufficient information to deduce at
quadratic least one root for cubics or at least one
Complex
equation with real complex root or quadratic factor for
numbers
coefficients. quartics, for example:

Solve cubic or (i) f(z) = 2z3 + 5z2 + 7z + 10

quartic equations
Given that z + 2 is a factor of f(z), use
with real
algebra to solve f(z) = 0 completely.
coefficients.
(ii) g(x) = x4 – x3 + 6x2 + 14x – 20
Given g(1) = 0 and g(–2) = 0, use algebra
to solve g(x) = 0 completely.

2.2 Add, subtract, Students should know the meaning of

multiply and the terms, ‘modulus’ and ‘argument’.
divide complex
numbers in the
form x + iy with x
and y real.

Understand and
use the terms ‘real
part’ and
‘imaginary part’.

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 What students need to learn:
Topic
Content Guidance

2 2.3 Understand and Knowledge that if z1 is a root of

use the complex
Complex
numbers
conjugate. f(z) = 0 then z1 * is also a root.
Know that non-
continued
real roots of
polynomial
equations with
real coefficients
occur in conjugate
pairs.

2.4 Use and interpret Students should be able to represent

Argand diagrams. the sum or difference of two complex
numbers on an Argand diagram.

2.5 Convert between Knowledge of radians is assumed.

the Cartesian form
and the modulus-
argument form of
a complex
number.

2.6 Multiply and Knowledge of the results

divide complex
z1 z1
numbers in z1 z2 = z1 z2 , =
modulus z2 z2
argument form.
arg ( z1 z2 ) = arg z1 + arg z2

 z1 
arg   = arg z1 − arg z2
 z2 
Knowledge of radians and compound angle
formulae is assumed.

2.7 Construct and To include loci such asz − a = b,

interpret simple
z − a = z − b, arg (z − a) = β,
loci in the argand
diagram such as and regions such as
z − a > r and z − a ≤ z − b, z − a ≤ b,
arg (z – a) = θ. α < arg (z – a) < β
Knowledge of radians is assumed.

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 What students need to learn:
Topic
Content Guidance

2 2.8 Understand de 1
Moivre’s theorem
To include using the results, z+ = 2 cos θ
Complex z
and use it to find 1
numbers and z– = 2i sin θ to find cos pθ, sin qθ and
multiple angle
z
continued formulae and sums
tan rθ in terms of powers of sin θ, cos θ and
of series.
tan θ and powers of sin θ, cos θ and tan θ in
terms of multiple angles.
For sums of series, students should be able
to show that, for example,

π 
1 + z + z 2 + ... + z n −1 = 1 + i cot  
 2n 
π  π 
where z = cos   + i sin   and n is a
n n
positive integer.

2.9 Know and use the Students should be familiar with

definition
e i θ = cos θ + i sin θ 1
cos θ = (eiθ + e−iθ ) and
and the form 2
z = re i θ 1 iθ −iθ
sin θ = (e − e )
2i
2.10 Find the n distinct
nth roots of rei θ for
r ≠ 0 and know that
they form the
vertices of a regular
n-gon in the Argand
diagram.

2.11 Use complex roots

of unity to solve
geometric problems.

3 3.1 Add, subtract and

multiply
Matrices
conformable
matrices.

Multiply a matrix
by a scalar.

3.2 Understand and

use zero and
identity matrices.

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 What students need to learn:
Topic
Content Guidance

3 3.3 Use matrices to For 2-D, identification and use of the

represent linear matrix representation of single and
Matrices
transformations in combined transformations from:
continued 2-D. reflection in coordinate axes and lines
y = ± x, rotation through any angle about
Successive
(0, 0), stretches parallel to the x-axis and
transformations.
y-axis, and enlargement about centre
Single (0, 0), with scale factor k, (k ≠ 0), where
transformations in k ∈ ℝ.
3-D.
Knowledge that the transformation
represented by AB is the transformation
represented by B followed by the
transformation represented by A.

3-D transformations confined to

reflection in one of x = 0, y = 0, z = 0 or
rotation about one of the coordinate
axes.
Knowledge of 3-D vectors is assumed.

3.4 Find invariant For a given transformation, students

points and lines should be able to find the coordinates of
for a linear invariant points and the equations of
transformation. invariant lines.

3.5 Calculate Idea of the determinant as an area scale

determinants of factor in transformations.

2 x 2 and 3 x 3
matrices and
interpret as scale
factors, including
the effect on
orientation.

3.6 Understand and Understanding the process of finding the

use singular and inverse of a matrix is required.
non-singular
matrices.

Properties of
inverse matrices.

Calculate and use Students should be able to use a

the inverse of calculator to calculate the inverse of a
non-singular 2 x 2 matrix.
matrices and 3 x 3
matrices.

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 What students need to learn:
Topic
Content Guidance

3 3.7 Solve three linear

simultaneous
Matrices
equations in three
continued variables by use
of the inverse
matrix.

3.8 Interpret Students should be aware of the

geometrically the different possible geometrical
solution and configurations of three planes, including
failure of solution cases where the planes,
of three
(i) meet in a point
simultaneous
linear equations. (ii) form a sheaf

(iii) form a prism or are otherwise

inconsistent

4 4.1 Understand and For example, given a cubic polynomial

use the equation with roots α , β and γ students
Further algebra
relationship should be able to evaluate expressions
and functions
between roots and such as,
coefficients of
(i) α2 + β 2 + γ 2
polynomial
equations up to 1 1 1
quartic equations.
(ii) + +
α β γ
(iii) (3 + α) (3 + β ) (3 + γ)

(iv) α3 + β 3 + γ 3

4.2 Form a polynomial

equation whose
roots are a linear
transformation of
the roots of a
given polynomial
equation (of at
least cubic
degree).

4.3 Understand and For example, students should be able to

use formulae for n
the sums of sum series such as ∑ r 2 ( r + 2)
integers, squares r +1
and cubes and use
these to sum
other series.

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 What students need to learn:
Topic
Content Guidance

4 4.4 Understand and use Students should be able to sum series such
the method of n
1
Further algebra
and functions
differences for as ∑ r (r + 1) by using partial fractions
summation of series r =1
continued including use of 1 1 1
such as = −
partial fractions. r (r + 1) r r + 1
4.5 Find the Maclaurin
series of a function
including the general
term.

4.6 Recognise and use To include the derivation of the series

the Maclaurin series expansions of compound functions.
for e x, ln(1 + x) ,
sin x , cos x and
n
(1 + x ) , and be
aware of the range
of values of x for
which they are valid
(proof not required).

∫y ∫x
5 5.1 Derive formulae
for and calculate Both π 2
dx and π 2
dy are
Further calculus
volumes of
revolution. required. Students should be able to find a
volume of revolution given either Cartesian
equations or parametric equations.

5.2 Evaluate improper For example,

integrals where ∞ 2

∫ ∫
either the integrand 1
e − x dx , dx
is undefined at a 0 0 x
value in the range of
integration or the
range of integration
extends to infinity.

5.3 Understand and Students should be familiar with the mean

evaluate the mean value of a function f(x) as,
value of a function. b

∫
1
f ( x ) dx
b−a a

5.4 Integrate using Extend to quadratic factors ax2 + c in the

partial fractions. denominator

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 What students need to learn:
Topic
Content Guidance

5 5.5 Differentiate inverse For example, students should be able to

trigonometric differentiate expressions such as,
Further calculus
functions.
continued
arcsin x + x√(1 – x2) and 12 arctan x2

5.6 Integrate functions

of the form
1
−
(a 2 − x 2 ) 2 and
2 2 −1
(a − x ) and be
able to choose
trigonometric
substitutions to
integrate associated
functions.

6 6.1 Understand and The forms, r = a + λb and

use the vector and
Further vectors x − a1 y − a2 z − a3
Cartesian forms of = =
an equation of a b1 b2 b3
straight line in
Find the point of intersection of two
3-D.
straight lines given in vector form.

Students should be familiar with the

concept of skew lines and parallel lines.

6.2 Understand and The forms

use the vector and
r = a + λb + µc and ax + by + cz = d
Cartesian forms of
the equation of a
plane.

6.3 Calculate the a.b = a b cos θ

scalar product and
use it to express The form r.n = k for a plane.
the equation of a
plane, and to
calculate the
angle between
two lines, the
angle between
two planes and
the angle between
a line and a plane.

6.4 Check whether Knowledge of the property that a.b = 0 if

vectors are the vectors a and b are perpendicular.
perpendicular by
using the scalar
product.

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 What students need to learn:
Topic
Content Guidance

6 6.5 Find the The perpendicular distance from

Further vectors
intersection of a (α , β , γ ) to n1 x + n2 y + n3 z + d = 0 is
line and a plane.
continued n1α + n2 β + n3γ + d
Calculate the
n1 + n2 + n3
2 2 2
perpendicular
distance between
two lines, from a
point to a line and
from a point to a
plane.

7 7.1 Understand and use

polar coordinates
Polar
and be able to
coordinates
convert between
polar and Cartesian
coordinates.

7.2 Sketch curves with r The sketching of curves such as

given as a function r = p sec (α − θ), r = a,
of θ, including use of
trigonometric
r = 2a cosθ, r = kθ, r = a(1 ± cosθ),
functions. r = a(3 + 2 cosθ), r = a cos2θ and
r2 = a2 cos 2θ may be set.
7.3 Find the area 1 β

enclosed by a polar Use of the formula

2 ∫α
r 2 dθ for
curve. area.

The ability to find tangents parallel to, or at

right angles to, the initial line is expected.

(e )
8 8.1 Understand the 1
definitions of For example, cosh x = x
+ e− x
Hyperbolic 2
hyperbolic functions
functions
sinh x, cosh x and
tanh x, including
their domains and
ranges, and be able
to sketch their
graphs.

8.2 Differentiate and For example, differentiate tanh 3x, x sinh2 x,

integrate hyperbolic cosh 2 x
functions. √ ( x + 1)

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 What students need to learn:
Topic
Content Guidance

8 8.3 Understand and be

arsinhx = ln  x + x 2 + 1 
able to use the  
Hyperbolic
definitions of the
functions arcoshx = ln  x + x 2 − 1  , x 1
inverse hyperbolic  
continued functions and their
1 1 + x 
domains and ranges. artanhx = ln  , −1 < x < 1
2 1 − x 
8.4 Derive and use the
logarithmic forms of
the inverse hyperbolic
functions.

8.5 Integrate functions of

1

(x )
−
2
the form + a2 2

(x )
−
2
and − a2 2

and be able to choose

substitutions to
integrate associated
functions.

9 9.1 Find and use an The integrating factor e ∫ P ( x ) dx may be

integrating factor to quoted without proof.
Differential
solve differential
equations
equations of form

dy
+ P(x)y = Q(x)
dx
and recognise when it
is appropriate to do
so.

9.2 Find both general and Students will be expected to sketch

particular solutions to members of the family of solution curves.
differential equations.

9.3 Use differential

equations in modelling
in kinematics and in
other contexts.

9.4 Solve differential

equations of form y″ +
ay′ + by = 0 where a
and b are constants
by using the auxiliary
equation.

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9 9.5 Solve differential f(x) will have one of the forms k e px, A + Bx,
Differential
equations of form p + qx + cx2 or m cos ωx + n sin ωx
equations y ″+ a y ′+ b y = f(x)
where a and b are
continued
constants by solving
the homogeneous
case and adding a
particular integral to
the complementary
function (in cases
where f(x) is a
polynomial,
exponential or
trigonometric
function).

9.6 Understand and use

the relationship
between the cases
when the
discriminant of the
auxiliary equation is
positive, zero and
negative and the
form of solution of
the differential
equation.

9.7 Solve the equation

for simple harmonic

motion x = − ω 2 x
and relate the
solution to the
motion.

9.8 Model damped Damped harmonic motion, with resistance

oscillations using varying as the derivative of the
second order displacement, is expected. Problems may be
differential set on forced vibration.
equations and
interpret their
solutions.

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Topic
Content Guidance

9 9.9 Analyse and Restricted to coupled first order linear

interpret models of equations of the form,
Differential
situations with one
equations dx
independent variable = ax + by + f (t )
continued and two dependent dt
variables as a pair of dy
coupled first order = cx + dy + g(t )
dt
simultaneous
equations and be
able to solve them,
for example
predator-prey
models.

Assessment information
● First assessment: May/June 2019.
● The assessment is 1 hour 30 minutes.
● The assessment is out of 75 marks.
● Students must answer all questions.
● Calculators can be used in the assessment.
● The booklet ‘Mathematical Formulae and Statistical Tables’ will be provided for use in the
assessment.

Synoptic assessment
Synoptic assessment requires students to work across different parts of a qualification and to
show their accumulated knowledge and understanding of a topic or subject area.

Synoptic assessment enables students to show their ability to combine their skills, knowledge
and understanding with breadth and depth of the subject.

This paper assesses synopticity.

Sample assessment materials

A sample paper and mark scheme for this paper can be found in the Pearson Edexcel Level 3
Advanced GCE in Further Mathematics Sample Assessment Materials (SAMs) document.

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Paper 3 and Paper 4: Further Mathematics Options

Paper 3A: Further Pure Mathematics 1

What students need to learn:

Topics
Content Guidance

1 1.1 The t-formulae The derivation and use of

Further 2t 1− t2
Trigonometry sin θ ≡ , cos θ ≡ ,
1+ t2 1+ t2
2t θ
tan θ ≡ , where t = tan
1− t 2
2
1.2 Applications of E.g. show that
t-formulae to
θ
trigonometric
1 + cosecθ 1 + tan
identities ≡ 2
cot θ θ
1 − tan
2
1.3 Applications of E.g. the solution of equations of the form
t-formulae to solve a cos x + b sin x = c
trigonometric
equations

2 2.1 Derivation and use of The derivation, for example, of the expansion
Taylor series. of sin x in ascending powers of (x − π) up to
Further
and including the term in (x − π )3.
calculus

2.2 Use of series expansions 2

e2 x − 1
x − arctan x
to find limits. E.g. lim , lim
x →0 x3 x →0 x2
2.3 Leibnitz’s theorem. Leibnitz’s theorem for differentiating
products.

2.4 L’Hospital’s Rule. The use of derivatives to evaluate limits of

indeterminate forms.

Repeated applications and/or substitutions

may be required.
x
2sin x − sin 2 x  a
E.g. lim , lim 1 + 
x →0 x − sin x x →∞
 x

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Content Guidance

2 2.5 The Weierstrass The use of tangent half angle substitutions

substitution for to find definite and indefinite integrals.
Further
integration. π
calculus

∫ ∫
2
1
continued E.g. cosec x dx, dx
π
3
1 + sin x − cos x

x
using t = tan .
2
3 3.1 Use of Taylor series For example, derivation of the series
method for series solution in powers of x, as far as the term in
Further
solution of differential x4, of the differential equation
differential
equations.
equations d2 y dy
2
+x + y = 0,
dx dx
dy
where y = 1, = 0 at x = 0
dx
3.2 Differential equations Differential equations reducible to the types
reducible by means of a as specified in section 9 of the A level
given substitution. Further Pure Mathematics content for
papers 1 and 2.

4 4.1 Cartesian and Students should be familiar with the

parametric equations equations:
Coordinate
for the parabola and
systems y2 = 4ax; x = at2, y = 2at
rectangular
hyperbola, ellipse and x2 y2
+ = 1 ; x = a xcos t, y = b sin t.
hyperbola. a2 b2

x2 y2
− = 1 ; x = a sec t, y = b tan t,
a2 b2
x = a cosh t, y = b sinh t
4.2 The focus-directrix For example, students should know that, for
properties of the the ellipse b2 = a2 (1 – e2), the foci are
parabola, ellipse and (ae, 0) and (− ae, 0)
hyperbola, including the
and the equations of the directrices are
eccentricity.
a a
x=+ and x = −
e e
4.3 Tangents and normals The condition for y = mx + c to be a
to these curves. tangent to these curves is expected to
be known. Students are expected to be
able to use algebraic differentiation to find
dy
for these curves.
dx
4.4 Loci problems.

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Content Guidance

5 5.1 The vector product To include the interpretation of | a × b | as

a × b of two vectors. an area.
Further
vectors
5.2 The scalar triple Students should be able to use the scalar
product a.b × c triple product to find the volume of a
tetrahedron and a parallelepiped.

5.3 Applications of vectors to To include the equation of a line in the form

three dimensional (r – a) × b = 0.
geometry involving
Direction ratios and direction cosines of a line.
points, lines and planes.

6 6.1 Numerical solution of The approximations

first order and second
Further  dy  ( y n + 1 − y n )
order differential
numerical   ≈
methods
equations.  dx  n h

 dy  ( y n + 1 − y n − 1 )
  ≈
 dx  n 2h
 d 2 y  ( yn + 1 − 2 yn + yn − 1 )
 2 ≈
 dx  n h2

6.2 Simpson’s rule.

7 7.1 The manipulation and The solution of inequalities such as

solution of algebraic 1 x
Inequalities
inequalities and > , x2 – 1 > 2(x + 1)
x−a x−b
inequations, including
those involving the
modulus sign.

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Paper 4A: Further Pure Mathematics 2

What students need to learn:

Topics
Content Guidance
1 1.1 The Axioms of a The terms ‘binary operation, closure,
group. associativity, identity and inverse’.
Groups
1.2 Examples of groups. For example, symmetries of
geometrical figures, non-singular
Cayley tables.
matrices, integers modulo n with
Cyclic groups. operation addition, and/or
multiplication permutation groups.

1.3 The order of a group

and the order of an
element.

Subgroups.

1.4 Lagrange’s theorem.

1.5 Isomorphism. Isomorphisms will be restricted to groups

that have a maximum order of 8.

2 2.1 Further Integration — Students should be able to derive formulae

Reduction formulae. such as:
Further
calculus nIn = (n – 1)In – 2, n ≥ 2, for
π
∫ 02 sin
In = n
x dx ,

In + 2 = 2sin (n +1) x + In
n +1
⌠
for In =  sin nx dx [ CP1]

  

⌡ sin x 
2.2 The calculation of arc The equation of the curve may be given in
length and the area of a Cartesian, parametric or polar form.
surface of revolution.

3 3.1 Eigenvalues and Understand the term characteristic

eigenvectors of 2 × 2 equation for a 2 × 2 matrix.
Further matrix
and 3 × 3 matrices.
algebra Repeated eigenvalues and complex
eigenvalues.

Normalised vectors may be required.

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3 3.2 Reduction of matrices Students should be able to find a
to diagonal form. matrix P such that P−1AP is diagonal
Further matrix
algebra Symmetric matrices and orthogonal
diagonalisation.
continued
3.3 The use of the Students should understand and be
Cayley-Hamilton able to use the fact that, every 2 × 2 or
theorem. 3 × 3 matrix satisfies its own
characteristic equation.

4 4.1 Further loci and To include loci such as

regions in the Argand
Further z–a
diagram. z − a = kz − b, arg =β and
complex z–b
numbers
regions such as α ≤ arg (z – z1) ≤ β and
p ≤ Re(z) ≤ q

4.2 Elementary Transformations such as w = z2 and

transformations from the az + b
w= , where a, b, c, d ∈ ℂ may be
z-plane to the cz + d
w-plane. set.

5 5.1 An understanding of Students should be able to apply the

the division theorem algorithm to find the highest common
Number
and its application to factor of two numbers.
theory
the Euclidean
Algorithm and
congruences.

5.2 Bezout's identity. Students should be able to use back

substitution to identity the Bezout's
identity for two numbers.

5.3 Modular arithmetic. The notation a ≡ b (mod n) is expected.

Understanding what is
Knowledge of the following properties:
meant by two integers
a and b to be a ≡ a (mod n)
congruent modulo an
if a ≡ b (mod n) then b ≡ a (mod n)
integer n. Properties
of congruences. if a ≡ b (mod n) and b ≡ c (mod n) then
a ≡ c (mod n)
Addition and subtraction laws for
congruences.

Multiplication and power laws.

5.4 Fermat's Little Theorem. For example, students should be able to

find the least positive residue of
420 modulo 7
Proof is not required.

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5 5.5 Divisibility Tests. For divisibility by 2, 3, 4, 5, 6, 9,

10 and 11.
Number
theory 5.6 Solution of congruence Conditions under which solutions exist
equations. should be known.
continued
Use of Bezout's identity to find
multiplicative inverses.

5.7 Combinatorics: The multiplicative principle of counting. Set

counting problems, notation is expected; the number of subsets
permutations and of a set should be known. Addition and
combinations. subtraction principles.

Students should, for example, be able to

determine the number of positive integers
less than 1000 containing the digit 3 (at
least once).
n n
Understanding both Pr and Cr and when
to use them. For example, to determine
how many ways there are to select a team
of 11 players from a squad of 21

(a) regardless of playing positions

and

(b) if positions matter

6 6.1 First and second order Equations of the form

recurrence relations.
Further un + 1 +f(n)un = g(n) and
sequences
un + 2 + f(n)un + 1 + g(n)un = h(n)
and series

6.2 The solution of Students should be able to solve

recurrence relations relations such as:
to obtain closed
un + 1 – 5un = 8, u1 = 1,
forms.
2un + 2 + 7un + 1 – 15un = 6, u1 = 10, u2 = −17
The terms, particular solution,
complementary function and auxiliary
equation should be known.

Use of recurrence relations to model

applications, e.g. population growth.

6.3 Proof by induction of For example

closed forms.
if un + 1 – 3un = 4 with u1 = 1 prove by
n
mathematical induction that un = 3 − 2

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Paper 3B: Further Statistics 1*

What students need to learn:

Topic
Content Guidance

1 1.1 Calculation of the Use of E(X) = µ = ∑xP(X = x)

mean and variance of
Discrete and
discrete probability
probability
distributions. Var(X) = σ 2 = ∑x2P(X = x) – µ2
distributions
The formulae used to define g(x) will be
consistent with the level required in A
Extension of expected
level Mathematics and A level Further
value function to
Mathematics.
include E(g(X))
Questions may require candidates to
use these calculations to assess the
suitability of models.

2 2.1 The Poisson Students will be expected to use this

distribution distribution to model a real-world
Poisson &
situation and to comment critically on
binomial
the appropriateness.
distributions
Students will be expected to use their
calculators to calculate probabilities
including cumulative probabilities.

Students will be expected to use the

additive property of the Poisson
distribution. E.g. if X = the number of
events per minute and X ∼ Po(λ), then
the number of events per 5 minutes ∼
Po(5λ).

The additive property If X and Y are independent random

of Poisson variables with X ~ Po(λ ) and Y ~ Po(µ ),
distributions then X + Y ~ Po(λ + µ )

No proofs are required.

2.2 The mean and Knowledge and use of :

variance of the
If X ~ B(n, p), then E(X) = np and
binomial distribution
Var(X) = np(1 – p)
and the Poisson
distribution. If Y ~ Po(λ), then E(Y) = λ and
Var(Y) = λ
Derivations are not required.

2.3 The use of the Poisson When n is large and p is small the
distribution as an distribution B(n, p) can be
approximation to the approximated by Po(np).
binomial distribution.
Derivations are not required.

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3 3.1 Geometric and negative Models leading to the distributions

binomial distributions.
Geometric p(x) = p(1 − p)x − 1, x = 1, 2 ...
and negative
and
binomial
distributions  x − 1 r
 p (1 − p) −
x r
p(x) = 
 r − 1
x = r, r + 1, r + 2, ...

3.2 Mean and variance of a 1 1− p

Use of µ = σ =
2
geometric distribution and 2
with parameter p.
p p

3.3 Mean and variance of r r (1 − p )

µ= σ =
2
negative binomial Use of and 2

distribution with
p p

P(X = x)
 x − 1 r ( x−r )
=  p (1 − p )
 r − 1 
4 4.1 Extend ideas of Hypotheses should be stated in terms
hypothesis tests to of a population parameter µ or λ
Hypothesis
test for the mean of a
Testing
Poisson distribution

4.2 Extend hypothesis Hypotheses should be stated in terms of p

testing to test for the
parameter p of a
geometric distribution.

5 5.1 Applications of the For a population with mean µ and variance

Central Limit Theorem to σ 2, for large n
Central Limit
other distributions.
Theorem  σ2 
X ≈ ∼ N  µ, 
 n 
Applications may involve any of the
distributions in A level Mathematics or
A level Further Statistics 1

No proofs required.

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6 6.1 Goodness of fit tests Applications to include the discrete

and Contingency uniform, binomial, Poisson and
Chi Squared
Tables geometric distributions.
Tests
The null and Lengthy calculations will not be
alternative required.
hypotheses.

The use of Students will be expected to determine

n the degrees of freedom when one or

∑i =1
(Oi − Ei )2
Ei
as an more parameters are estimated from
the data. Cells should be combined
when Ei < 5
approximate χ2
statistic.

Students will be expected to obtain p-

Degrees of freedom. values from their calculator or use
tables to find critical values.

7 7.1 Definitions, derivations

and applications.
Probability
generating Use of the probability
functions generating function for
the negative binomial,
geometric, binomial and
Poisson distributions.

7.2 Use to find the mean Proofs of standard results may be required.
and variance.

7.3 Probability generating G X +Y ( t ) = G X ( t ) × GY ( t )

function of the sum of
independent random Derivation is not required.
variables.

8 8.1 Type I and Type II Calculation of the probability of a Type I or

errors. Type II error. Use of Type I and Type II
Quality of errors and power function to indicate
tests effectiveness of statistical tests.
Size and Power of Test.
Questions will use any of the distributions in
A level Mathematics or A level Further
Statistics 1
The power function.

*This paper is also the Paper 4 option 4B paper and will have the title ‘Paper 4, Option 4B:
Further Statistics 1’. Appendix 9, ‘Entry codes for optional routes’ shows how each optional
route incorporates the optional papers.

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Paper 4B: Further Statistics 2

What students need to learn:

Topics
Content Guidance

1 1.1 Least squares linear Students should have an understanding

regression. The of the process involved in linear
Linear
concept of residuals regression.
Regression
and minimising the
They should be able to calculate the
sum of squares of
regression coefficients for the equation y
residuals.
on x using standard formulae.

1.2 Residuals. An intuitive use of residuals to check the

reasonableness of linear fit and to find
possible outliers.
Use in refinement of mathematical
models.

The residual sum of (S xy )2

squares (RSS)
The formula RSS = S yy −
S xx
Derivations are not required

2 2.1 The concept of a Students will be expected to link with

continuous random their knowledge of histograms and
Continuous
variable. frequency polygons.
probability
distributions Use of the probability density function
f(x), where
The probability
density function and b
the cumulative
distribution function
for a continuous
P(a < X ⩽ b) =
∫ a
f(x ) dx

random variable. Use of the cumulative distribution

function
x0
F(x0) = P(X ⩽ x0 ) = ∫−∞ f( x )d x .
The formulae used in defining f(x) and the
calculus required will be consistent with the
level expected in A level Mathematics and
A level Further Mathematics.

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Content Guidance

2 2.2 Relationship between dF(x )

probability density f(x) = .
Continuous dx
and cumulative
probability
distribution functions.
distributions

continued

2.3 Mean and variance of The formulae used to define g(x) will be
continuous random consistent with the level required in A level
variables. Mathematics and A level Further Mathematics

Extension of expected Questions may require candidates to use

value function to these calculations to assess the
include E(g(X)) suitability of models.

Mode, median and

percentiles of
continuous random
variables.

Idea of skewness Candidates will be expected to describe

the skewness as positive, negative or
zero and give a suitable justification.

2.4 The continuous Including the derivation of the mean,

uniform (rectangular) variance and cumulative distribution
distribution. function.

3 3.1 Use of formulae to Students will be expected to be able to

calculate the product use the formula to calculate the value of
Correlation
moment correlation a coefficient given summary statistics.
coefficient.

Knowledge of the
conditions for the use
of the product
moment correlation
coefficient.

A knowledge of the
effects of coding will
be expected.

3.2 Spearman’s rank

correlation coefficient,
6∑ d 2
Use of rs = 1 –
its use, interpretation. n( n2 − 1)

Numerical questions involving ties may

be set. An understanding of how to deal
with ties will be expected.

Students will be expected to calculate

the resulting correlation coefficient on
their calculator or using the formula.

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Content Guidance

3 3.3 Testing the Hypotheses should be in terms of

Correlation
hypothesis that a ρ orρ s and test a null hypothesis that
correlation is zero ρ or ρ s = 0.
continued using either
Use of tables for critical values of
Spearman’s rank
Spearman’s and product moment
correlation or the
correlation coefficients.
product moment
correlation coefficient. Students will be expected to know that
the critical values for the product
moment correlation coefficient require
that the data comes from a population
having a bivariate normal distribution.
Formal verification of this condition is
not required.

4 4.1 Distribution of linear If X ∼ N(µ x , σx2) and Y ∼ N(µ y , σy2)

combinations of independently, then
Combinations
of random
independent Normal aX ± bY ∼ N(aµ x ± bµ y , a2σ x2 + b2σ y2)
random variables. No proofs required.
variables

5 5.1 Concepts of standard The sample mean, x , and the sample

error, estimator, bias. 1 n
Estimation,
confidence
variance, s2 = ∑ ( xi − x )2 , as
n − 1 i =1
intervals and unbiased estimates of the corresponding
tests using a population parameters.
normal
Quality of estimators Candidates will be expected to compare
distribution
estimators and look for features such as
unbiasedness and small variance.

5.2 Concept of a confidence Link with hypothesis tests.

interval and its
interpretation.

5.3 Confidence limits for a Candidates will be expected to know how to

Normal mean, with apply the Normal distribution and use the
variance known. standard error and obtain confidence
intervals for the mean, rather than be
concerned with any theoretical derivations.

5.4 Hypothesis test for the Use of

difference between the
( X − Y ) − ( x −  y )
means of two Normal ∼ N(0, 1)
2 2
distributions with x y
variances known.
+
nx ny

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Content Guidance

5 5.5 Use of large sample Use of Central Limit Theorem and use of
results to extend to the
Estimation,
case in which the ( X − Y ) − (µx − µ y )
confidence ≈∼ N(0,1)
population variances are 2 2
intervals and Sx Sy
unknown. +
tests using a nx ny
normal
distribution

continued

6 6.1 Hypothesis test and ( n − 1) S 2

confidence interval for Use of ~ χ 2 n −1
Other σ2
the variance of a Normal
Hypothesis
distribution. Candidates may use χ2 –tables or their
Tests and
calculators to find critical values or p-values.
confidence
intervals 6.2 Hypothesis test that two S12
independent random Use of ∼ Fn1 −1, n2 −1 under H0.
S2 2
samples are from
Normal populations with Candidates may use tables of the
equal variances. F-distribution or their calculators to find
critical values or p-values.

7 7.1 Hypothesis test and X −

confidence interval for
Use of ∼ tn − 1
Confidence S
the mean of a Normal
intervals n
distribution with
and tests
unknown variance. Candidates may use t-tables or their
using the
calculators to calculate critical or p-values.
t – distribution
7.2 Paired t-test.

7.3 Hypothesis test and Use of t-distribution.

confidence interval for
X − Y − (µx − µ y )
the difference between ∼ t nx + n y − 2 , under H0.
two means from 1 1
S +
independent Normal nx ny
distributions when the
variances are equal but
unknown.
( n1 − 1) s12 + ( n2 − 1) s2 2
Use of the pooled s2 =
estimate of variance. n1 + n2 − 2

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Paper 3C: Further Mechanics 1*

What students need to learn:

Topics
Content Guidance

1 1.1 Momentum and The spheres may be modelled as

impulse. The impulse- particles.
Momentum
momentum principle.
and impulse
The principle of
conservation of
momentum applied to
two spheres colliding
directly.

1.2 Momentum as
a vector. The
impulse-momentum
principle in vector form.

2 2.1 Kinetic and potential Problems involving motion under a

energy, work and variable resistance and/or up and down
Work, energy
power. The work- an inclined plane may be set.
and power
energy principle. The
principle of
conservation of
mechanical energy.

3 3.1 Elastic strings and

springs. Hooke’s law.
Elastic strings
and springs 3.2 Energy stored in an Problems using the work-energy principle
and elastic elastic string or spring. involving kinetic energy, potential energy and
energy elastic energy may be set.

4 4.1 Direct impact of Students will be expected to know and

elastic spheres. use the inequalities 0 ≤ e ≤ 1 (where e is
Elastic
Newton’s law of the coefficient of restitution).
collisions in
restitution. Loss of
one dimension The spheres may be modelled as particles.
kinetic energy due to
impact.

4.2 Successive direct The spheres may be modelled as

impacts of spheres particles.
and/or a sphere with
a smooth plane
surface.

*This paper is also the Paper 4 option 4C paper and will have the title ‘Paper 4, Option 4C:
Further Mechanics 1’. Appendix 9, ‘Entry codes for optional routes’ shows how each optional
route incorporates the optional papers.

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 What students need to learn:
Topics
Content Guidance

5 5.1 Oblique impact of Problems will only involve spheres with the
smooth elastic spheres same radius. Problems may be set in vector
Elastic
and a smooth sphere form. The spheres may be modelled as
collisions in
with a fixed surface. Loss particles.
two
of kinetic energy due to
dimensions
impact.

5.2 Successive oblique The sphere may be modelled as particle.

impacts of a sphere with
smooth plane surfaces.

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Paper 4C: Further Mechanics 2

What students need to learn:

Topics
Content Guidance

1 1.1 Angular speed. v = rω . Problems involving the ‘conical

pendulum’, an elastic string, motion on a
Motion in a Uniform motion of a
banked surface, as well as other
circle particle moving in a
contexts, may be set.
horizontal circle.
Radial acceleration in
circular motion.

v2
The forms rω 2 and
r
are required.

1.2 Motion of a particle in a Questions may be set which involve complete

vertical circle. Radial and or incomplete circles.
tangential acceleration in
circular motion. Kinetic
and potential energy and
the conservation of
energy principle applied
to motion in a vertical
circle.

2 2.1 Moment of a force.

Centre of mass of a
Centres of
discrete mass
mass of plane
distribution in one
figures
and two dimensions.

2.2 Centre of mass of The use of an axis of symmetry will be

uniform plane figures, acceptable where appropriate. Use of
and of composite integration is not required.
plane figures.
Questions may involve non-uniform
Centre of mass of composite plane figures/frameworks.
frameworks.
Figures may include the shapes referred
Equilibrium of a plane to in the formulae book. Unless
lamina or framework otherwise stated in the question, results
under the action of given in the formulae book may be
coplanar forces. quoted without proof.

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 What students need to learn:
Topics
Content Guidance

3 3.1 Centre of mass of Problems which involve the use of integration

uniform and non-uniform and/or symmetry to determine the centre of
Further
rigid bodies and mass of a uniform or non-uniform body may
centres of
composite bodies. be set.
mass
The level of calculus will be consistent with
that required in A level Mathematics and
Further Mathematics.

Unless otherwise stated in the question,

results given in the formulae book may be
quoted without proof.

3.2 Equilibrium of rigid To include

bodies under the action
(i) suspension of a body from a fixed point,
of coplanar forces.
(ii) a rigid body placed on a horizontal or
inclined plane.

3.3 Toppling and sliding of a

rigid body on a rough
plane.

4 4.1 Newton’s laws of motion, The solution of the resulting equations will be
for a particle moving in consistent with the level of calculus required in
Further
one dimension, when the A level Mathematics and Further Mathematics.
dynamics
applied force is variable. Problems may involve the law of gravitation,
i.e. the inverse square law.

4.2 Simple harmonic motion. Proof that a particle moves with simple
harmonic motion in a given situation may be
x = − ω 2 x ).
required (i.e. showing that 

Oscillations of a particle Students will be expected to be familiar with

attached to the end of standard formulae, which may be quoted
elastic string(s) or without proof.
spring(s).

e.g.
Kinetic, potential and
elastic energy in the x = a sin ωt , x = a cos ωt ,
context of SHM. 2π
v2 = ω 2 ( a2 − x2 ) , T =
ω

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 What students need to learn:
Topics
Content Guidance

5 5.1 Kinematics of a The setting up and solution of equations

particle moving in a where
Further
straight line when the
kinematics dv dv
acceleration is a = f( t ) or = f( v ) ,
function of the dt dt
displacement (x), or
dv dv
time (t) or velocity (v). v = f(v) or v = f( x) ,
dx dx
dx dx
= f( x) or = f( t )
dt dt
will be consistent with the level of
calculus required in A level Mathematics
and Further Mathematics.

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Paper 3D: Decision Mathematics 1*

What students need to learn:

Topics
Content Guidance

1 1.1 The general ideas of The meaning of the order of an

algorithms and the algorithm is expected. Students will be
Algorithms
implementation of an expected to determine the order of a
and graph
algorithm given by a given algorithm and the order of
theory
flow chart or text. standard network problems.

1.2 Bin packing, bubble When using the quick sort algorithm, the
sort and quick sort. pivot should be chosen as the middle
item of the list.

1.3 Use of the order of the Students will be expected to be familiar

nodes to determine with the following types of graphs:
whether a graph is complete (including K notation), planar
Eulerian, semi- and isomorphic.
Eulerian or neither.

1.4 The planarity algorithm Students will be expected to be familiar with

for planar graphs. the term ‘Hamiltonian cycle’.

2 2.1 The minimum Matrix representation for Prim’s

spanning tree algorithm is expected. Drawing a
Algorithms on
(minimum connector) network from a given matrix and writing
graphs
problem. Prim’s and down the matrix associated with a
Kruskal’s algorithm. network may be required.

2.2 Dijkstra’s and Floyd’s When applying Floyd’s algorithm, unless

algorithm for finding directed otherwise, students will be expected
the shortest path. to complete the first iteration on the first row
of the corresponding distance and route
problems, the second iteration on the second
row and so on until the algorithm is
complete.

3 3.1 Algorithm for finding Also known as the ‘Chinese postman’

the shortest route problem.
Algorithms on
around a network,
graphs II Students will be expected to use
travelling along every
inspection to consider all possible
edge at least once and
pairings of odd nodes. The network will
ending at the start
contain at most four odd nodes.
vertex (The Route
Inspection If the network has more than four odd nodes
Algorithm). then additional information will be provided
that will restrict the number of pairings that
will need to be considered.

*This paper is also the Paper 4 option 4D paper and will have the title ‘Paper 4, Option 4D:
Decision Mathematics 1’. Appendix 9, ‘Entry codes for optional routes’ shows how each
optional route incorporates the optional papers.

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 What students need to learn:
Topics
Content Guidance

3 3.2 The practical and The use of short cuts to improve upper bound
classical Travelling is included.
Algorithms on
Salesman problems.
graphs II
The classical problem for
continued
complete graphs
satisfying the triangle
inequality.

Determination of upper The conversion of a network into a complete

and lower bounds using network of shortest ‘distances’ is included.
minimum spanning tree
methods.

The nearest neighbour

algorithm.

4 4.1 Modelling of a project Activity on arc will be used. The use of

by an activity dummies is included.
Critical path
network, from a
analysis
precedence table.

4.2 Completion of the In a precedence network, precedence

precedence table for a tables will only show immediate
given activity predecessors.
network.

4.3 Algorithm for finding Calculating the lower bound for the
the critical path. number of workers required to complete
Earliest and latest the project in the shortest possible time
event times. Earliest is required.
and latest start and
finish times for
activities.
Identification of
critical activities and
critical path(s).

4.4 Calculation of the Each activity will require only one

total float of an worker.
activity. Construction
of Gantt (cascade)
charts.

4.5 Construct resource The number of workers required to complete

histograms (including each activity of a project will be given and
resource levelling) based the number or workers required may not
on the number of necessarily be one.
workers required to
complete each activity.

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 What students need to learn:
Topics
Content Guidance

4 4.6 Scheduling the activities

using the least number
Critical path
of workers required to
analysis
complete the project.
continued

5 5.1 Formulation of For example,

problems as linear
Linear 3 x + 2 y  20 ⇒ 3 x + 2 y + s1 = 20
programs including the
programming
meaning and use of
slack, surplus and 2 x + 5 y  35 ⇒ 2 x + 5 y + s2 = 35
artificial variables.
x + y  5 ⇒ x + y − s3 + t1 = 5

where s1 , s2 are slack variables,

s3 is a surplus variable and t1 is an artificial

variable.

5.2 Graphical solution of

two variable problems
using objective line
and vertex methods
including cases where
integer solutions are
required.

5.3 The Simplex algorithm Problems will be restricted to those with a

and tableau for maximum of four variables (excluding slack
maximising and variables) and four constraints, in addition to
minimising problems non-negativity conditions.
with ≤ constraints.

5.4 The two-stage Simplex Problems will be restricted to those with a

and big-M methods for maximum of four variables (excluding slack,
maximising and surplus and artificial variables) and four
minimising problems constraints, in addition to any non-negativity
which may include both conditions.
≤ and ≥ constraints.

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Glossary for Decision Mathematics 1

Algorithms and graph theory

The efficiency of an algorithm is a measure of the ‘run-time’ of the algorithm and in most
cases is proportional to the number of operations that must be carried out.

The size of a problem is a measure of its complexity and so in the case of algorithms on
graphs it is likely to be the number of vertices on the graph.

The order of an algorithm is a measure of its efficiency as a function of the size of the
problem.

1 1
In a list containing N items the ‘middle’ item has position [ ( N + 1) ] if N is odd [ ( N + 2) ]
2 2
if N is even, so that if N = 9, the middle item is the 5th and if N = 6 it is the 4th.
A graph G consists of points (vertices or nodes) which are connected by lines (edges or
arcs).

A subgraph of G is a graph, each of whose vertices belongs to G and each of whose edges
belongs to G.

If a graph has a number associated with each edge (usually called its weight) then the
graph is called a weighted graph or network.

The degree or valency of a vertex is the number of edges incident to it. A vertex is odd
(even) if it has odd (even) degree.

A path is a finite sequence of edges, such that the end vertex of one edge in the sequence is
the start vertex of the next, and in which no vertex appears more then once.

A cycle (circuit) is a closed path, i.e. the end vertex of the last edge is the start vertex of
the first edge.

Two vertices are connected if there is a path between them. A graph is connected if all its
vertices are connected.

If the edges of a graph have a direction associated with them they are known as directed
edges and the graph is known as a digraph.

A tree is a connected graph with no cycles.

A spanning tree of a graph G is a subgraph which includes all the vertices of G and is also
a tree.

An Eulerian graph is a graph with every vertex of even degree. An Eulerian cycle is a
cycle that includes every edge of a graph exactly once.

A semi-Eulerian graph is a graph with exactly two vertices of odd degree.

A Hamiltonian cycle is a cycle that passes through every vertex of a graph once and only
once, and returns to its start vertex.

A graph that can be drawn in a plane in such a way that no two edges meet each other,
except at a vertex to which they are both incident, is called a planar graph.

Two graphs are isomorphic if they have the same number of vertices and the degrees of
corresponding vertices are the same.

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Algorithms on graphs II
The travelling salesman problem is ‘find a route of minimum length which visits every
vertex in an undirected network’. In the ‘classical’ problem, each vertex is visited once only.
In the ‘practical’ problem, a vertex may be revisited.

For three vertices A, B and C, the triangular inequality is ‘length AB  length AC +

length CB’, where AB is a longest length.

A walk in a network is a finite sequence of edges such that the end vertex of one edge is the
start vertex of the next.

A walk which visits every vertex, returning to its starting vertex, is called a tour.

Critical path analysis

The total float F(i, j) of activity (i, j) is defined to be F(i, j) = lj – ei – duration (i, j), where ei
is the earliest time for event i and lj is the latest time for event j.

Linear programming

Constraints of a linear programming problem will be re-written as

3 x + 2 y  20 ⇒ 3 x + 2 y + s1 = 20

2 x + 5 y  35 ⇒ 2 x + 5 y + s2 = 35

x + y  5 ⇒ x + y − s3 + t1 = 5

where s1 , s2 are slack variables, s3 is a surplus variable and t1 is an artificial variable.

The simplex tableau for the linear programming problem:

Maximise P = 14x + 12y + 13z,

Subject to 4x + 5y + 3z ≤16,
5x + 4y + 6z ≤ 24,
will be written as

Basic variable x y z s1 s2 Value

s1 4 5 3 1 0 16
s2 5 4 6 0 1 24
P −14 −12 −13 0 0 0

where s1 and s2 are slack variables.

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Paper 4D: Decision Mathematics 2

What students need to learn:

Topics
Content Guidance

1 1.1 The north-west corner Problems will be restricted to a maximum of

method for finding an four sources and four destinations.
Transportation
initial basic feasible
problems
solution.

1.2 Use of the stepping- The ideas of dummy locations and degeneracy
stone method for are required.
obtaining an improved
Students should identify a specific entering cell
solution. Improvement
and a specific exiting cell.
indices.

1.3 Formulation of the

transportation problem
as a linear programming
problem.

2 2.1 Cost matrix reduction. Students should reduce rows first.

Allocation Use of the Hungarian Ideas of a dummy location is required.

(assignment) algorithm to find a
The adaption of the algorithm to manage
problems least cost allocation.
incomplete data is required.

Modification of the Students should subtract all the values (in

Hungarian algorithm the original matrix) from the largest value
to deal with a (in the original matrix).
maximum profit
allocation.

2.2 Formulation of the

Hungarian algorithm as
a linear programming
problem.

3 3.1 Cuts and their Only networks with directed arcs will be
capacity. considered.
Flows in
networks 3.2 Use of the labelling The arrow in the same direction as the arc
procedure to augment will be used to identify the amount by
a flow to determine which the flow along that arc can be
the maximum flow in increased. The arrow in the opposite
a network. direction will be used to identify the
amount by which the flow in the arc could
be reduced.

3.3 Use of the max–flow

min–cut theorem to
prove that a flow is a
maximum flow.

3.4 Multiple sources and Problems may include vertices with restricted
sinks. capacity.

Vertices with restricted

capacity.

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 What students need to learn:
Topics
Content Guidance

3 3.5 Determine the optimal Problems may include both upper and lower
flow rate in a network, capacities.
Flows in
subject to given
networks
constraints.
continued

4 4.1 Principles of dynamic Students should be aware that any part of the
programming. Bellman’s shortest/longest path from source to sink is
Dynamic
principle of optimality. itself a shortest/longest path, that is, any part
programming
of an optimal path is itself optimal.

Stage variables and Both network and table formats are required.
State variables. Use of
tabulation to solve
maximum, minimum,
minimax or maximin
problems.

5 5.1 Two person zero-sum A pay-off matrix will always be written

games and the pay-off from the row player’s point of view unless
Game theory
matrix. directed otherwise.

5.2 Identification of play Students should be aware that in a zero-

safe strategies and sum game there will be a stable solution if
stable solutions and only if the row maximin = the column
(saddle points). minimax

The proof of the stable solution theorem

is not required.

5.3 Reduction of pay-off

matrices using
dominance arguments.

5.4 Optimal mixed

strategies for a game
with no stable
solution by use of
graphical methods for
2 × n or n × 2 games
where n = 1, 2, 3 or 4

5.5 Optimal mixed strategies

for a game with no
stable solution by
converting games to
linear programming
problems that can be
solved by the Simplex
algorithm.

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 What students need to learn:
Topics
Content Guidance

6 6.1 Use of recurrence

relations to model
Recurrence
appropriate problems.
relations
6.2 Solution of first and Students should be able to solve relations
second order linear such as,
homogeneous and
non-homogeneous
un +1 − 5un = 8, u1 = 1
recurrence relations.
2un + 2 + 7un +1 − 15un = 6, u1 = 10, u2 = −17
The terms, particular solution,
complementary function and auxiliary
equation should be known.

Use of recurrence relations to model

applications e.g. population growth

7 7.1 Use, construct and Students should be familiar with the terms
interpret decision trees. decision nodes, chance nodes and pay-offs.
Decision
analysis 7.2 Use of expected
monetary values (EMVs)
and utility to compare
alternative courses of
action.

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Glossary for Decision Mathematics 2

Transportation problems
In the north-west corner method, the upper left-hand cell is considered first and as many
units as possible sent by this route.

The stepping stone method is an iterative procedure for moving from an initial feasible
solution to an optimal solution.

Degeneracy occurs in a transportation problem, with m rows and n columns, when the
number of occupied cells is less than (m + n – 1).

In the transportation problem:

The shadow costs Ri , for the ith row, and Kj , for the jth column, are obtained by solving
Ri + Kj = Cij for occupied cells, taking R1 = 0 arbitrarily.

The improvement index Iij for an unoccupied cell is defined by Iij = Cij – Ri – Kj.

Flows in networks
A cut, in a network with source S and sink T, is a set of arcs (edges) whose removal
separates the network into two parts X and Y, where X contains at least S and Y contains at
least T. The capacity of a cut is the sum of the capacities of those arcs in the cut which are
directed from X to Y.

If a problem contains both upper and lower capacities then the capacity of the cut is the
sum of the upper capacities for arcs that cross the cut in the direction from S to T minus the
sum of the lower capacities for arcs that cross the cut in the direction from T to S.

If a vertex has a restricted capacity then this can be replaced by two unrestricted vertices
connected by an edge of the relevant capacity.

If a network has several sources S1 , S2 , . . ., then these can be connected to a single

supersource S. The capacity of the edge joining S to S1 is the sum of the capacities of the
edges leaving S1.

If a network has several sinks T1 , T2 , . . ., then these can be connected to a supersink T.

The capacity of the edge joining T1 to T is the sum of the capacities of the edges entering T1.

Dynamic programming

Bellman’s principle for dynamic programming is ‘Any part of an optimal path is optimal.’

The minimax route is the one in which the maximum length of the arcs used is as small as
possible.

The maximin route is the one in which the minimum length of the arcs used is as large as
possible.

Game theory

A two-person game is one in which there are exactly two players.

A zero-sum game is one in which the sum of the losses for one player is equal to the sum of
the gains for the other player.

Decision analysis

At a decision node, the user must choose the most favourable outcome.

At a chance node, the Expected Monetary Value is calculated.

The end nodes show the profit for each outcome.

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Assessment information
● First assessments: May/June 2019.
● The assessments are 1 hour 30 minutes.
● The assessments are out of 75 marks.
● Students must answer all questions.
● Calculators can be used in the assessment.
● The booklet ‘Mathematical Formulae and Statistical Tables’ will be provided for use in the
assessments.

Synoptic assessment
Synoptic assessment requires students to work across different parts of a qualification and to
show their accumulated knowledge and understanding of a topic or subject area.

Synoptic assessment enables students to show their ability to combine their skills, knowledge
and understanding with breadth and depth of the subject.

These papers assesses synopticity.

Sample assessment materials

A sample paper and mark scheme for these papers can be found in the Pearson Edexcel
Level 3 Advanced GCE in Further Mathematics Sample Assessment Materials (SAMs)
document.

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Assessment Objectives

% in GCE
Students must: A Level

AO1 Use and apply standard techniques 48-52%

Learners should be able to:

● select and correctly carry out routine procedures; and
● accurately recall facts, terminology and definitions

AO2 Reason, interpret and communicate mathematically At least 15%

Learners should be able to:

● construct rigorous mathematical arguments (including proofs);
● make deductions and inferences;
● assess the validity of mathematical arguments;
● explain their reasoning; and
● use mathematical language and notation correctly.
Where questions/tasks targeting this assessment objective will also
credit Learners for the ability to ‘use and apply standard
techniques’ (AO1) and/or to ‘solve problems within mathematics
and in other contexts’

(AO3) an appropriate proportion of the marks for the question/task

must be attributed to the corresponding assessment objective(s).

AO3 Solve problems within mathematics and in other contexts At least 15%

Learners should be able to:

● 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.
Where questions/tasks targeting this assessment objective will also
credit Learners for the ability to ‘use and apply standard
techniques’ (AO1) and/or to ‘reason, interpret and communicate
mathematically’ (AO2) an appropriate proportion of the marks for
the question/task must be attributed to the corresponding
assessment objective(s).

Total 100%

Further guidance on the interpretation of these assessment objectives is given in Appendix 4.

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Breakdown of Assessment Objectives
There are ten different routes through the Advanced GCE in Further Mathematics qualification.

Route A

Assessment Objectives Total for all

Assessment Objectives
Paper AO1 % AO2 % AO3 %

Paper 1 Core Pure Mathematics 1 11.67-13.00 4.67-6.00 6.67-8.00 23–27%

Paper 2 Core Pure Mathematics 2 11.67-13.00 5.67-7.00 5.33-6.67 23–27%

Paper 3 Further Pure Mathematics 1 11.67-13.00 6.00-7.33 5.33-6.67 23–27%

Paper 4 Further Pure Mathematics 2 11.67-13.00 8.33-9.67 3.00-4.33 23–27%

Total for GCE A Level 48–52% At least 15% At least 15% 100%

Route B

Assessment Objectives Total for all

Assessment Objectives
Paper AO1 % AO2 % AO3 %

Paper 1 Core Pure Mathematics 1 11.67-13.00 4.67-6.00 6.67-8.00 23–27%

Paper 2 Core Pure Mathematics 2 11.67-13.00 5.67-7.00 5.33-6.67 23–27%

Paper 3 Further Pure Mathematics 1 11.67-13.00 6.00-7.33 5.33-6.67 23–27%

Paper 4 Further Statistics 1 11.67-13.00 5.00-6.33 6.33-7.67 23–27%

Total for GCE A Level 48–52% At least 15% At least 15% 100%

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Route C

Assessment Objectives Total for all

Assessment Objectives
Paper AO1 % AO2 % AO3 %

Paper 1 Core Pure Mathematics 1 11.67-13.00 4.67-6.00 6.67-8.00 23–27%

Paper 2 Core Pure Mathematics 2 11.67-13.00 5.67-7.00 5.33-6.67 23–27%

Paper 3 Further Pure Mathematics 1 11.67-13.00 6.00-7.33 5.33-6.67 23–27%

Paper 4 Further Mechanics 1 11.67-13.00 3.00-4.33 8.67-10.00 23–27%

Total for GCE A Level 48–52% At least 15% At least 15% 100%

Route D

Assessment Objectives Total for all

Assessment Objectives
Paper AO1 % AO2 % AO3 %

Paper 1 Core Pure Mathematics 1 11.67-13.00 4.67-6.00 6.67-8.00 23–27%

Paper 2 Core Pure Mathematics 2 11.67-13.00 5.67-7.00 5.33-6.67 23–27%

Paper 3 Further Pure Mathematics 1 11.67-13.00 6.00-7.33 5.33-6.67 23–27%

Paper 4 Decision Mathematics 1 11.67-13.00 7.67-9.00 3.00-4.33 23–27%

Total for GCE A Level 48–52% At least 15% At least 15% 100%

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Route E

Assessment Objectives Total for all

Assessment Objectives
Paper AO1 % AO2 % AO3 %

Paper 1 Core Pure Mathematics 1 11.67-13.00 4.67-6.00 6.67-8.00 23–27%

Paper 2 Core Pure Mathematics 2 11.67-13.00 5.67-7.00 5.33-6.67 23–27%

Paper 3 Further Statistics 1 11.67-13.00 5.00-6.33 6.33-7.67 23–27%

Paper 4 Further Mechanics 1 11.67-13.00 3.00-4.33 8.67 -10.00 23–27%

Total for GCE A Level 48–52% At least 15% At least 15% 100%

Route F

Assessment Objectives Total for all

Assessment Objectives
Paper AO1 % AO2 % AO3 %

Paper 1 Core Pure Mathematics 1 11.67-13.00 4.67-6.00 6.67-8.00 23–27%

Paper 2 Core Pure Mathematics 2 11.67-13.00 5.67-7.00 5.33-6.67 23–27%

Paper 3 Further Statistics 1 11.67-13.00 5.00-6.33 6.33-7.67 23–27%

Paper 4 Decision Mathematics 1 11.67-13.00 7.67-9.00 3.00-4.33 23–27%

Total for GCE A Level 48–52% At least 15% At least 15% 100%

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Route G

Assessment Objectives Total for all

Assessment Objectives
Paper AO1 % AO2 % AO3 %

Paper 1 Core Pure Mathematics 1 11.67-13.00 4.67-6.00 6.67-8.00 23–27%

Paper 2 Core Pure Mathematics 2 11.67-13.00 5.67-7.00 5.33-6.67 23–27%

Paper 3 Further Statistics 1 11.67-13.00 5.00-6.33 6.33-7.67 23–27%

Paper 4 Further Statistics 2 11.67-13.00 7.00-8.33 3.67-5.00 23–27%

Total for GCE A Level 48–52% At least 15% At least 15% 100%

Route H

Assessment Objectives Total for all

Assessment Objectives
Paper AO1 % AO2 % AO3 %

Paper 1 Core Pure Mathematics 1 11.67-13.00 4.67-6.00 6.67-8.00 23–27%

Paper 2 Core Pure Mathematics 2 11.67-13.00 5.67-7.00 5.33-6.67 23–27%

Paper 3 Further Mechanics 1 11.67-13.00 3.00-4.33 8.67-10.00 23–27%

Paper 4 Decision Mathematics 1 11.67-13.00 7.67-9.00 3.00-4.33 23–27%

Total for GCE A Level 48–52% At least 15% At least 15% 100%

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Route J

Assessment Objectives Total for all

Assessment Objectives
Paper AO1 % AO2 % AO3 %

Paper 1 Core Pure Mathematics 1 11.67-13.00 4.67-6.00 6.67-8.00 23–27%

Paper 2 Core Pure Mathematics 2 11.67-13.00 5.67-7.00 5.33-6.67 23–27%

Paper 3 Further Mechanics 1 11.67-13.00 3.00-4.33 8.67-10.00 23–27%

Paper 4 Further Mechanics 2 11.67-13.00 5.33-6.67 6.00-7.33 23–27%

Total for GCE A Level 48–52% At least 15% At least 15% 100%

Route K

Assessment Objectives Total for all

Assessment Objectives
Paper AO1 % AO2 % AO3 %

Paper 1 Core Pure Mathematics 1 11.67-13.00 4.67-6.00 6.67-8.00 23–27%

Paper 2 Core Pure Mathematics 2 11.67-13.00 5.67-7.00 5.33-6.67 23–27%

Paper 3 Decision Mathematics 1 11.67-13.00 7.67-9.00 3.00-4.33 23–27%

Paper 4 Decision Mathematics 2 11.67-13.00 6.33-7.67 5.00-6.33 23–27%

Total for GCE A Level 48–52% At least 15% At least 15% 100%

NB Totals have been rounded either up or down.

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3 Administration and general information

Entries
Details of how to enter students for the examinations for this qualification can be found in
our UK Information Manual. A copy is made available to all examinations officers and is
available on our website: qualifications.pearson.com

Discount code and performance tables

Centres should be aware that students who enter for more than one GCE qualification with
the same discount code will have only one of the grades they achieve counted for the
purpose of the school and college performance tables. This will be the grade for the larger
qualification (i.e. the A Level grade rather than the AS grade). If the qualifications are the
same size, then the better grade will be counted (please see Appendix 8: Codes).

Please note that there are two codes for AS GCE qualifications; one for Key Stage 4 (KS4)
performance tables and one for 16–19 performance tables. If a KS4 student achieves both a
GCSE and an AS with the same discount code, the AS result will be counted over the GCSE
result.

Students should be advised that if they take two GCE qualifications with the same discount
code, colleges, universities and employers they wish to progress to are likely to take the
view that this achievement is equivalent to only one GCE. The same view may be taken if
students take two GCE qualifications that have different discount codes but have significant
overlap of content. Students or their advisers who have any doubts about their subject
combinations should check with the institution they wish to progress to before embarking on
their programmes.

Access arrangements, reasonable adjustments,

special consideration and malpractice
Equality and fairness are central to our work. Our equality policy requires all students to
have equal opportunity to access our qualifications and assessments, and our qualifications
to be awarded in a way that is fair to every student.

We are committed to making sure that:

● students with a protected characteristic (as defined by the Equality Act 2010) are not,
when they are undertaking one of our qualifications, disadvantaged in comparison to
students who do not share that characteristic
● all students achieve the recognition they deserve for undertaking a qualification and that
this achievement can be compared fairly to the achievement of their peers.

Language of assessment
Assessment of this qualification will be available in English. All student work must be in
English.

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Access arrangements
Access arrangements are agreed before an assessment. They allow students with special
educational needs, disabilities or temporary injuries to:
● access the assessment
● show what they know and can do without changing the demands of the assessment.
The intention behind an access arrangement is to meet the particular needs of an individual
student with a disability, without affecting the integrity of the assessment. Access
arrangements are the principal way in which awarding bodies comply with the duty under the
Equality Act 2010 to make ‘reasonable adjustments’.

Access arrangements should always be processed at the start of the course. Students will
then know what is available and have the access arrangement(s) in place for assessment.

Reasonable adjustments
The Equality Act 2010 requires an awarding organisation to make reasonable adjustments
where a person with a disability would be at a substantial disadvantage in undertaking an
assessment. The awarding organisation is required to take reasonable steps to overcome
that disadvantage.

A reasonable adjustment for a particular person may be unique to that individual and
therefore might not be in the list of available access arrangements.

Whether an adjustment will be considered reasonable will depend on a number of factors,

including:
● the needs of the student with the disability
● the effectiveness of the adjustment
● the cost of the adjustment; and
● the likely impact of the adjustment on the student with the disability and other students.
An adjustment will not be approved if it involves unreasonable costs to the awarding
organisation, or affects timeframes or the security or integrity of the assessment. This is
because the adjustment is not ‘reasonable’.

Special consideration
Special consideration is a post-examination adjustment to a student's mark or grade to
reflect temporary injury, illness or other indisposition at the time of the examination/
assessment, which has had, or is reasonably likely to have had, a material effect on a
student’s ability to take an assessment or demonstrate their level of attainment in an
assessment.

Further information
Please see our website for further information about how to apply for access arrangements
and special consideration.

For further information about access arrangements, reasonable adjustments and special
consideration, please refer to the JCQ website: www.jcq.org.uk.

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Malpractice

Student malpractice
Student malpractice refers to any act by a student that compromises or seeks to compromise
the process of assessment or which undermines the integrity of the qualifications or the
validity of results/certificates.

Student malpractice in examinations must be reported to Pearson using a JCQ Form M1

(available at www.jcq.org.uk/exams-office/malpractice).

The form should be emailed to [email protected]. Please provide as much

information and supporting documentation as possible. Note that the final decision regarding
appropriate sanctions lies with Pearson.

Failure to report malpractice constitutes staff or centre malpractice.

Staff/centre malpractice
Staff and centre malpractice includes both deliberate malpractice and maladministration of
our qualifications. As with student malpractice, staff and centre malpractice is any act that
compromises or seeks to compromise the process of assessment or which undermines the
integrity of the qualifications or the validity of results/certificates.

All cases of suspected staff malpractice and maladministration must be reported

immediately, before any investigation is undertaken by the centre, to Pearson on a
JCQ Form M2(a) (available at www.jcq.org.uk/exams-office/malpractice).

The form, supporting documentation and as much information as possible should be emailed
to [email protected]. Note that the final decision regarding
appropriate sanctions lies with Pearson.

Failure to report malpractice itself constitutes malpractice.

More detailed guidance on malpractice can be found in the latest version of the document
General and Vocational Qualifications Suspected Malpractice in Examinations and
Assessments Policies and Procedures, available at www.jcq.org.uk/exams-office/malpractice.

Awarding and reporting

This qualification will be graded, awarded and certificated to comply with the requirements of
Ofqual's General Conditions of Recognition.

This A Level qualification will be graded and certificated on a six-grade scale from A* to E
using the total combined marks (out of 300) for the two compulsory papers and the two
optional papers chosen. The different routes within the qualification may have different grade
thresholds.

Where students take more than two optional papers, the combination of papers that result in
the best grade will be used. The combination of papers that is graded may not be the
combination that gives the highest number of marks. The total mark will be the total from
the combination that produces the best grade.

Students whose level of achievement is below the minimum judged by Pearson to be of

sufficient standard to be recorded on a certificate will receive an unclassified U result.

The first certification opportunity for this qualification will be 2019.

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Student recruitment and progression
Pearson follows the JCQ policy concerning recruitment to our qualifications in that:
● they must be available to anyone who is capable of reaching the required standard
● they must be free from barriers that restrict access and progression
● equal opportunities exist for all students.

Prior learning and other requirements

There are no prior learning or other requirements for this qualification.

Students who would benefit most from studying this qualification are likely to have a Level 3
GCE in Mathematics qualification.

Progression
Students can progress from this qualification to:
● a range of different, relevant academic or vocational higher education qualifications
● employment in a relevant sector
● further training.

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 Pearson Edexcel Level 3 Advanced GCE in Further Mathematics
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Appendices

Appendix 1: Formulae 61
Appendix 2: Notation 68
Appendix 3: Use of calculators 76
Appendix 4: Assessment objectives 77
Appendix 5: The context for the development of this qualification 79
Appendix 6: Transferable skills 81
Appendix 7: Level 3 Extended Project qualification 82
Appendix 8: Codes 84
Appendix 9: Entry codes for optional routes 85

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Appendix 1: Formulae
Formulae which students are expected to know for A Level Further Mathematics are given
below and will not appear in the booklet ‘Mathematical Formulae and Statistical Tables’ which
will be provided for use with the paper.

Pure Mathematics

Quadratic Equations
−b ± b 2 − 4ac
ax 2 + bx + c = 0 has roots
2a

Laws of Indices

ax ay ≡ ax + y
ax ÷ ay ≡ ax − y
(ax)y ≡ axy

Laws of Logarithms

x = a n ⇔ n = log a x for a > 0 and x > 0

loga x + loga y ≡ loga ( xy)

 x
loga x − loga y ≡ loga  
 y
k loga x ≡ loga ( x )
k

Coordinate Geometry

A straight line graph, gradient m passing through (x1, y1) as equation y − y1 = m ( x − x1 )

Straight lines with gradients m1 and m2 are perpendicular when m1 m2 = −1

Sequences

General term of an arithmetic progression:

un = a + (n − 1)d
General term of a geometric progression:

un = ar n − 1

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Trigonometry

In the triangle ABC:

a b c
Sine rule: = =
sin A sin B sin C

Cosine rule: a2 = b2 + c2 – 2bccosA

1
Area = ab sin C
2

cos2A + sin2A ≡ 1

sec2A ≡ 1 + tan2A

cosec2A ≡ 1 + cot2A

sin 2A ≡ 2 sin A cos A

cos 2A ≡ cos2A – sin2A

2 tan A
tan 2 A ≡
1 − tan 2 A

Mensuration

Circumference and area of circle, radius r and diameter d:

C = 2πr = πd A = πr 2

Pythagoras’ theorem:

In any right-angled triangle where a, b and c are the lengths of the sides and c is the
hypotenuse, c2 = a2 + b2

1
Area of a trapezium = (a + b)h , where a and b are the lengths of the parallel sides and h is
2
their perpendicular separation.

Volume of a prism = area of cross section × length

For a circle of radius r, where an angle at the centre of θ radians subtends an arc of length s
and encloses an associated sector of area A:

1 2
s = rθ A= rθ
2

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Complex Numbers

For two complex numbers z1 = r1eiθ1 and z2 = r2 eiθ2

z1 z2 = r1r2 e ( 1
i θ +θ2 )

z1 r1 i(θ1 −θ2 )
= e
z2 r2
Loci in the Argand diagram:

z−a = r is a circle radius r centred at a

arg (z – a) = θ is a half line drawn from a at angle θ to a line parallel to the positive real axis.

Exponential Form: eiθ = cos θ + isinθ

Matrices

a b a b
For a 2 by 2 matrix c d the determinant ∆= = ad − bc
  c d

1  d −b
the inverse is  
∆ −c a 

The transformation represented by matrix AB is the transformation represented by matrix B

followed by the transformation represented by matrix A.

For matrices A, B:

(AB) −1 = B −1A−1

Algebra
n
1
∑r = 2 n ( n + 1)
r =1

For ax2 + bx + c = 0 with roots α and β :

b c
α +β =− αβ =
a a

For ax3 + bx2 + cx + d = 0 with roots α , β and γ :

b c d
∑α = − ∑ αβ = αβγ = −
a a a

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Hyperbolic Functions

1 x
cosh x ≡
2
(
e + e− x )
1 x
sinh x ≡
2
(
e − e− x )
sinh x
tanh x ≡
cosh x

Calculus and Differential Equations

Differentiation

Function Derivative

xn nxn −1

sinkx kcoskx

coskx −ksinkx

sinhkx kcoshkx

coshkx ksinhkx

e kx kekx

1
ln x
x

f ( x) + g( x) f ′( x ) + g ′( x )

f ( x)g( x) f ′( x)g( x) + f ( x)g′( x)

f (g( x)) f ′(g( x))g′( x)

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Integration

Function Integral

1 n +1
xn x + c, n ≠ −1
n +1

1
cos kx sin kx + c
k

1
sin kx − cos kx + c
k

1
cosh kx sinh kx + c
k
1
sinh kx cosh kx + c
k
1 kx
e kx e +c
k

1
ln x + c, x ≠ 0
x

f ′( x) + g′( x) f ( x) + g( x) + c

f ′(g( x))g′( x) f (g( x)) + c

b
Area under a curve = ∫ y dx ( y  0)
a

Volumes of revolution about the x and y axes:

b d
Vx = π ∫ y 2 dx Vy = π ∫x 2 dy
a c

Simple Harmonic Motion:

x = −ω 2 x


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Vectors

xi + yj + zk = (x 2
+ y2 + z2 )
 a1   b1 
 
a = a2
 
b = b2
Scalar product of two vectors and is
   
a  b 
 3  3

 a1   b1 
a   
. b2 a1b1 + a2 b2 + a3b3 a b cos θ
= =
 2  
a  b 
 3  3

where θ is the acute angle between the vectors a and b

The equation of the line through the point with position vector a parallel to vector b is:
r = a + tb

The equation of the plane containing the point with position vector a and perpendicular to
vector n is:
(r – a).n = 0

Statistics

x=∑ =∑
x fx
The mean of a set of data:
n ∑f
X −µ
The standard Normal variable: Z=
σ
where X ~ N µ , σ 2 ( )

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Mechanics

Forces and Equilibrium

Weight = mass ×g
Friction: F ≤ µR
Newton’s second law in the form: F = ma

Kinematics

For motion in a straight line with variable acceleration:

dr dv d 2 r
v= a= =
dt dx dt 2

r = ∫v dt v = ∫a dt

Momentum = mv

Impulse = mv – mu

1
Kinetic energy = 2
mv 2

Potential energy = mgh

λx
The tension in an elastic string =
l

λx 2
The energy stored in an elastic string =
2l

For Simple harmonic motion:

x = −ω 2x,


x = a cos ω t or x = a sin ω t ,

v 2 = ω 2(a2 – x 2),

2π
T=
ω

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Appendix 2: Notation
The tables below set out the notation used in A Level Further Mathematics examinations.
Students will be expected to understand this notation without need for further explanation.

1 Set Notation

1.1 ∈ is an element of

1.2 ∉ is not an element of

1.3 ⊆ is a subset of

1.4 ⊂ is a proper subset of

1.5 {x1, x2, …} the set with elements x1, x2, …

1.6 { x : …} the set of all x such that 

1.7 n(A) the number of elements in set A

1.8 ∅ the empty set

1.9 ε the universal set

1.10 A′ the complement of the set A

1.11 ℕ the set of natural numbers, {1, 2, 3, …}

1.12 ℤ the set of integers, {0, ± 1, ± 2, ± 3, }

1.13 ℤ+ the set of positive integers, {1, 2, 3, …}

1.14 ℤ 0+ the set of non-negative integers, {0, 1, 2, 3, …}

1.15 ℝ the set of real numbers

1.16 p + 
ℚ the set of rational numbers,  : p ∈ , q ∈  
q 
1.17 ∪ union

1.18 ∩ intersection

1.19 (x, y) the ordered pair x, y

1.20 [a, b] the closed interval {x ∈ ℝ: a ≤ x ≤ b}

1.21 [a, b) the interval {x ∈ ℝ: a ≤ x < b}

1.22 (a, b] the interval {{x ∈ ℝ: a < x ≤ b}

1.23 (a, b) the open interval {x ∈ ℝ: a < x < b}

1.24 ℂ the set of complex numbers

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 2 Miscellaneous Symbols

2.1 = is equal to

2.2 ≠ is not equal to

2.3 ≡ is identical to or is congruent to

2.4 ≈ is approximately equal to

2.5 ∞ infinity

2.6 ∝ is proportional to

2.7 ∴ therefore

2.8  because

2.9 < is less than

2.10 ⩽,≤ is less than or equal to, is not greater than

2.11 > is greater than

2.12 ⩾,≥ is greater than or equal to, is not less than

2.13 p⇒q p implies q (if p then q)

2.14 p⇐q p is implied by q (if q then p)

2.15 p⇔ q p implies and is implied by q (p is equivalent to q)

2.16 a first term for an arithmetic or geometric sequence

2.17 l last term for an arithmetic sequence

2.18 d common difference for an arithmetic sequence

2.19 r common ratio for a geometric sequence

2.20 Sn sum to n terms of a sequence

2.21 S∞ sum to infinity of a sequence

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 3 Operations

3.1 a+b a plus b

3.2 a−b a minus b

3.3 a × b, ab, a ⋅ b a multiplied by b

3.4 a a divided by b
a ÷ b,
b

3.5 n a1 + a2 +  + an
∑ ai
i =1

3.6 n a1 × a2 × × an
∏ ai
i =1

3.7 a the non-negative square root of a

3.8 a the modulus of a

3.9 n! n factorial: n! = n × (n −1) × …× 2 × 1, n ∈ ℕ; 0! = 1

3.10 n n the binomial coefficient n! for n, r ∊ ℤ 0+ , r ⩽

 r  , C r , n Cr r !( n − r )!
 
n
n(n − 1) ( n − r + 1)
or for n ∈ ℚ, r ∊ ℤ 0+
r!

4 Functions

4.1 f( x) the value of the function f at x

4.2 f :x y the function f maps the element x to the element y

4.3 f −1 the inverse function of the function f

4.4 gf the composite function of f and g which is defined

by gf( x) = g(f( x))

4.5 lim f( x) the limit of f( x) as x tends to a

x →a

4.6 ∆x, δx an increment of x

4.7 dy the derivative of y with respect to x

dx
4.8 dn y the nth derivative of y with respect to x
dx n

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 4 Functions continued

4.9 f ′( x), f ′′( x),  , f ( n ) ( x) the first, second, ..., nth derivatives of f( x) with
respect to x

4.10 x, x,  the first, second, ... derivatives of x with respect to t

4.11
∫ y dx the indefinite integral of y with respect to x

4.12 b the definite integral of y with respect to x between

∫a y dx the limits x = a and x = b

5 Exponential and Logarithmic Functions

5.1 e base of natural logarithms

5.2 ex, exp x exponential function of x

5.3 log a x logarithm to the base a of x

5.4 ln x, log e x natural logarithm of x

6 Trigonometric Functions

6.1 sin, cos, tan, the trigonometric functions

cosec, sec, cot

6.2 
sin −1 , cos −1 , tan −1 the inverse trigonometric functions

arcsin, arccos, arctan 

6.3 ° degrees

6.4 rad radians

6.5 
cosec −1 , sec −1 , cot −1 the inverse trigonometric functions

arccosec, arcsec, arccot 

6.6 sinh, cosh, tanh,  the hyperbolic functions


cosech, sech, coth 

6.7 sinh −1 , cosh −1 , tanh −1 , 

 the inverse hyperbolic functions

cosech −1 , sech −1 , coth −1 


arsinh, arcosh, artanh, 


arcosech, arcsech, arcoth 

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 7 Complex Numbers

7.1 i, j square root of −1

7.2 x + iy complex number with real part x and imaginary

part y

7.3 r(cos θ + i sin θ) modulus argument form of a complex number with

modulus and argument

7.4 z a complex number, z = x + iy = r(cos θ + i sin θ)

7.5 Re(z) the real part of z, Re(z) = x

7.6 Im(z) the imaginary part of z, Im(z) = y

7.7 z the modulus of z, z = x 2 + y 2

7.8 arg(z) the argument of z, arg(z) = θ, −π < θ ≤ π

7.9 z* the complex conjugate of z, x − iy

8 Matrices

8.1 M a matrix M

8.2 0 zero matrix

8.3 I identity matrix

8.4 M −1 the inverse of the matrix M

8.5 MT the transpose of the matrix M

8.6 det M or | M | the determinant of the square matrix M

8.7 Mr Image of column vector r under the transformation

associated with the matrix M

9 Ve ct o rs

9.1 a, a, a the vector a, a, a ; these alternatives apply

 
throughout section 9

9.2 AB the vector represented in magnitude and direction by
the directed line segment AB

9.3 â a unit vector in the direction of a

9.4 i, j, k unit vectors in the directions of the cartesian

coordinate axes
9.5 a , a the magnitude of a
 
9.6 AB , AB the magnitude of AB

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 9 Ve ct o rs co n tin ue d

9.7 a column vector and corresponding unit vector

 b  , ai + bj notation
 
9.8 r position vector

9.9 s displacement vector

9.10 v velocity vector

9.11 a acceleration vector

9.12 a.b the scalar product of a and b

9.13 a× b the vector product of a and b

9.14 a.b × c the scalar triple product of a, b and c

10 Differential Equations

10.1 ω angular speed

11 Probability and Statistics

11.1 A, B, C , etc. events

11.2 A∪B union of the events A and B

11.3 A∩B intersection of the events A and B

11.4 P( A) probability of the event A

11.5 A′ complement of the event A

11.6 P( A | B) probability of the event A conditional on the

event B

11.7 X , Y , R, etc. random variables

11.8 x, y, r , etc. values of the random variables X, Y, R etc.

11.9 x1 , x2 ,  observations

11.10 f1, f 2 ,  frequencies with which the observations x1 , x2 , 

occur

11.11 p(x), P(X = x) probability function of the discrete random

variable X

11.12 p1 , p2 ,  probabilities of the values x1 , x2 ,  of the

discrete random variable X

11.13 E( X ) expectation of the random variable X

11.14 Var( X ) variance of the random variable X

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 11 Probability and Statistics continued

11.15 ~ has the distribution

binomial distribution with parameters n and p, where
11.16 B(n, p ) n is the number of trials and p is the probability of
success in a trial

11.17 q q =1− p for binomial distribution

11.18 N(µ, σ2) Normal distribution with mean µ and variance σ2

11.19 Z ~ N(0,1) standard Normal distribution

probability density function of the standardised
11.20 φ
Normal variable with distribution N(0, 1)

11.21 Φ corresponding cumulative distribution function

11.22 µ population mean

11.23 σ2 population variance

11.24 σ population standard deviation

11.25 x sample mean

11.26 s2 sample variance

11.27 s sample standard deviation

11.28 H0 Null hypothesis

11.29 H1 Alternative hypothesis

11.30 r product moment correlation coefficient for a sample

product moment correlation coefficient for a
11.31 ρ
population

11.32 Po( λ ) Poisson distribution with parameter λ

11.33 Geo(p) geometric distribution with parameter p
probability generating function of the random
11.34 GX(t)
variable X
11.35 χ v2 chi squared distribution with v degrees of freedom

11.36
tn t distribution with n degrees of freedom

11.37 Fν1 ,ν 2 F distribution with v1 and v2 degrees of freedom

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 12 Mechanics

12.1 kg kilograms

12.2 m metres

12.3 km kilometres

12.4 m/s, m s -1 metres per second (velocity)

12.5 m/s2, m s -2 metres per second per second (acceleration)

12.6 F Force or resultant force

12.7 N Newton

12.8 Nm Newton metre (moment of a force)

12.9 t time

12.10 s displacement

12.11 u initial velocity

12.12 v velocity or final velocity

12.13 a acceleration

12.14 g acceleration due to gravity

12.15 µ coefficient of friction

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Appendix 3: Use of calculators
Students may use a calculator in all A Level Further Mathematics examinations. Students are
responsible for making sure that their calculators meet the guidelines set out in this
appendix.

The use of technology permeates the study of A level Further mathematics. Calculators used
must include the following features:
● an iterative function
● the ability to perform calculations with matrices up to at least order 3×3
● the ability to compute summary statistics and access probabilities from standard
statistical distributions
In addition, students must be told these regulations before sitting an examination:

During an examination a calculator must not be able to offer any of these facilities:
● language translators;
● symbolic algebra manipulation;
● symbolic differentiation or integration;
● communication with other machines or the internet;

During an examination a calculator must not give access to pre-stored information.

This includes:
● databanks;
● dictionaries;
● mathematical formulae;
● text.

A calculator must not be borrowed from another candidate during an examination.

Some calculators have an ‘exam mode’. This is acceptable in examinations where the exam
mode is activated and the exam mode results in the calculator becoming compliant with the
above requirements.

An invigilator may give a candidate a replacement calculator.

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Appendix 4: Assessment objectives
The following tables outline in detail the strands and elements of each assessment objective
for A Level Further Mathematics, as provided by Ofqual in the document GCE Subject Level
Guidance for Further Mathematics.
● A ‘strand’ is a discrete bullet point that is formally part of an assessment objective
● An ‘element’ is an ability that the assessment objective does not formally separate, but
that could be discretely targeted or credited.
Assessment Objectives 2 and 3 contain further detail which can be found on page 48 (the
italicised text).

AO1: Use and apply standard techniques. 50% (A Level)

60% (AS)
Learners should be able to:
 select and correctly carry out routine procedures
 accurately recall facts, terminology and definitions

Strands Elements

1. select and correctly carry out routine procedures 1a – select routine procedures

1b – correctly carry out routine

procedures

2. accurately recall facts, terminology and definitions This strand is a single element

AO2: Reason, interpret and communicate mathematically At least 15% (A Level)

At least 10% (AS)
Learners should be able to:
 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

Strands Elements

1. construct rigorous mathematical arguments This strand is a single element

(including proofs)

2. make deductions and inferences 2a – make deductions

2b – make inferences

3. assess the validity of mathematical arguments This strand is a single element

4. explain their reasoning This strand is a single element

5. use mathematical language and notation correctly This strand is a single element

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AO3: Solve problems within mathematics and in other At least 15% (A Level)
contexts At least 10% (AS)
Learners should be able to:
 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
 evaluate the outcomes of modelling in context,
recognise the limitations of models and, where
appropriate, explain how to refine them

Strands Elements

1. translate problems in mathematical and 1a – translate problems in

non-mathematical contexts into mathematical mathematical contexts into
processes mathematical processes

1b – translate problems in non-

mathematical contexts into
mathematical processes

2. interpret solutions to problems in their original 2a – interpret solutions to

context, and, where appropriate evaluate their problems in their original
accuracy and limitations context

2b – where appropriate,
evaluation the accuracy and
limitations of solutions to
problems

3. translate situations in context into mathematical This strand is a single element

models

4. use mathematical models This strand is a single element

5. evaluate the outcomes of modelling in context, 5a – evaluate the outcomes of

recognise the limitations of models and, where modelling in context
appropriate, explain how to refine them
5b – recognise the limitations
of models

5c – where appropriate, explain

how to refine models

Assessment objectives coverage

There will be full coverage of all elements of the assessment objectives, with the exceptions
of AO3.2b and AO3.5c, in each set of A Level Further Mathematics assessments offered by
Pearson. Elements AO3.2b and AO3.5c will be covered in each route through the qualification
within three years.

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Appendix 5: The context for the
development of this qualification
All our qualifications are designed to meet our World Class Qualification Principles[ 1] and our
ambition to put the student at the heart of everything we do.

We have developed and designed this qualification by:

● reviewing other curricula and qualifications to ensure that it is comparable with those
taken in high-performing jurisdictions overseas
● consulting with key stakeholders on content and assessment, including learned bodies,
subject associations, higher-education academics, teachers and employers to ensure this
qualification is suitable for a UK context
● reviewing the legacy qualification and building on its positive attributes.
This qualification has also been developed to meet criteria stipulated by Ofqual in their
documents GCE Qualification Level Conditions and Requirements and GCE Subject Level
Conditions and Requirements for Further Mathematics published in April 2016.

[1]
Pearson’s World Class Qualification Principles ensure that our qualifications are:
● demanding, through internationally benchmarked standards, encouraging deep learning and
measuring higher-order skills
● rigorous, through setting and maintaining standards over time, developing reliable and valid
assessment tasks and processes, and generating confidence in end users of the knowledge, skills
and competencies of certified students
● inclusive, through conceptualising learning as continuous, recognising that students develop at
different rates and have different learning needs, and focusing on progression
● empowering, through promoting the development of transferable skills, see Appendix 6.

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From Pearson’s Expert Panel for World Class Qualifications

May 2014

“education
The reform of the qualifications system in England is a profoundly important change to the
system. Teachers need to know that the new qualifications will assist them in
helping their learners make progress in their lives.

When these changes were first proposed we were approached by Pearson to join an ‘Expert
Panel’ that would advise them on the development of the new qualifications.

We were chosen, either because of our expertise in the UK education system, or because of
our experience in reforming qualifications in other systems around the world as diverse as
Singapore, Hong Kong, Australia and a number of countries across Europe.

We have guided Pearson through what we judge to be a rigorous qualification development

process that has included:
● extensive international comparability of subject content against the highest-performing
jurisdictions in the world
● benchmarking assessments against UK and overseas providers to ensure that they are at
the right level of demand
● establishing External Subject Advisory Groups, drawing on independent subject-specific
expertise to challenge and validate our qualifications
● subjecting the final qualifications to scrutiny against the DfE content and Ofqual
accreditation criteria in advance of submission.
Importantly, we have worked to ensure that the content and learning is future oriented. The
design has been guided by what is called an ‘Efficacy Framework’, meaning learner outcomes
have been at the heart of this development throughout.

We understand that ultimately it is excellent teaching that is the key factor to a learner’s
success in education. As a result of our work as a panel we are confident that we have
supported the development of qualifications that are outstanding for their coherence,
thoroughness and attention to detail and can be regarded as representing world-class best
practice.
”
Sir Michael Barber (Chair) Professor Lee Sing Kong

Chief Education Advisor, Pearson plc Director, National Institute of Education,

Singapore

Bahram Bekhradnia Professor Jonathan Osborne

President, Higher Education Policy Institute Stanford University

Dame Sally Coates Professor Dr Ursula Renold

Principal, Burlington Danes Academy Federal Institute of Technology,

Switzerland

Professor Robin Coningham Professor Bob Schwartz

Pro-Vice Chancellor, University of Durham Harvard Graduate School of Education

Dr Peter Hill

Former Chief Executive ACARA

All titles correct as at May 2014

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Appendix 6: Transferable skills
The need for 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.

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 as the most evidence-based and
robust skills framework. We adapted the framework slightly to include the Program for
International Student Assessment (PISA) ICT Literacy and Collaborative Problem Solving
(CPS) Skills.

The adapted National Research Council’s framework of skills involves: [ 2]

Cognitive skills
● Non-routine problem solving – expert thinking, metacognition, creativity.
● Systems thinking – decision making and reasoning.
● Critical thinking – definitions of critical thinking are broad and usually involve general
cognitive skills such as analysing, synthesising and reasoning skills.
● ICT literacy – access, manage, integrate, evaluate, construct and communicate. [ 3]

Interpersonal skills
● Communication – active listening, oral communication, written communication,
assertive communication and non-verbal communication.
● Relationship-building skills – teamwork, trust, intercultural sensitivity, service
orientation, self-presentation, social influence, conflict resolution and negotiation.
● Collaborative problem solving – establishing and maintaining shared understanding,
taking appropriate action, establishing and maintaining team organisation.

Intrapersonal skills
● Adaptability – ability and willingness to cope with the uncertain, handling work stress,
adapting to different personalities, communication styles and cultures, and physical
adaptability to various indoor and outdoor work environments.
● Self-management and self-development – ability to work remotely in virtual teams,
work autonomously, be self-motivating and self-monitoring, willing and able to acquire
new information and skills related to work.
Transferable skills enable young people to face the demands of further and higher education,
as well as the demands of the workplace, and are important in the teaching and learning of
this qualification. We will provide teaching and learning materials, developed with
stakeholders, to support our qualifications.

[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)
[3]
PISA – The PISA Framework for Assessment of ICT Literacy (2011)

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Appendix 7: Level 3 Extended Project
qualification
What is the Extended Project?
The Extended Project is a standalone qualification that can be taken alongside GCEs. It
supports the development of independent learning skills and helps to prepare students for
their next step – whether that be higher education or employment. The qualification:
● is recognised by higher education for the skills it develops
● is worth half of an Advanced GCE qualification at grades A*–E
● carries UCAS points for university entry.
The Extended Project encourages students to develop skills in the following areas: research,
critical thinking, extended writing and project management. Students identify and agree a
topic area of their choice for in-depth study (which may or may not be related to a GCE
subject they are already studying), guided by their teacher.

Students can choose from one of four approaches to produce:

● a dissertation (for example an investigation based on predominately secondary research)
● an investigation/field study (for example a practical experiment)
● a performance (for example in music, drama or sport)
● an artefact (for example creating a sculpture in response to a client brief or solving an
engineering problem).
The qualification is coursework based and students are assessed on the skills of managing,
planning and evaluating their project. Students will research their topic, develop skills to
review and evaluate the information, and then present the final outcome of their project.

The Extended Project has 120 guided learning hours (GLH) consisting of a 40-GLH taught
element that includes teaching the technical skills (for example research skills) and an
80-GLH guided element that includes mentoring students through the project work. The
qualification is 100% internally assessed and externally moderated.

How to link the Extended Project with further mathematics

The Extended Project creates the opportunity to develop transferable skills for progression to
higher education and to the workplace, through the exploration of either an area of personal
interest or a topic of interest from within the mathematics qualification content.

Through the Extended Project, students can develop skills that support their study of
mathematics, including:
● conducting, organising and using research
● independent reading in the subject area
● planning, project management and time management
● defining a hypothesis to be tested in investigations or developing a design brief
● collecting, handling and interpreting data and evidence
● evaluating arguments and processes, including arguments in favour of alternative
interpretations of data and evaluation of experimental methodology
● critical thinking.
In the context of the Extended Project, critical thinking refers to the ability to identify and
develop arguments for a point of view or hypothesis and to consider and respond to
alternative arguments.

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Types of Extended Project related to further mathematics
Students may produce a dissertation on any topic that can be researched and argued. In
mathematics this might involve working on a substantial statistical project or a project which
requires the use of mathematical modelling.

Projects can give students the opportunity to develop mathematical skills which can’t be
adequately assessed in exam questions.
● Statistics – students can have the opportunity to plan a statistical enquiry project, use
different methods of sampling and data collection, use statistical software packages to
process and investigate large quantities of data and review results to decide if more data
is needed.
● Mathematical modelling – students can have the opportunity to choose modelling
assumptions, compare with experimental data to assess the appropriateness of their
assumptions and refine their modelling assumptions until they get the required accuracy
of results.

Using the Extended Project to support breadth and depth

In the Extended Project, students are assessed on the quality of the work they produce and
the skills they develop and demonstrate through completing this work. Students should
demonstrate that they have extended themselves in some significant way beyond what they
have been studying in further mathematics. Students can demonstrate extension in one or
more dimensions:
● deepening understanding – where a student explores a topic in greater depth than in
the specification content. This could be an in-depth exploration of one of the topics in the
specification
● broadening skills – where a student learns a new skill. This might involve learning the
skills in statistics or mathematical modelling mentioned above or learning a new
mathematical process and its practical uses.
● widening perspectives – where the student’s project spans different subjects. Projects
in a variety of subjects need to be supported by data and statistical analysis. Students
studying mathematics with design and technology can do design projects involving the
need to model a situation mathematically in planning their design.
A wide range of information to support the delivery and assessment of the Extended Project,
including the specification, teacher guidance for all aspects, an editable scheme of work and
exemplars for all four approaches, can be found on our website.

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Appendix 8: Codes
Type of code Use of code Code

Discount codes Every qualification eligible for Please see the GOV.UK
performance tables is assigned a website*
discount code indicating the subject area
to which it belongs.

Discount codes are published by the DfE.

Regulated Each qualification title is allocated an The QN for this

Qualifications Ofqual Regulated Qualifications qualification is:
Framework (RQF) Framework (RQF) code.
603/1499/0
codes
The RQF code is known as a Qualification
Number (QN). This is the code that
features in the DfE Section 96 and on the
LARA as being eligible for 16–18 and 19+
funding, and is to be used for all
qualification funding purposes. The QN
will appear on students’ final certification
documentation.

Subject codes The subject code is used by centres to 9FM0

enter students for a qualification. Centres
will need to use the entry codes only
when claiming students’ qualifications.

Paper codes These codes are provided for reference Paper 1: 9FM0/01
purposes. Students do not need to be
Paper 2: 9FM0/02
entered for individual papers.
Optional Papers:

9FM0/3A-3D

9FM0/4A-4D

*www.gov.uk/government/publications/2018-performance-tables-discount-code

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Appendix 9: Entry codes for optional routes
All students must take the two Core Pure Papers 9FM0 01 and 9FM0 02 and at least two of
the optional papers from 9FM0 3A-3D and 9FM0/4A-4D to be award the A level in Further
Mathematics.

Mandatory Core Pure Papers Optional Papers

9FM0 3A: Further Pure Mathematics 1

9FM0 3B: Further Statistics 1

9FM0 3C: Further Mechanics 1

9FM0 01: 9FM0 02: 9FM0 3D: Decision Mathematics 1
Core Pure Core Pure
Mathematics 1 Mathematics 2 9FM0 4A: Further Pure Mathematics 2

9FM0 4B: Further Statistics 2

9FM0 4C: Further Mechanics 2

9FM0 4D: Decision Mathematics 2

Students must be entered for 9FM0 along with the entry code for the optional route that they
wish to take. The entry codes for each optional route are provided in the UK Information
Manual.

For students taking more than the two optional papers (see page 4 ‘Content and assessment
overview’), entry codes are provided for each combination of options they may wish to take.

DB130723 GQ000035_GCE2017_AL_FURMATHS_ISSUE 4.DOC.1–92/1

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About Pearson

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Publication code: GQ000035

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