Edexcel Further Maths Scheme of Work

AS order for the Core pure maths with 1 teacher, and with 2 teachers.
AS/Year 1 Pure has 60 hours allocated (90 is r

diminished allocation and/or for revision time
Order including the two optional topics required for AS required) has 30 hours allocated (45 is recom
Core pure, just 1 Matrices and transformations 2 Intro to complex 4 Sequences and series
one teacher nos
Core pure, 1 Matrices and transformations 7 Matrices and inverses 8 Vectors and 3D space
teacher 1
Core pure 2 Intro to complex 4 Sequences and series 6 (radians, compound angles) 3 Roots of polynom
teacher 2 nos Complex nos and geometry
Mechanics 1 1 Kinematics 2 Forces and 3 Motion 4 A model 5 Work, energy and power
(Mechanics 2 (AS Maths) motion of a for friction (Mechanics 1 AS)
afterwards) (AS Maths) particle (AS Maths)
(AS Maths)
Statistics 1 1 Statistical 2 Discrete random 3 Discrete probability 4 Chi-squared te

(Statistics 2 problem solving variables distributions (Statistics 1 A
afterwards) (Statistics 1 AS) (Statistics 1 AS) (Statistics 1 AS)
Decision 1 1 Algorithms 2 Algorithms on graphs 3 Critical path 4 LP

(Decision 2 (Decision 1) (Decision 1) analysis (Decision
afterwards) (Decision 1) 1)
Hours 5 hours 5 hours 5 hours 5 hours 5 hours

20 hours
60 hours allocated (90 is recommended) to allow for the likely
on and/or for revision time. Each of the applied modules (2 are
urs allocated (45 is recommended)
3 Roots of polynomials 6 (radians, compound angles) 7 Matrices and inverses 5 Applications 8 Vectors an
Complex nos and geometry of
integration
8 Vectors and 3D space
3 Roots of polynomials 5 Applications

of
Integration
and power 6 Impulse and 7 Circular motion 8 Moments of forces 9 Centre of Mass 1
s 1 AS) momentum (Mechanics 2 AS) (Mechanics 2 AS) (Mechanics 2 AS)
(Mechanics 1 AS)
4 Chi-squared tests 5 Measuring correlation 6 Linear regression 7 Continuous random varia

(Statistics 1 AS) (Statistics 2 AS) (Statistics 2 AS) (Statistics 2 AS)
4 LP 5 Allocation 6 Recurrence relations 7 Network flows 8 Game

(Decision (Decision 1) (Decision 2) (Decision 2) (Decis
1)
5 hours 5 hours 5 hours 5 hours 5 hours 5 hours 5 hours

20 hours 20 hours
8 Vectors and 3D space
9 Centre of Mass 1 10 Dimensional

(Mechanics 2 AS) analysis
(Enrichment and very
useful)
ontinuous random variables 8 Cond'l

(Statistics 2 AS) probability
(Statistics
2 AS)
8 Game theory
(Decision 2)
5 hours 5 hours
20 hours
Year 2 order for the Core pure maths with 1 teacher, and Year 2 Pure has 60 hours allocated (90 is recommended) to a
with 2 teachers. and/or for revision time. Each of the applied modules (2 are r
recommended).
Order including the two required optional topics
Core pure, just 1 Series 2 Further calculus 3 Maclaurin series 4 Polar coordinates
one teacher and
induction
Core pure, + 2 Further calculus 4 Polar coordinates 5 Hyperbolic functions

applied
teacher 1
Core pure, + 1 Series 3 Maclaurin series Applied module

applied and (Chapters 7, 8, 9 of the Further Pure need to come after Ch 6, hence
teacher 2 induction
Mechanics 1 12 Hooke's law 13 Oblique impact

(Mechanics 2 (Mechanics 1) (Mechanics 1)
afterwards)
Statistics 1 9 Further discrete distributions 10 The central 11 Quality of tests 12 Probability generating
(Statistics 2 (Statistics 1) limit theorem (Statistics 1) (Statistics 1)
afterwards) (Statistics 1)
Decision 1 1 Algorithms 2 Algorithms on graphs 3 Critical path analysis 4 Linear program

(Decision 2 (Decision 1) (Decision 1) (Decision 1) (Decision 1)
afterwards)
Hours 5 hours 5 hours 5 hours 5 hours 5 hours

20 hours
90 is recommended) to allow for the likely diminished allocation
e applied modules (2 are required) has 30 hours allocated (45 is
coordinates 5 Hyperbolic functions 6 Applications of 7 First order differential 8 De moivre's theorem

integration equations
6 Applications of Applied module

integration
Applied module 7 First order differential 8 De Moivre's theorem

o come after Ch 6, hence the insertion of an applied module here) equations
13 Oblique impact 11 Further kinematics 14 Centre of mass 2 15 Modelling

(Mechanics 1) (Mechanics 2) (Mechanics 2) (Mecha
12 Probability generating functions 13 Expectation algebra 14 Confidence intervals for the 15 Hypothesis tests on
(Statistics 1) and the Normal mean the mean
distribution (Statistics 2) (Statistics 2)
(Statistics 2)
4 Linear programming 5 Allocation 6 Recurrence 7 Network 8 Game theory 9 Transportation

(Decision 1) (Decision 2) relations flows (Decision 2) (Decision 2)
(Decision 2) (Decision 2)
5 hours 5 hours 5 hours 5 hours 5 hours 5 hours 5 hours

20 hours 20 hours
re's theorem 9 Second order differential
equations
vre's theorem 9 Second order differential

equations
15 Modelling oscillations
(Mechanics 2)
othesis tests on 16 Estimation 17 Variance:

he mean (Statistics 2) CIs and hyp
tatistics 2) tests
(Statistics 2)
ansportation 10 Dynamic 11
ecision 2) programming Decision
(Decision 2) analysis
(Decision
2)
5 hours 5 hours
20 hours
AS book sections Learning Outcomes Preced-
title
ences
Ch 1 Matrices and 1.1 Matrices · understand what is meant by the none

transformations terms order of a matrix, square
10 Hours matrix,
identity matrix, zero matrix and
equal matrices
· add and subtract matrices of the
same order
· multiply a matrix by a scalar
1.2 Multiplication of matrices · know when two matrices are

conformable for multiplication, and
be able to
multiply conformable matrices
· use a calculator to carry out
matrix calculations
· know that matrix multiplication is
associative but not commutative
1.3 Transformations · find the matrix associated with a

linear transformation in two
dimensions:
- reflections in the coordinate axes
and the lines y = ± x
- rotations about the origin
- enlargements centre the origin
- stretches parallel to the
coordinate axes
· find the matrix associated with a
linear transformation in three
dimensions:
- reflection in x = 0, y = 0 or z = 0
- rotations through multiples of
90° about the x, y or z axes
1.4 Successive transformations · understand successive

transformations in two dimensions
and the connection with matrix
multiplication
1.5 Invariance · find the invariant points for a
linear transformation
· find the invariant lines for a linear
transformation.
Ch 2 Introduction to 2.1 Extending the number · understand how complex

complex numbers system numbers extend the number
5 Hours system
· solve quadratic equations with
complex roots
· know what is meant by the terms
'real part', 'imaginary part' and
'complex conjugate'
· add, subtract and multiply
complex numbers
· solve problems involving complex
numbers by equating real and
imaginary parts
2.2 Division of complex numbers · divide complex numbers
2.3 Representing complex · represent a complex number on

numbers geometrically an Argand diagram
· represent addition and
subtraction of two complex
numbers on an Argand diagram.
Ch 3 Roots of 3.1 Polynomials · know the relationships between Ch 7 AS

polynomials the roots and coefficients of Maths
7 Hours quadratic equations
· form new equations whose roots
are related to the roots of a given
equation by a linear transformation
3.2 Cubic equations · know the relationships between

the roots and coefficients of cubic
equations
3.3 Quartic equations · know the relationships between
the roots and coefficients of
quartic equations
3.4 Solving polynomial · understand that complex roots of Factor

equations with complex roots polynomial equations with real theorem
coefficients occur in conjugate pairs in AS
Maths Ch
· solve cubic and quartic equations
7
with complex roots
Ch 4 Sequences, series 4.1 Sequences and series · know what is meant by a

and proof by sequence and a series
8 hours induction
4.2 Using standard results · find the sum of a series using

standard formulae for Σr, Σr2 and Σr3
4.3 Mathematical induction · use proof by induction to prove

given results for the sum of a series
4.4 Other proofs by induction · use proof by induction to prove

given results for the nth term of a
sequence
· use proof by induction to prove
given results for the nth power of a
matrix
Ch 5 Applications of 5.1 Volumes of revolution · find the volume of revolution

3 hours integration when a curve is rotated around an
axis ·
derive formulae for and calculate
the volume of solids generated by
rotating a plane region about x- and
y-axes
Ch 6 Complex numbers 6.1 The modulus and argument · find the modulus of a complex
and geometry of a complex number number
8 hours
· find the principal argument of a
complex number using radians
· express a complex number in
modulus-argument form
6.2 Multiplying and dividing · multiply and divide complex
complex numbers in modulus- numbers in modulus-argument
argument form form
· represent multiplication and
division of two complex numbers
on an Argand
diagram
6.3 Loci in the Argand diagram · represent and interpret sets of

complex numbers as loci on an
Argand diagram:
· circles of the form | z – a | = r
· half-lines of the form arg(z
– a) = θ
· lines of the form |
z–a|=|z–b|
· represent and interpret regions
defined by inequalities based on
the above.
Ch 7 Matrices and 7.1 The determinant of a matrix · find the determinant of a 2 × 2

their inverses matrix
7 Hours
· understand that the determinant
of a 2 × 2 matrix represents the
area scale factor of the
corresponding transformation, and
understand the significance of the
sign of the determinant
· understand the significance of a
zero determinant in terms of
transformations
7.2 The inverse of a matrix · know what is meant by a singular

matrix
· find the inverse of a non-singular
2 × 2 matrix
· use the product rule for inverse
matrices
7.3 The determinant and inverse · use a calculator to find the

of a 3 x 3 matrix determinant and inverse of a 3×
3 matrix · know
that the determinant of a 3 × 3
matrix represents the volume scale
factor of the corresponding
transformation
7.4 Using matrices to solve · use matrices to solve a pair of

simultaneous equations linear simultaneous equations in
two unknowns
· use matrices to solve three linear
simultaneous equations in three
unknowns.
Ch 8 Vectors and 3D 8.1 Finding the angle between · find the scalar product of two
space two vectors vectors
12 Hours
· use the scalar product to find the
angle between two vectors
· know that two vectors are
perpendicular if, and only if, their
scalar product is zero
8.2 The vector equation of a line · form the equation of a line in 2D

or in 3D in vector or Cartesian form
· find the angle between two lines
· know the different ways in which
two lines can intersect, or not
intersect, in 3D space
· find out whether two lines in
three dimensions are parallel, skew
or intersect, and find the point of
intersection if there is one
8.3 The equation of a plane · identify a vector normal to a

plane, given the equation of the
plane
· find the equation of a plane in
vector or Cartesian form
· find the angle between two
planes
8.4 Intersection of planes · know the different ways in which

three distinct planes can be
arranged in 3D space
· understand how solving three
linear simultaneous equations in
three unknowns relates to finding
the point of intersection of three
planes in three dimensions.
8.5 Lines and planes · find the point of intersection

between a line and a plane ·
find the angle between a line and a
plane
8.6 Finding distances · find shortest distances: find the
perpendicular distance from a point
to a line, from a point to a plane,
and between two lines
Appendx An introduction A level Mathematics · know and use the conversion

to radians between degrees and radians
1/2 hour
The identities A level Mathematics · know the identities for sin(q±j)
sin(q±j) and and cos( q±j)
cos(q±j)
1/2 hour
Teaching points Technology Integral Nrich resources
resources
The ideas here are very Use a (graphical) https://2017.integralmaths.org/mod/book/view.php?id=1232

straightforward and the focus calculator to
should be on using the new manipulate
language that is introduced. matrices.
Less intuitive than addition, Use a (graphical) Matrix meaning

multiplication requires some calculator to
practice. manipulate
matrices.
This is a powerful way of linking Use graphing https://2017.integralmaths.org/mod/book/view.php?id=1242

The matrix
algebra and geometry. The prior software to explore
knowledge on vectors and how matrices effect
transformations is familiar from transformations.
GCSE. It is important that students
become fluent at this work.
The composition of Use graphing Square pair

transformations works in a similar software to explore
way to functions (seen at GCSE) how matrices effect
and is a straightforward step from transformations.
the previous section
The compound angle formulae are
not met until Year 2 of A level
mathematics but there is an
appendix in the textbook to
enable them to be taught, or at
least 'given' to students now.
Invariance is a big idea in Dynamic geometry https://2017.integralmaths.org/mod/book/view.php?id=1257
Fix me or crush me
mathematics. packages can
illustrate this.
This is where students learn the Many calculators https://2017.integralmaths.org/mod/book/view.php?id=1882

Opening the door
implications of the word 'real' in can handle complex
the phrase 'no real roots'. The numbers
words 'complex' and 'imaginary'
are not interchangeable and the
difference between their
meanings should be stressed.
Manipulation is straightforward
here.
Link with rationalising the A brief introduction to complex numbers

denominator with surds. Fluency
with manipulating fractions is
important here.
Argand diagrams are a powerful Dynamic geometry https://2017.integralmaths.org/mod/book/view.php?id=1885

A brief introduction to the Argand diagram
image for complex numbers. Link packages can
as much as possible with vectors; illustrate this.
GCSE content will suffice for this.
A simple idea, but many students Link with the graphs https://2017.integralmaths.org/mod/book/view.php?id=2134
Janusz asked
struggle with the ideas and the may help
manipulation here. understanding.
The manipulations are more Link with the graphs Roots and coefficients
complex here; it is important to may help
become fluent, spending time understanding.
'scoping' potential algebraic paths
and discussing strategies.
The manipulations are even more Link with the graphs
demanding here; again it is may help
important to become fluent, understanding.
spending time 'scoping' potential
algebraic paths and discussing
strategies.
Stress this is the same process as https://2017.integralmaths.org/mod/book/view.php?id=2137

in AS Maths, using factor theorem
then quadratic formula. You can
just go further and find the
complex roots too.
The notation will be met again in https://2017.integralmaths.org/mod/book/view.php?id=2139

Year 2 of A level Maths.
The ideas are straightforward.
Fluency with algebraic Underground maths

manipulation is important here.
An elegant method that takes a Watch a video of a https://2017.integralmaths.org/mod/book/view.php?id=2141

Nrich Some induction examples
while for students to get their domino cascade to
heads around. The 'next term' is illustrate the
referred to in several steps but method.
not always meaning the same
expression - be careful to be clear
about what is meant in each case
by the 'next term'.
Again, avoid 'pulling the next term Dodgy proofs

out of a hat'.
Straightforward application of a Some graphing https://2017.integralmaths.org/mod/book/view.php?id=8664

formula using integration. packages can
illustrate this.
Emphasise the link with vectors Dynamic geometry https://2017.integralmaths.org/mod/book/view.php?id=1887

and GCSE trigonometry. These packages can
ideas are used in the context of a illustrate this.
new idea but are still the same
basic ideas.
This is a new and powerful idea. Dynamic geometry Nrich Strolling along
Spend time making sure students packages can
'get' it, using dynamic geometry to illustrate this.
illustrate what is happening
whenever possible. Fluency is
important yet again.
Link with transformations of Dynamic geometry https://2017.integralmaths.org/mod/book/view.php?id=1891

Thousand words
graphs and GCSE loci work. Sketch packages can
loci point by point if necessary illustrate this.
then discuss why it looks like that.
Dynamic geometry is helpful here.
This is straightforward. It is Use https://2017.integralmaths.org/mod/book/view.php?id=1330

important to be accurate and have graphing/dynamic
a feel for what a determinant is geometry software
and does. to explore the effect
of the changing
determinant for
different
transformations.
This builds on earlier work on Use Two and four dimensional numbers
matrices and transformations and graphing/dynamic
is straightforward. Accuracy again geometry software
is important. to explore inverse
matrices.
Fiddly, but a calculator may be https://2017.integralmaths.org/mod/book/view.php?id=1609

used to check the result.
This is a straightforward https://2017.integralmaths.org/mod/book/view.php?id=1340

application of matrices, accessible
to GCSE students, that leads into
some powerful mathematics.
This is accessible from GCSE. Illustrate using https://2017.integralmaths.org/mod/book/view.php?id=1348
Flexi quads
Calculating the magnitude of a graphing/dynamic
vector is a simple application of geometry packages.
Pythagoras' theorem.
The equation of a straight line in Illustrate using https://2017.integralmaths.org/mod/book/view.php?id=8674

Underground maths
3D looks strange. Careful graphing/dynamic
derivation of it and a sense of geometry packages
what each element contributes is
important.
Some students struggle to Illustrate using https://2017.integralmaths.org/mod/book/view.php?id=1356

visualise this work on planes. graphing/dynamic
AUTOGRAPH demonstrates it geometry packages.
powerfully, while using practical
materials can also be very helpful.
This links algebra and geometry. Illustrate using

Careful thought is required to graphing/dynamic
solve the problems and using geometry packages.
materials and diagrams to suport
understanding is helpful.
A diagram can be very helpful in Illustrate using Underground maths

understanding what needs to be graphing/dynamic
done to find the angle between a geometry packages.
line and a plane
In this section several ideas are Illustrate using https://2017.integralmaths.org/mod/book/view.php?id=8687

Vector Countdown
applied to the problem of finding graphing/dynamic
shortest distances. geometry packages.
This is an A level Mathematics

topic and is needed for the work
on complex numbers. It is
straightforward.
The results are all that is needed Use
here. Full treatment can wait for graphingsoftware to
Year 2 of the A level course. compare the two
functions.
Year 2 sections Learning Outcomes
title
book
Ch 1 Series and 1.1 The method of differences • sum a simple series using the method
induction of differences
3 hours
1.2 Summing series using partial • sum a simple series using partial
fractions fractions
Ch 2 Further calculus 2.1 Improper integrals • evaluate improper integrals where

either the integrand is undefined at a
9 hours value in the interval of integration or
the interval of integration extends to
infinity
2.2 Calculus with inverse • differentiate inverse trigonometric

trigonometrical functions functions
2.3 Partial fractions • use the method of partial fractions in

integration, including where the
denominator has a quadratic factor of
form ax2 + c and one linear term
2.4 Further integration • recognise integrals of functions of the

form (a2 - x2)-1/2and (a2+ x2)-1
and be able to integrate related
functions by using trigonometric
substitutions.
Ch 3 Maclaurin series 3.1 Polynomial approximations • find the Maclaurin series of a

and Maclaurin series function, including the general term
5 hours • know that a Maclaurin series may
converge only for a restricted set of
values of x
3.2 Using Maclaurin series for • recognise and use the Maclaurin
standard functions series of standard functions: ex, ln(1+x),
sinx, cosx and (1+x)n .
Ch 4 Polar coordinates 4.1 Polar coordinates • understand and use polar

coordinates
7 hours • convert from polar to cartesian
coordinates and vice versa
4.2 Sketching curves with polar • sketch curves with simple polar
equations equations in the form r = f(q)
4.3 Finding the area enclosed by • find the area enclosed by a polar
a polar curve curve.
Ch 5 Hyperbolic 5.1 Hyperbolic functions • recall the definitions of the

functions hyperbolic functions and their domains
7 hours and ranges, and be able to sketch their
graphs
• understand and use the identity
cosh²x ̶ sinh²x ≡1
• differentiate and integrate hyperbolic
functions
5.2 Inverse hyperbolic functions • understand and use the definitions of

the inverse hyperbolic functions and
know their domains and ranges
• derive and use the logarithmic forms
of the inverse hyperbolic functions
5.3 Integration using inverse • recognise integrals of functions of the

hyperbolic functions form 1/√(𝑥^2+𝑎^2 and )1/√(𝑥^2−𝑎^2 )
and be able to integrate related

functions by using substitutions.
Ch 6 Applications of 6.1 Volumes of revolution • derive formulae for and calculate the
integration volumes of solids generated by rotating
7 hours a plane region about the x-axis
• derive formulae for and calculate the
volumes of solids generated by rotating
a plane region about the y-axis
6.2 The mean value of a • evaluate the mean value of a function

function on a given interval
6.3 General integration • recognise integrals of functions of the

form (a² - x²)-1/2, (a² + x²)-1, (x² - a²)-1/2,
(x² + a²)-1/2 and be able to integrate
related functions by using
trigonometric or hyperbolic
substitutions
Ch 7 First order 7.1 Modelling rates of change • formulate a differential equation
differential from verbal descriptions involving rates
7 hours equations of change
• use differential equations in
modelling
• know the difference between a
general solution and a particular
solution
• find a particular solution to a
differential equation by using initial or
boundary conditions
7.2 Separation of variables • recognise differential equations

which can be solved by separation of
variables
• use separation of variables to solve a
first order separable differential
equation, to find both general and
particular solutions
7.3 Integrating factors • recognise differential equations

which can be solved using an
integrating factor
• find an integrating factor and use it to
solve a first order linear differential
equation, to find both general and
particular solutions.
Ch 8 Complex numbers 8.1 De Moivre's theorem • use de Moivre’s theorem to simplify

expressions involving powers of
7 hours complex numbers
8.2 The nth roots of a complex • find the nth roots of a complex
number number
8.3 Finding multiple angle • use de Moivre’s theorem to find
identities using de Moivre's multiple angle identities
theorem
8.4 The form z = re^(iq) • use the exponential form of a

complex number z = reiq
8.5 Summing series using de • sum series using de Moivre’s
Moivre's theorem theorem
Ch 9 Second order 9.1 Higher order differential • Be able to solve differential equations
differential equations of the form
8 hours equations (d^2 𝑦)/(d𝑥^2 )+𝑎 d𝑦/d𝑥+𝑏𝑦=0
using the auxiliary equation method.
• Understand and use the relationship
between different cases of the solution
and the nature of the roots of the
auxiliary equation.
9.2 Auxiliary equations with • Be able to solve the equation for
complex roots simple harmonic motion,
(d^2 𝑦)/(d𝑡^2 )=−𝜔^2 𝑥
and be able to relate the solution to
the motion.
• Be able to model damped oscillations
using second order differential
equations.
• Be able to interpret the solutions of
equations modelling damped
oscillations in words and graphically.
9.3 Non-homogeneous • Be able to solve differential equations

differential equations of the form
(d^2 𝑦)/(d𝑥^2 )+𝑎 d𝑦/d𝑥+𝑏𝑦=f(𝑥)
by solving the homogeneous case and
adding a particular integral to the
complementary function.
• Be able to find particular integrals for
cases where f (x) is a polynomial,
trigonometry or exponential function,
including cases where the form of the
complementary function affects the
form required for the particular
integral.
9.4 Systems of differential • Solve coupled first order

equations simultaneous linear differential
equations involving one independent
variable and two dependent variables
Precedenc Teaching points Technology Integral Nrich
es resources resources
A Maths This should be straightforward as https://2017.integralmaths.org/mod/book/view.php?id

Weekly challenge 36
Ch 7 it is applying known techniques to
sequences.
A Maths Some students may be inclined to Use graphing https://2017.integralmaths.org/mod/book/view.php?id

Chs 6, 7, ignore the discontinuity in the software to draw
9, 10 integrand or its limit and this the functions.
occasionally will yield the correct
answer. It is bad mathematics and
not to be condoned.
Inverse trig functions can be https://2017.integralmaths.org/mod/book/view.php?id
tricky.
This is straightforward but labour https://2017.integralmaths.org/mod/book/view.php?id

intensive.
Practice and use in other Integral arranging

situations helps make these
familiar.
A Maths Careful setting out of work is Use graphing https://2017.integralmaths.org/mod/book/view.php?id

Toward Maclaurin
Ch 9 needed here as the different software to
values can become confusing compare the graph
of the function with
varying numbers of
terms of the
polynomial
These are used in later chapters, expansion
providing more practice of
recognising them.
A Maths Students should experience Graphing software https://2017.integralmaths.org/mod/book/view.php?id

Chs 2, 6, plotting at least one polar curve can be used to
8, 10 'by hand' as the understanding check and explore
gained is well worth the time the graphs used.
spent.
Polar flower
Students must check the sketch to https://2017.integralmaths.org/mod/book/view.php?id
determine limits for the integral
A Maths This is straightforward for Use graphing https://2017.integralmaths.org/mod/book/view.php?id

Gosh cosh
Ch 4 students. Compare with circular software to explore
functions and although Osborn's different
rule is not in the spec it may be hyperbolic, and
worth sharing it with them. inverse hyperbolic,
functions
Encourage students to conjecture https://2017.integralmaths.org/mod/book/view.php?id

about what the graphs may look
like and to identify the domains
and ranges.
Compare and contrast these with

those associated with the circular
functions
A Maths; Students should find this Use graphing https://2017.integralmaths.org/mod/book/view.php?id

The right volume
straightforward. software to show
Ch 2 how the solid is
formed.
Students should find this Graphing software https://2017.integralmaths.org/mod/book/view.php?id

straightforward. can compare the
function ad its
mean value.
Another instance of this style of

integral, students should check in
the formula booklet to determine
exactly what form to use.
A Maths; This should be straightforward as Use graphing https://2017.integralmaths.org/mod/book/view.php?id
it is in A level Mathematics. software to draw
Chs 2, 6 the tangent field.
This is also in A level Mathematics. Out in space
This is new work for Further https://2017.integralmaths.org/mod/book/view.php?id

Mathematics and so is more
challenging for students.
A Maths The work here is straightforward, Use dynamic https://2017.integralmaths.org/mod/book/view.php?id

Ch 3, 8 particularly if the algebraic work is geometry/graphing
done in parallel with graphical software to explore
representation on the Argand the relationships.
diagram.
https://2017.integralmaths.org/mod/book/view.php?id
A Maths; This is the basis for further work Use graphing https://2017.integralmaths.org/mod/book/view.php?id
Differential equation matcher
Chs 2, 6, 8 so it is important that students software to show
understand how this works. the functions.
This work is challenging so make
(d𝑡^2 )=−𝜔^2 𝑥 sure students have time to make
sense of it.
Whilst being labour intensive this https://2017.integralmaths.org/mod/book/view.php?id

is more straightforward though
there is plenty of detail around
the form of the particular integral
that needs to be grasped.
https://2017.integralmaths.org/mod/book/view.php?id
Mechs sections Learning Outcomes
title
book
Light orange denotes preparatory work from AS/A level Mathematics; darker orange is new material for Further Mathematics; bold
Ch 1 Kinematics 1.1 The language of motion in · the difference between position,

one dimension displacement and distance travelled
4 Hours
· the difference between speed and velocity
and between acceleration and the magnitude
of acceleration
· how to draw and interpret position–time,
distance–time, velocity–time, speed–time and
acceleration–time graphs and how to use
these to solve problems connected with
motion in a straight line
· how to find average speed and average
velocity
1.2 The constant acceleration · how and when to use the constant
formulae acceleration formulae to solve problems
involving linear motion
· how to deal with problems involving motion
under gravity
1.3 Variable acceleration · how to use calculus to derive expressions

for position, velocity and acceleration as
functions of time, given suitable information
· how to solve problems involving linear
motion with variable acceleration
Ch 2 Forces and 2.1 Forces and Newton’s laws of · draw a diagram showing the forces acting
motion motion on a body
5 hours
· apply Newton’s laws of motion to problems
in one or more dimensions
· know that contact between two surfaces is
lost when the normal reaction force becomes
zero.
2.2 Working in vectors · resolve a force into components having
selected suitable directions for resolution
· find the resultant of several concurrent
forces
2.3 Forces in equilibrium · realise that a particle is in equilibrium under

a set of concurrent forces if and only if the
resultant is zero
· know that a closed polygon may be drawn
to represent the forces acting on a particle in
equilibrium
· formulate equations for equilibrium by
resolving forces in suitable directions
2.4 Finding resultant forces · formulate the equation of motion of a

particle which is being acted on by several
forces
Ch 3 Motion of a 3.1 The equation of a path · be able to extend the scope of techniques
particle under a from motion in one dimension to that in two
3 hours force and three dimensions by using vectors
· be able to find the acceleration, velocity and
position vector subject to a
constant or varying force in one or two
dimensions
· be able to eliminate a parameter from
expressions for the position vector of a
moving particle in two dimensions
· derive the Cartesian equation of the path of
a particle in two dimensions from the
expression for its position vector
3.2 Path of a projectile · be able to work with the trajectory of a

projectile
· be able to use acceleration, velocity and
position vectors of a particle to solve
problems
3.3 Motion in a circle · recognise parametric equations for circular
motion
Ch 4 A model for 4.1 A model for friction · understand that the total contact force
friction between surfaces may be expressed in
3 hours terms of a frictional force and a normal
reaction
· understand that a frictional force may be
modelled by F ≤ µR
· be able to model friction using F = µR when
sliding occurs
4.2 Modelling with friction · be able to draw a force diagram to

represent a situation involving friction
· know that a frictional force acts in the
direction to oppose sliding
· know how to apply Newton’s laws of motion
to situations involving friction
· be able to derive and use the result that a
body on a rough slope inclined at angle α to
the horizontal is on the point of slipping if µ =
tan α.
Ch 5 Work, energy and 5.1 Energy and momentum · understand the language relating to work
power and energy
9 hours AS Mechanics 1
5.2 Work and energy · understand the language relating to work

and energy
· calculate the work done by a force which
moves either along its line of action
or at an angle to it
· understand and use the principle of
conservation of energy
· understand and use the work–energy
principle
· calculate kinetic energy
5.3 Gravitational potential · calculate gravitational potential energy

energy
· understand and use the principle of
conservation of energy
5.4 Work and kinetic energy for · calculate the work done by a force which
two-dimensional motion moves at an angle to its line of action
5.5 Power · understand the language relating to power
· understand and use the concept of power
Ch 6 Impulse and 6.1 Impulse · be able to find the loss of kinetic energy
momentum during a direct impact
6 hours ASMechanics 1
6.2 Conservation of momentum · know how to apply the principle of
conservation of momentum to direct impacts
momentum
6 hours ASMechanics 1
6.3 Newton’s law of impact · understand Newton’s law of impact and

know the meaning of coefficient of restitution
· know and use the fact that 0 ≤ e ≤ 1
· understand the implications of values of 0
and 1 for the coefficient of restitution
· understand that when the coefficient of
restitution is less than 1, energy is not
conserved during an impact
· know that for perfectly elastic collisions
there is no energy loss
· know that for perfectly inelastic collisions
the energy loss is the largest it can be
Ch 7 Circular motion 7.1 Introduction to circular · understand the language and notation
AS mechanics 2 motion associated with circular motion
10 hours
7.2 Circular motion with · identify the forces acting on a body in

constant speed circular motion
7.3 The conical pendulum · calculate acceleration towards the centre of
7.4 Banked tracks circular motion
·model situations involving circular motion
with uniform speed in a horizontal plane
Ch 8 Moments of 8.1 Introduction to moments · be able to calculate the moment about a

forces fixed point O of a force acting on a body as
7 hours AS Mechanics 2 the product of the force and the
perpendicular distance of O from the line of
action of the force.
· be able to find the resultant of a set of
parallel forces
· know how different types of lever work
· know the meaning of the word couple
· know that an object is in equilibrium if the
resultant of all the applied forces acting on it
is zero and the sum of their moments about
any point is also zero
8.2 The moment of a force · be able to calculate the moment about a

which acts at an angle fixed point O of a force acting on a body by
first resolving the force into components and
then finding the product of that component
which does not go through O and its distance
from O.
Ch 9 Centre of mass 1 9.1 The centre of mass · be able to find the centre of mass of a
simple shape
7 hours
· know how to use symmetry when finding a
centre of mass
· know the positions of the centres of mass of
simple shapes
9.2 Centre of mass of two- and · be able to find the centre of mass of a
three-dimensional bodies system of particles of given position and mass
· be able to find the centre of mass of a
composite body
· be able to use centre of mass in problems
involving the equilibrium of a rigid body.
Ch 10 Dimensional 10.1 Introduction to dimensional · find the dimensions of a quantity in terms of

analysis analysis L
6 hours
10.2 The dimensions of further · find the dimensions of a quantity in terms of
quantities M, L and T
· use the dimensions of a quantity to
determine its units
· understand that some quantities are
dimensionless
10.3 Other systems of units · change the units in which a quantity is given
10.4 Dimensional consistency · use dimensional analysis to check a

relationship for consistency
10.5 Finding the form of the · use dimensional analysis to determine
relationship unknown indices in a proposed formula
10.6 The method of dimensions · use a model based on dimensional analysis.
Ch 11 Further 11.1 Variable acceleration · be able to formulate differential equations

kinematics for motion under variable acceleration in one
7 hours A Mechanics 2 and two dimensions
· know the different ways in which
acceleration may be expressed
· use the equations for constant angular
acceleration
11.2 Motion in a circle · model situations involving circular motion

with non-uniform speed in a horizontal plane
11.3 Motion in a vertical circle · model situations involving motion in a
vertical circle
· use energy methods for motion in a circle
· identify the conditions under which a
particle departs from circular motion
Ch 12 Hooke’s law 12.1 Strings and springs · understand the language associated with
A Mechanics 1 elasticity
16 hours
· apply Hooke’s law to strings and springs
· calculate modulus of elasticity
· find the tension in a string or spring and the
thrust in a spring
12.2 Using Hooke’s law with · find the equilibrium position of a system
more than one spring or string involving strings or springs
12.3 Work and energy · calculate the energy stored in a string or
spring
· use energy to model a system involving
elastic strings or springs including
determining extreme positions
12.4 Vertical motion involving · understand when Hooke’s law is not
elastic forces applicable
· form and work with differential equations
for motion under forces from elastic strings
or springs.
Ch 13 Oblique impact 13.1 Impulse and momentum in · understand the term oblique impact and
A Mechanics 1 more than one dimension the assumptions made when modelling
14 hours oblique impact
· know the meaning of Newton’s
experimental law and of the coefficient of
restitution when applied to an oblique
impact
· be able to solve problems involving impact
between an object and a fixed smooth plane
by considering components of motion
parallel and perpendicular to the line of
impulse
13.2 Oblique impact of smooth · be able to solve problems involving impact

elastic spheres between two spheres by considering
components of motion in directions parallel
and perpendicular to the line of centres
· be able to calculate the loss of kinetic
energy in an oblique impact
Ch 14 Centre of mass 2 14.1 Calculating volumes · calculate the volume generated by rotating
A Mechanics 2 a plane region about an axis
11 hours
14.2 Centres of mass · use calculus methods to calculate the
centre of mass of a solid body formed
by rotating a plane region about an axis
· find the centre of mass of a compound
body, parts of which are solids of
revolution
14.3 Centres of mass of plane · use calculus methods to find the position of
regions the centre of mass of a plane lamina
· find the position of the centre of mass of a
compound shape made up of plane regions.
14.4 Centres of mass of non- · use calculus methods to find the mass of a
uniform bodies non-uniform body
14.5 Sliding and toppling · be able to identify how equilibrium can be
broken by sliding or toppling
Ch 15 Modelling 12.1 Oscillating motion · recognise situations which may be

oscillations modelled by simple harmonic motion (SHM)
12 hours A Mechanics 2
· recognise the standard form of the
equation of motion of SHM
12.2 Simple harmonic motion as · recognise and formulate the SHM equation
a function of time expressed in non-standard forms and
transform it into the standard form by means
of substitution
· solve the equation for SHM, ,
𝑥 ̈=−𝜔^2 𝑥
and relate the solution to the context
12.3 Alternative forms of the · recognise the solution of the SHM equation
equation for SHM
in the forms Asin(wt + e) or Acos(wt +e) and
be able to interpret these forms
· recognise other forms of the solution of the
SHM equation, and be able to relate the
various forms to each other
· select a form of the solution of the SHM
equation appropriate to the context
and initial or boundary conditions
12.4 SHM as the projection of · verify solutions of the SHM equation

circular motion
· apply standard results for SHM in context
12.5 Oscillating mechanical · analyse motion under the action of springs
systems or strings as examples of SHM
· analyse the motion of a simple pendulum.
Preced- Teaching points Technology Integral resources Free resources
ences
urther Mathematics; bold type denotes material examined only at A level (ie not for AS); italics for extension material
none This chapter covers the Kinematics Use dynamic https://2017.integralmaths.org/mod/book/view.php?id=5

work in AS Mathematics. It is geometry/graphi
necessary for much of the work ng software to
that follows and is unlikely to have explore.
been covered yet in AS
Mathematics.
The first two sections are
accessible from GCSE. The
notation of calculus is mentioned
but not used.
The third section requires the use
of calculus. For those studying AS
Further Mathematics alongside AS
Mathematics it will be sometime
before calculus is covered there.
The third section may, however,
be left until much later in the
Mechanics a course, when
chapters 10 and 11 of AS
Mathematics have been done https://2017.integralmaths.org/mod/book/view.php?id=5
Dangerous driver
Ch 10 AS https://2017.integralmaths.org/mod/book/view.php?id=5
It's only a minus sign
maths
Ch 11 AS
maths
The first section covers the work Use dynamic https://2017.integralmaths.org/mod/book/view.php?id=5

on forces in AS Mathematics, geometry/graphi
familiar to students from GCSE ng software to
Physics. explore.
The other sections cover work
from A level mathematics. Some
of the vector work will be familiar
from GCSE and finding the
magnitude of a vector and
resolving into components are
simple applications of GCSE
trigonometry.
The ideas are applied in more
complex situations in some cases.
The other sections cover work
from A level mathematics. Some
of the vector work will be familiar
from GCSE and finding the
magnitude of a vector and
resolving into components are https://2017.integralmaths.org/mod/book/view.php?id=5
simple applications of GCSE
trigonometry.
The ideas are applied in more
complex situations in some cases.
https://2017.integralmaths.org/mod/book/view.php?id=1
Projectiles are first met in A level Use dynamic https://2017.integralmaths.org/mod/book/view.php?id=5

Mathematics and so if AS Further geometry/graphi
Mathematics is being studied ng software to
alongside AS Mathematics this explore.
content will need to be taught
first.
This chapter develops the A level
work on projectiles, considering
more complex situations.
Use dynamic https://2017.integralmaths.org/mod/book/view.php?id=1

Model solutions
geometry/graphi
ng software to
explore.
Use dynamic
geometry/graphi
ng software to
explore.
Ch 1 This chapter covers the work on Use dynamic https://2017.integralmaths.org/mod/book/view.php?id=1
Building up friction
Ch 2 friction in A level Mathematics. geometry/graphi
Some of the ideas are taken a little ng software to
further in the questions. explore.
Practical work can be particularly
useful to support understanding
of friction.
Ch 1 This is all new material for Further https://2017.integralmaths.org/mod/book/view.php?id=1

Ch 2 Mathematics. Students may be
familiar with some of it from
Physics, but those who haven't
studied Physics will need
significant support in exploring the
ideas.
Talking through what is happening
in terms of energy in an episode is
helpful. For example, as someone
swings on a rope to cross a ravine
or as a car accelerates to a
maximum velocity, or brakes.
Whoosh
Powerfully fast
Ch 5 It is important to be clear that Use dynamic https://2017.integralmaths.org/mod/book/view.php?id=1

either energy or momentum may geometry/graphi
be conserved, but never both. ng software to
Using conservation of momentum explore.
requires an impact, and an impact
means energy will not be
conserved.
As well as considering the
mechanics when solving probems,
it is useful to 'scope out' the
algebra to make any equations
easier to work with.
either energy or momentum may geometry/graphi
be conserved, but never both. ng software to
Using conservation of momentum explore.
requires an impact, and an impact
means energy will not be
conserved. https://2017.integralmaths.org/mod/book/view.php?id=1
Mechanical mindgames
As well as considering the
mechanics when solving probems,
it is useful to 'scope out' the
algebra to make any equations
easier to work with.
Well labelled and clear diagrams
are useful in all topics in
mechanics, particularly where
directions are important.
Ch 1 Angular speed and velocity is a Use dynamic https://2017.integralmaths.org/mod/book/view.php?id=3

Ch 2 new idea here. geometry/graphi
It is helpful, with new demanding ng software to
work, to list the formulae and key explore.
points are refer to them whenever
solving a problem. Clear, well Whirly ball
labelled, diagrams also support
thinking. Spend time discussing
strategies and encouraging
students to explain steps in the
working of a problem to embed
understanding.
Ch 1 The first section covers the work Use dynamic https://2017.integralmaths.org/mod/book/view.php?id=1

Balance point
Ch 2 on moments in A level geometry/graphi
Ch 3 mathematics. ng software to
The idea is then taken further in explore.
the second section.
Using diagrams and vectors
separated into components
supports the work where the
force acts at an angle. Some
students find this challenging and
need that support to break down
what is happening.
Ch 8 This is a straightforward Use dynamic https://2017.integralmaths.org/mod/book/view.php?id=3
Overarch 1
application of moments. geometry/graphi
Organised work, using a table to ng software to
record the necessary data, is really explore.
helpful.
Practical work, involving finding
the centre of mass of a lamina
experimentally, supports
developing understanding of the Wobbler
concepts.
This is a very useful topic and

makes many aspects of
Mathematics clearer for students.
Students studying Chemistry may
see connections to balancing
equations in that subject.
It also has links with equating
coefficients, real and imaginary
parts and components in vectors.
Chs 1, 7 This work is challenging for Use dynamic https://2017.integralmaths.org/mod/book/view.php?id=3

students. Analysing circular geometry/graphi
motion requires good ng software to
understanding of mechanics. explore.
Annotating a diagram of the
motion can be very helpful so
that it 'tells the story' of what is
happening.
Ch 2 This is the first time students Use dynamic https://2017.integralmaths.org/mod/book/view.php?id=1

Balances and springs
Ch 5 work with extensible geometry/graphi
Ch 7 (stretchable) strings. Springs are ng software to
also introduced - they can be explore.
squashed as well as stretched,
differing from strings in that
respect.
A new form of energy, elastic
energy, is introduced and its role
in the energy exchange as a
spring oscillates or a string
stretches or becomes slack is
considered.
also introduced - they can be explore.
squashed as well as stretched,
differing from strings in that
respect.
A new form of energy, elastic
energy, is introduced and its role
in the energy exchange as a
spring oscillates or a string https://2017.integralmaths.org/mod/book/view.php?id=1
stretches or becomes slack is
considered.
Ch 6 Clear diagrams are very helpful Use dynamic https://2017.integralmaths.org/mod/book/view.php?id=1

here and then the work is fairly geometry/graphi
straightforward. ng software to
explore.
Ch 9 Volumes of revolution are very Use dynamic https://2017.integralmaths.org/mod/book/view.php?id=3

straightforward, and the geometry/graphi
extension to centres of mass ng software to
extends the work in Chapter 9. explore.
Practical work, raising and
lowering a sloping plane (table
top) with an object on it (book,
tin, mug...) to explore sliding and
toppling is particularly helpful.
Ch 7 Simple harmonic motion (SHM) is Use dynamic https://2017.integralmaths.org/mod/book/view.php?id=3

The not so simple pendulum 2
Ch 11 a powerful idea and some of the geometry/graphi
problems are challenging. ng software to
Again, listing the formulae and explore.
key facts to refer to when solving
problems can be helpful, along
with clear diagrams showing key
features of the situation.
There are several topics that
come together in SHM and this
can take a while to assimilate.
The algebraic demand of the
work is also high. Discuss
strategies and encourage careful
setting out of the work.
Edexcel FM title sections
Statistics book
Stats 1 AS Chs 1 to 4
Ch 1 Statistical 1.1 The problem solving cycle

problem solving
5 hours
Ch 2 Discrete random 2.1 Conditions for a discrete

variables random variable
7 hours
2.2 Expectation and variance
2.3 Linear functions of random

variables
Ch 3 Discrete 3.1 The binomial distribution

probability
8 hours distributions
3.2 The Poisson distribution
3.3 Applications of the Poisson

distribution
3.4 The discrete uniform

distribution
Ch 4 Chi-squared tests 4.1 The chi-squared test for a

10 hours contingency table
4.2 Goodness of fit tests
Stats 2 AS Chs 5 to 8
Ch 5 Measuring 5.1 Product moment correlation
correlation
10 hours
5.2 Rank correlation
Ch 6 Bivariate data 6.1 The least squares regression

(regression lines) line 2 (random on non-random)
5 hours
6.2 Residual sum of squares
Ch 7 Continuous 7.1 Probability density function

random variables
12 hours
7.2 Measures of average and

spread for a continuous
distribution
7.3 The expectation and

variance of a function of X
7.4 The cumulative distribution

function
7.5 The continuous uniform
(rectangular) distribution
Ch 8 Conditional 8.1 Screening tests

probability
3 hours
8.2 Bayes’ theorem
Stats 1 A level Chs 9 to 12

Ch 9 Further discrete 9.1 Repeating trials until success
distributions is achieved
9 hours
9.2 The negative binomial

distribution
9.3 Testing the parameter in a

discrete distribution
Ch 10 10.1 The central 10.1 The central limit theorem
limit theorem
4 hours
Ch 11 Quality of tests 11.1 The power of a test
6 hours
Ch 12 Probability 12.1 Probabilities defined by a

generating probability generating function
11 hours functions
12.2 Expectation and variance
12.3 The PGF of the sum of

independent random variables
Stats 2 A level Chs 13 to 17

Ch 13 Expectation 13.1 The sums and differences
algebra and the of normal variables
7 hours Normal
distribution 13.2 Modelling discrete
situations
13.3 More than two

independent random variables
13.4 The distribution of the

sample mean
Ch 14 Confidence 14.1 The theory of confidence
intervals intervals
9 hours
14.2 Interpreting sample data

using the t distribution
Ch 15 Hypothesis tests 15.1 Testing the mean and

on the mean variance of a single sample
6 hours
15.2 Testing the difference of

the means of two populations
Ch 16 Estimation 16.1 Bias in estimators
4 hours
16.2 Estimators for the

population mean and variance
Ch 17 Variance: 17.1 The distribution of 𝑆^2

confidence
4 hours intervals and
hypothesis tests
17.2 Hypothesis test for the

difference in population
variances
Learning Outcomes Precedences Teaching points
· use statistics within a problem solving cycle GCSE The ideas in this chapter set the scene
for the later work. It covers some of the
· explain why sampling may be necessary in order statistics content of AS Mathematics:
to obtain information about a population, and give
sampling; standard deviation;
desirable features of a sample, including the size of
distributions; types of data. Histograms
the sample should be familiar from GCSE.
· know a variety of sampling methods, the A good understanding of sampling is
situations in which they might be used and any essential to the use of statistics. There
problems associated with them is no point analysing data if it is not
· explain the advantage of using a random sample good quality data. Diagrams and
when inferring properties of a population measures are also covered.
· display sample data appropriately There is an expectation that students
will use data sets to explore these ideas
· calculate and interpret summary measures for but there will not be questions on a
sample data. specific data set.
· use probability functions, given algebraically or in Ch 1 The work on probability functions is

tables also covered in AS Mathematics.
Expectation and variance for discrete
· calculate the numerical probabilities for a simple random variables is straightforward.
distribution
· draw and interpret graphs representing
probability distributions
· calculate the expectation (mean), E(X ), and

understand its meaning
· calculate the variance, Var(X ), and understand its
meaning.
· use the result E(aX + b) = aE(X)+ b and understand

its meaning
· use the result Var(aX + b) = a2Var(X) and
understand its meaning
· find the mean of any linear combination of
random variables and the variance of any linear
combination of independent random variables.
· recognise situations under which the binomial Ch1 The binomial distribution is also
distribution is likely to be an appropriate model Ch 2 covered in AS Mathematics and the
work is extended to the mean and
· calculate probabilities using a binomial variance in Further Mathematics.
distribution Calculating using the Poisson
· know and be able to use the mean and variance of distribution is straightforward and can
a binomial distribution be done on a suitable calculator.
However, discriminating between
situations where either the binomial or
the Poisson or both are appropriate is
more demanding.
The uniform distribution is also
straightforward.
The modelling aspect of using the
variance in Further Mathematics.
Calculating using the Poisson
distribution is straightforward and can
be done on a suitable calculator.
However, discriminating between
· recognise situations under which the Poisson situations where either the binomial or
distribution is likely to be an appropriate model the Poisson or both are appropriate is
· calculate probabilities using a Poisson distribution more demanding.
The uniform distribution is also
· know and be able to use the mean and variance of straightforward.
a Poisson distribution The modelling aspect of using the
different distributions is important as
this is one of the over-arching themes.
How well does the model fit the data?
· know that the sum of two or more independent Could it be improved?
Poisson distributions is also a Poisson distribution Encourage students to critically analyse
· recognise situations in which both the Poisson the models that are used throughout.
distribution and the binomial distribution might be
appropriate models
· carry out a hypothesis test on the mean of a
Poisson distribution
· recognise situations under which the discrete

uniform distribution is likely to be an appropriate
model
· calculate probabilities using a discrete uniform
distribution
· calculate the mean and variance of any given
discrete uniform distribution
· interpret bivariate categorical data in a Ch 3 Students find this straightforward and

contingency table easy to make sense of.
The hypothesis test is easy to
· apply the c ² test to a contingency table
understand and, as always, the
interpretation is the key aspect.
· carry out a c ² test for goodness of fit of a uniform,

binomial, geometric or Poisson model
· interpret the results of a c ² test using tables of
critical values or the output from software.
· be able to calculate Pearson’s product moment GCSE Pearson's product moment correlation
correlation coefficient from raw data or summary coefficient and Spearman's rank
statistics correlation coefficient are also covered
in A level Mathematics.
· know when it is appropriate to carry out a
Use a calculator for raw data and
hypothesis test using Pearson’s product moment
summary statistics formulae are given
correlation coefficient
otherwise.
· be able to carry out hypothesis tests using the Underlying assumptions and
Pearson’s product moment correlation coefficient interpretation are key aspects.
and tables of critical values or the p-value from
software
· use the Pearson’s product moment correlation
coefficient as an effect size
· be able to calculate Spearman’s rank correlation
coefficient from raw data or summary statistics
· be able to carry out hypothesis tests using
Spearman’s rank correlation coefficient and tables
of critical values or the output from software
· decide whether a test based on r or r s may be
more appropriate, or whether neither is
appropriate.
· obtain the equation of the least squares GCSE This is new to students, at least in
regression line for a random variable on a non- mathematics.
random variable, using raw data or summary It develops the work in the previous
statistics chapter and focuses on interpretation.
Calculations will be expected to be
· use the regression line as a model to estimate a
done using a calculator for raw data
value of the random variable and know when it is
and summary statistics formulae will be
appropriate to do so
available otherwise.
· know the meaning of the term residual and be How well the model fits the data can be
able to calculate and interpret residuals done by eye, looking at the scatter
· check how well the model fits the data diagram and least squares regression
line, or by working out the square of
the pmcc.
· calculate and interpret the residual sum of

squares.
· be able to use a simple continuous random Ch 2 Calculus is used with continuous

variable as a model Ch 3 random variables, whereas summation
was appropriate for discrete random
· understand the meaning of a p.d.f. and be able to
variables.
use one to find probabilities Students who are familiar with the
· know and use the properties of a p.d.f. Normal distribution from A level
· be able to sketch the graph of a p.d.f. mathematics, or otherwise, will
recognise many of the strategies here.
It also links with histograms from both
GCSE and AS Mathematics.
· be able to find the mean and variance from a It is always helpful to make sure
given p.d.f. students notice these links, whether
with a well-crafted probing question or
by telling them.
The work on expectation and variance
is straightforward.
· be able to find the mean and variance from a Make sure students fully understand
given p.d.f. the distinction between pdfs and cdfs.
· understand the meaning of a c.d.f. and be able to

obtain one from a given p.d.f.
· be able to sketch a c.d.f.
· be able to obtain a p.d.f. from a given c.d.f.
· use a c.d.f. to calculate the median and other
percentiles
· use the p.d.f. and c.d.f. of the continuous uniform
distribution
· understand and use the notation associated with GCSE These ideas are not directly examined
conditional probability in the specification. They do, however,
provide animportant background for
· use tree diagrams and contingency tables to
much of the work involving statistical
illustrate situations involving conditional probability
inference in this option.
· understand and use Bayes’ theorem to solve

problems involving conditional probability
· recognise situations under which the geometric Ch2 Students find the geometric
distribution is likely to be an appropriate model Ch3 distribution straightforward though the
Ch 4 negative binomial may take some
· calculate the probabilities using a geometric
Ch 5 grasping. As always, some practical
distribution, including cumulative probabilities
work using simulations can give
· know and be able to use the mean and variance of students an insight into the structure of
a geometric distribution. the situation.
When interpreting the result of a
· calculate probabilities using a negative binomial hypothesis test it is important to refer
distribution to the context.
· know and be able to use the mean and variance of
a negative binomial distribution
· be able to conduct a hypothesis test on the

parameter of a discrete distribution.
· understand that the sample mean is a random Ch 3 The Central Limit Theorem is a
variable with a probability distribution surprising and very useful result and it
is worth dwelling on this with your
· know that if the underlying distribution is Normal,
students.
then the sample mean is Normally distributed
· understand how and when the central limit
theorem may be applied to the distribution of
sample means and use this result in probability
calculations, using a continuity correction where
appropriate
· understand what Type I and Type II errors are Ch 4 The diagrams in the text are
Ch 5 particularly helpful for understanding
· understand what the power of a test represents
Ch 9 about Type I and Type II errors.
· calculate the power of a test, numerically for a Encourage students to sketch similar
simple alternative hypothesis or algebraically for a diagrams when working on problems.
compound alternative hypothesis.
· understand the concept of a probability Ch 3 The idea of a generating function can

generating function (PGF) Ch 9 seem perverse initially but pursuing the
algebra shows how useful it is.
· construct the PGF for given distributions
The derivation affords opportunities to
(including the discrete uniform, binomial, negative
review some of the pure mathematics.
binomial, geometric and Poisson distributions)
The derivation affords opportunities to
review some of the pure mathematics.
· find the mean and variance of a distribution given

its PGF
· use the PGF for given distributions (including the
discrete uniform, binomial, negative binomial,
geometric and Poisson distributions)
· use the result that the PGF of the sum of
independent random variables is the product of the
PGFs of those random variables.
· be able to use the Normal distribution as a model, Ch 2 You may not yet have covered the
and to calculate and use probabilities from a Normal Normal distribution in A level
distribution mathematics but this can be
approached from the point of you of
· be able to use linear combinations of independent
pdfs and cdfs so it doesn't matter.
Normal random variables in solving problems
Modelling discrete situations, using a
continuity correction, is straightforward
but easily overlooked when solving a
· be able to find the mean of any linear combination problem!
of random variables and the variance of any linear The expectation and variance work is
combination of independent random variables also straightforward.
The distribution of the sample mean
also comes into A level Mathematics,
but is approached here using the work
on expectation and variance. Students
· understand that the sample mean is a random can tend to overlook the need to use
variable with a probability distribution the standard error rather than the
· be able to calculate and interpret the standard standard deviation.
error of the mean
· know that if the underlying distribution is Normal,
then the sample mean is Normally distributed
· know the meaning of the term confidence interval Confidence intervals are widely used
for a parameter and associated language and widely misunderstood. Make sure
students understand exactly what a
· understand the factors which affect the width of a
confidence interval is and does.
confidence interval
The t distribution is widely used in
· be able to construct and interpret a confidence other subject areas so students may
interval for a single population mean using the have met it there.
Normal distribution and know when it is
appropriate to do so
· know when samples from two populations should
be considered as paired
· be able to construct and interpret a confidence
interval for the difference in means of two paired
populations using a paired sample and a Normal
distribution and know when it is appropriate to do
so
· interpret confidence intervals given by software
· use a confidence interval for a population
parameter to make a decision about a hypothesised
value of that parameter

interval for a single population mean using the t
so
interval for the difference in means of two paired
populations using a paired sample and a t
so
· interpret a Normal probability plot, and the
output from other tests, using software, to decide
whether a Normal model might be appropriate.
· carry out a hypothesis test for a single population Ch 14 Hypothesis testing is covered in both
mean using the Normal or t distributions and know AS and A level Mathematics and
when it is appropriate to do so students may have met it already. The
structure and terminology needs to be
clear as it involves making an argument
and that needs to be communicated.
· test the difference between the means of paired

samples from Normal distributions
· test for a difference between the means of
unpaired samples from independent Normal
distributions with known variances
distributions with unknown variances
distributions with equal but unknown variances.
· understand what an unbiased estimator is Ch 2 This is an important idea in statistics
Ch 13 and spreadsheets and statistical
software can be used to explore it
graphically and numerically alongside
· know that the sample mean is an unbiased developing the theory.
estimator of the population mean
·𝑠^2=1/(𝑛−1)
know that ∑24_1^𝑛▒ 〖 (𝑥_𝑖− 〖𝑥 ̅ ) 〗 ^2 〗
is an unbiased estimator of the population

variance
· be able to use bias and variance to compare
estimators.
· carry out a hypothesis test on the variance of a Ch 14 Plenty of practice needed here to
Normal population Ch 15 separate out all the aspects required in
a solution.
· construct a confidence interval for the variance of
a Normal population
· construct a hypothesis test for the equality of

variance of two Normal populations
Technology Integral Free resources
resources
Statistical packages https://2017.integralmaths.org/mod/book/view.php?id=5689

are invaluable for
exploring data. For
example, comparing
different samples
from a data set.
This can be done
quickly!
Calculators, https://2017.integralmaths.org/mod/book/view.php?id=5734
spreadsheets and
statistical software
packages should be
used whenever
appropriate.
Random inequalities
Overbooking
spreadsheets and
packages should be
used whenever
appropriate.
packages should be
used whenever
appropriate.
Chi-squared faker
spreadsheets and
packages should be
used whenever
appropriate.
Chance of that
spreadsheets and
packages should be
used whenever
appropriate.
spreadsheets and
packages should be
used whenever
appropriate.
spreadsheets and
packages should be
used whenever
appropriate.
PDF
PCDF
Rain or shine
spreadsheets and
packages should be
used whenever
appropriate.
Article
spreadsheets and
packages should be
used whenever
appropriate.
The Monte Carlo method
spreadsheets and
packages should be
used whenever
appropriate.
spreadsheets and
packages should be
used whenever
appropriate.
packages should be
used whenever
appropriate.
spreadsheets and
packages should be
used whenever
appropriate.
Aim high
spreadsheets and
packages should be
used whenever
appropriate.
Sleep, the silent killer
spreadsheets and
packages should be
used whenever
appropriate.
Calculators, https://2017.integralmaths.org/course/view.php?id=54&sectionid=3279
spreadsheets and
packages should be
used whenever
appropriate.
spreadsheets and
packages should be
used whenever
appropriate.
Decision Title Sections
Maths
Ch 1 Algorithms 1.1 About algorithms
9 hours
1.2 Packing and sorting
1.3 Types of graphs
5 hours 1.4 Planarity of graphs
Ch 2 Algorithms 2.1 Minimum connector

on graphs problem
9 hours
2.2 Route inspection
problem
2.3 Dijkstra's algorithm
9 hours 2.4 Floyd's algorithm
2.5 Travelling
salesperson problem
Ch 3 Critical path 3.1 Constructing an

analysis activity network
7 hours
3.2 Critical paths and

Gantt charts
6 hours 3.3 Using Gantt charts

Ch 4 Linear 4.1 Solving linear
programming programming problems
5 hours
10 hours 4.2 The simplex

algorithm
4.3 Advanced simplex

methods
Decision
2
Ch 5 Allocation 5.1 Allocation problems
problems
5 hours
5.2 Using the Hungarian
algorithm
5.3 Modifications
4 hours 5.4 Reformulating as an

LP problem
Ch 6 Recurrence 6.1 Solving first order
relations recurrence relations
5 hours
4 hours 6.2 Solving second order

recurrence relations
4 hours
6.3 Generating functions
Ch 7 Network 7.1 The language of

flows network flows
10 hours
7.2 Flow augmenting
4 hours 7.3 Refinements
Ch 8 Game theory 8.1 Pay-off matrices
10 hours
8.2 Optimal mixed

strategies
4 hours 8.3 Dominated strategies
8.4 Converting games to

linear programming
problems
Ch 9 Transportati 9.1 Finding initial

on solutions
6 hours
9.2 Finding an improved

solution
9.3 Formulation as an LP
problem
Ch 10 Dynamic 10.1 Principles of

programmin dynamic programming
5 hours g
10.2 Solving problems

using dynamic
programming
Ch 11 Decision 11.1 Decision analysis

Analysis
3 hours
Learning objectives Precedences
• understand what an algorithm is; none

• be able to trace an algorithm in the form of a flow chart;
• be able to trace an algorithm given as instructions written in
text;
• know how to determine the output of an algorithm and how it
links to the input;
• be able to determine the order of a given algorithm and
standard network problems.
• know how to solve bin packing problems using full bin, first fit,
and first fit decreasing algorithms, and understand their strengths
and weaknesses.
• know how to apply a bubble sort algorithm to a list of numbers
or words;
• know how to apply the quick sort algorithm to a list of numbers
or words, clearly identifying the pivots used for each pass;
• be able to identify the number of comparisons and swaps used
in a given pass;
• be able to identify size, efficiency and order of an algorithm and
use them to make predictions;
• know the meaning of the vocabulary used in graph theory e.g.

degree of a vertex, isomorphic graphs, walks, paths and cycles;
• be familiar with different types of graph e.g. complete, planar,
isomorphic, simple, connected;
• be familiar with k notation;
• know the definition of a tree;
• be able to determine if a graph is Eulerian, semi-Eulerian or
neither, and find Eulerian cycles.
• be able to apply the planarity algorithm for planar graphs;

• be able to determine if a graph contains a Hamiltonian cycle.
• understand graphs represented in matrix form; Ch 1

• understand the meaning of a minimum spanning tree;
• be able to apply Kruskal’s algorithm to a network to find the
minimum spanning tree;
• be able to apply Prims algorithm to a network to find the
minimum spanning tree;
• be able to apply Prim’s algorithm to a distance matrix to find
the minimum spanning tree.
• be able to determine whether a graph is traversable;
• be able to apply an algorithm to solve the route inspection
problem;
• find a route by inspection;
• understand the importance of the order of vertices of the graph
in finding a route.
• be able to apply Dijkstra’s algorithm to find the shortest path

between two vertices in a network;
• be able to trace back through a network to be able to find the
route corresponding to the shortest path;
• be able to consider modifications to an original shortest path
problem, for example by dealing with multiple start points or a
different end point.
• be able to find all the shortest paths between all the pairs of
vertices using Floyd’s algorithm.
• understand the travelling salesperson problem and that there

is no simple algorithm to solve it for complex networks;
• be able to use the nearest neighbour algorithm to find upper
bounds for the problem;
• be able to find lower bounds for a problem;
• understand that not all upper and lower bounds give a
solution to the problem;
• know how to identify the best upper and lower bounds;
• be able to solve the travelling salesperson problem and
interpret this solution in the context of the problem.
• be able to model a project by an activity network from a

precedence table;
• understand the use of dummies.
• be able to complete a precedence table from a given network;
• know how to carry out a forward pass and backward pass using
early and late event times;
• be able to interpret and use dummies
• be able to identify critical activities and critical paths.

• know how to determine the total float of activities;
• be able to construct and interpret Gantt (cascade) charts.
• be able to draw and interpret resource histograms;

• be able to level resource histograms.
• be able to construct a scheduling diagram;
• be able to interpret and modify schedules to meet
requirements.
• know how to formulate a linear programming problem from a GCSE
real-life problem (write inequalities from worded questions);
• be able to form an appropriate objective function to maximise
or minimise.
• know how to represent a linear programming problem
graphically and identify the feasible region;
• be able to solve linear programming problems to find a
maximum or minimum;
• be able to interpret solutions in the context of the original real
life problem.
• understand and use slack, surplus and artificial variables.

• be able to use slack variables to write inequality constraints as
equations;
• know how to rewrite LP problems so that each equation
contains all the variables x, y, s, and t;
• be able to put the information in an initial tableau;
• be able to find the pivot and use it to form a new tableau;
• be able to identify if a tableau satisfies the optimality condition.
• know how to use slack and surplus variables;
• understand and be able to use artificial variables;

• be able to use the two-stage simplex algorithm;
• be able to use the big-M method;
• be able to relate the solution to the original problem.
● be able to reduce cost matrices;
● be able to use the Hungarian algorithm to find a least cost

allocation;
● be able to adapt the Hungarian algorithm to use a dummy
location;
● be able to adapt the Hungarian algorithm to manage
incomplete data;
● be able to modify the Hungarian algorithm to deal with a

maximum profit allocation.
● be able to formulate an allocation problem as a linear
programming problem.
● be able to detect problems in context which could be modelled none
with a recurrence relation;
● recognise and describe associated sequences using a
recurrence relation;
● be able to classify a recurrence relation by its order.
● be able to solve a first order recurrence relation;
● be able to apply solutions to first order recurrence relations to
problems in context.
● be able to obtain the solution of any linear homogeneous

second order recurrence relation;
● be able to apply solutions to second order recurrence relations
to problems in context.
● be able to use generating functions to solve non-
homogeneous second order recurrence relations;
● understand and use the terminology used in analysing flows Ch 1
through networks;
● be able to calculate the capacity (value) of a cut through a
network.
● be able to find an initial flow through a capacitated directed
network;
● be able to find a cut equal in value to that of the maximum
flow;
● be able to confirm that a flow is maximal using the maximum
flow-minimum cut theorem
● be able to start from an initial flow and use the labelling

procedure to find flow-augmenting routes to increase the flow
through the network.
● be able to adapt the model to deal with networks with

multiple sources and/or sinks;
● be able to adapt the model to deal with vertices with
restricted capacity.
● be able to calculate upper and lower capacities through a
network;
● be able to determine the optimal flow rate in a network
subject to given constraints.
● understand what is meant by a two-person game; none

● understand and use pay-off matrices;
● understand the meaning of a zero-sum game.
● understand what is meant by play safe strategies;
● be able to determine the play safe strategy for each player.
● be able to determine 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.
● be able to reduce a pay-off matrix using dominance

arguments.
● be able to determine optimal mixed strategies for a higher
order game with no stable solution by converting the game to a
linear programming problem that can be solved by the Simplex
algorithm.
● understand and use terminology used to describe and model none

transportation problems;
● be able to find an initial solution using the north-west corner
method.
● be able to find shadow costs;

● be able to find improvement indices;
● be able to use the stepping-stone method;
● understand what is meant by a degenerate solution and know
how to deal with it;
● be able to understand what is meant by an unbalanced
transportation problem and how to use dummy locations.
● be able to formulate a transportation problem as a linear
programming problem.
● understand the terminology and principles of dynamic Ch 1

programming;
● understand Bellman’s principle of optimality;
● understand and use stage variables and state variables;

● be able to use dynamic programming to solve maximum and
minimum problems, presented in network or table form;
● be able to use dynamic programming to solve minimax and
maximin problems, presented in network or table form.
● be able to construct a decision tree to analyse a more none

complicated decision situation;
● understand that decision trees have three types of node: end
pay-offs, chance nodes and decision nodes
● be able to calculate the average profit per game in a simple
game of chance;
● be able to use the EMV algorithm to evaluate the EMV from a
decision tree.
Teaching points Technology Integral resources Free resources
Great care is needed to follow the instructions in https://2017.integralmaths.org/mod/book/view.php?

an algorithm. Students find this particularly
difficult! They need to persevere.
The meaning of the order of an algorithm is
expected. Students will be expected to
determine the order of a given algorithm and the
order of standard network problems. Reference
is made to this in relevant chapters in the book
and questions are in those exercises.
For packing and sorting algorithms allow
students to try ad hoc methods and then
introduce the algorithms. They will seem to https://2017.integralmaths.org/mod/book/view.php?
Sorted
make more sense following the exploratory
phase.
When using the quick sort algorithm, the
pivot should be chosen as the middle item of the
list.
There is a great deal of vocabulary associated
with graphs. Many terms make sense and are
easily remembered but there are some that need
careful learning.
Students find much of the work on graphs
straightforward.
https://2017.integralmaths.org/mod/book/view.php?
Simply graphs
Students may find planarity challenging as it https://2017.integralmaths.org/mod/book/view.php?

requires visualising skills, patience is needed.
Start with students searching for a minimum https://2017.integralmaths.org/mod/book/view.php?

connector using ad hoc methods, then refine
these by introducing the algorithms. As with the
algorithms in chapter 1, great care must be taken
to follow these accurately.
Route inspection has obvious applications and
students find this straighforward. Attention to
detail is important, as always.
When using Dijkstra's algorithm it is important to
emphasise that all temporarily labelled nodes
must be checked for the lowest temporary label,
not just the ones connected to the latest
permanently labelled node. The shortest route
found can be determined from the order of the
labels.
Route inspection has obvious applications and
students find this straighforward. Attention to
detail is important, as always.
When using Dijkstra's algorithm it is important to
emphasise that all temporarily labelled nodes
must be checked for the lowest temporary label,
not just the ones connected to the latest https://2017.integralmaths.org/mod/book/view.php?
Can you traverse it?
permanently labelled node. The shortest route
found can be determined from the order of the
labels.
As with other algorithms, getting into the https://2017.integralmaths.org/mod/book/view.php?

problem using ad hoc methods helps
understanding of the principles behind the
algorithm.
The travelling salesperson problem is studied as
an example of a genuine problem that requires https://2017.integralmaths.org/mod/book/view.php?
a solution and yet has no guarantee of finding
the optimal solution. This means there is a
trade-off between a good enough solution and
the resources dedicated to finding a better one.
This requires logical thinking and some students https://2017.integralmaths.org/mod/book/view.php?

Hmmm when
struggle with that part of it. Imagining the paths should Tom have
through the network and whether they would put the rice on?
'work' can help.
Start by interpreting a given Gantt chart then https://2017.integralmaths.org/mod/book/view.php?

drawing one from scratch will make more sense.
The scheduling aspect is one (hopefully) that https://2017.integralmaths.org/mod/book/view.php?

will make sene to students and help them with
the resource histograms
Straightforward for students. Graphing https://2017.integralmaths.org/mod/book/view.php?
software
These methods are more demanding ad require Dedicated https://2017.integralmaths.org/mod/book/view.php?

careful attention to avoid errors. software
Understanding what is happening at each step
helps them become memorable.
Dedicated https://2017.integralmaths.org/mod/book/view.php?
software
Algorithms are the basis for computer programs https://2017.integralmaths.org/mod/book/view.php?

so working them through 'by hand' can be time-
consuming and prone to many errors! Paying
attention and careful recording help prevent
these.
This is an alternative way of working with Graphing https://2017.integralmaths.org/mod/book/view.php?

sequences and series. It takes a term-to-term software
rule and changes it to a position-to-term rule.
The work is fairly straightforward.
The work here is more complex and care must https://2017.integralmaths.org/mod/book/view.php?

be taken to set work out carefully in order to
work through the methods involved.
The work here is more complex and care must
be taken to set work out carefully in order to
work through the methods involved.
Most of this is straightforward but the flow https://2017.integralmaths.org/mod/book/view.php?

Maximum flow
augmenting requires concentration and careful
setting out of the work.
Straightforward for students though, as always, https://2017.integralmaths.org/mod/book/view.php?

careful recording is important.
This topic requires some careful thought as it is a https://2017.integralmaths.org/mod/book/view.php?

different way oflooking at something familiar.
This is more challenging for students.
This is straightforward for students. Care is https://2017.integralmaths.org/mod/book/view.php?

needed in recording steps in the working.
Students should work through the examples https://2017.integralmaths.org/mod/book/view.php?

carefully, noting the way the information moves
through the diagrams and tables.
Students should be used to frequency trees at https://2017.integralmaths.org/mod/book/view.php?

GCSE and this is a small step on from that.
Clear diagrams with careful labelling are key to
success.

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AS order for the Core pure maths with 1 teacher, and with 2 teachers.

AS/Year 1 Pure has 60 hours allocated (90 is r

Statistics 1 1 Statistical 2 Discrete random 3 Discrete probability 4 Chi-squared te

Decision 1 1 Algorithms 2 Algorithms on graphs 3 Critical path 4 LP

Hours 5 hours 5 hours 5 hours 5 hours 5 hours

8 Vectors and 3D space

3 Roots of polynomials 5 Applications

4 Chi-squared tests 5 Measuring correlation 6 Linear regression 7 Continuous random varia

4 LP 5 Allocation 6 Recurrence relations 7 Network flows 8 Game

5 hours 5 hours 5 hours 5 hours 5 hours 5 hours 5 hours

9 Centre of Mass 1 10 Dimensional

ontinuous random variables 8 Cond'l

Core pure, + 2 Further calculus 4 Polar coordinates 5 Hyperbolic functions

Core pure, + 1 Series 3 Maclaurin series Applied module

Mechanics 1 12 Hooke's law 13 Oblique impact

Decision 1 1 Algorithms 2 Algorithms on graphs 3 Critical path analysis 4 Linear program

Hours 5 hours 5 hours 5 hours 5 hours 5 hours

coordinates 5 Hyperbolic functions 6 Applications of 7 First order differential 8 De moivre's theorem

6 Applications of Applied module

Applied module 7 First order differential 8 De Moivre's theorem

13 Oblique impact 11 Further kinematics 14 Centre of mass 2 15 Modelling

4 Linear programming 5 Allocation 6 Recurrence 7 Network 8 Game theory 9 Transportation

5 hours 5 hours 5 hours 5 hours 5 hours 5 hours 5 hours

vre's theorem 9 Second order differential

othesis tests on 16 Estimation 17 Variance:

Ch 1 Matrices and 1.1 Matrices · understand what is meant by the none

1.2 Multiplication of matrices · know when two matrices are

1.3 Transformations · find the matrix associated with a

1.4 Successive transformations · understand successive

Ch 2 Introduction to 2.1 Extending the number · understand how complex

2.2 Division of complex numbers · divide complex numbers

2.3 Representing complex · represent a complex number on

Ch 3 Roots of 3.1 Polynomials · know the relationships between Ch 7 AS

3.2 Cubic equations · know the relationships between

3.4 Solving polynomial · understand that complex roots of Factor

Ch 4 Sequences, series 4.1 Sequences and series · know what is meant by a

4.2 Using standard results · find the sum of a series using

4.3 Mathematical induction · use proof by induction to prove

4.4 Other proofs by induction · use proof by induction to prove

Ch 5 Applications of 5.1 Volumes of revolution · find the volume of revolution

6.3 Loci in the Argand diagram · represent and interpret sets of

Ch 7 Matrices and 7.1 The determinant of a matrix · find the determinant of a 2 × 2

7.2 The inverse of a matrix · know what is meant by a singular

7.3 The determinant and inverse · use a calculator to find the

7.4 Using matrices to solve · use matrices to solve a pair of

8.2 The vector equation of a line · form the equation of a line in 2D

8.3 The equation of a plane · identify a vector normal to a

8.4 Intersection of planes · know the different ways in which

8.5 Lines and planes · find the point of intersection

Appendx An introduction A level Mathematics · know and use the conversion

The ideas here are very Use a (graphical) https://2017.integralmaths.org/mod/book/view.php?id=1232

Less intuitive than addition, Use a (graphical) Matrix meaning

This is a powerful way of linking Use graphing https://2017.integralmaths.org/mod/book/view.php?id=1242

The composition of Use graphing Square pair

This is where students learn the Many calculators https://2017.integralmaths.org/mod/book/view.php?id=1882

Link with rationalising the A brief introduction to complex numbers

Argand diagrams are a powerful Dynamic geometry https://2017.integralmaths.org/mod/book/view.php?id=1885

Stress this is the same process as https://2017.integralmaths.org/mod/book/view.php?id=2137

The notation will be met again in https://2017.integralmaths.org/mod/book/view.php?id=2139

Fluency with algebraic Underground maths

An elegant method that takes a Watch a video of a https://2017.integralmaths.org/mod/book/view.php?id=2141

Again, avoid 'pulling the next term Dodgy proofs

Straightforward application of a Some graphing https://2017.integralmaths.org/mod/book/view.php?id=8664