Year 1: Book 1 content Year 2: Book 2 content

Assessment Pure content x3hrs Week No. Applied content x 2hrs Notes Assessment Pure content x4hrs Week No. Applied content x 2hrs Notes
Baseline assessment/ Term 1 Term 1
Baseline assessmentAlgebraic expressions 1 Algebraic expressions all pure Functions + graphs 1 Moments
Quadratics 2 Quadratics all pure Functions + graphs 2 Moments
Equations and Inequalitie 3 Equations and Inequalities all pure Sequences and series 3 Forces and friction
Equations and Inequalitie 4 Modelling in mechanics Start applied here Sequences and series 4 Forces and friction
Graphs and Transformatio 5 Modelling in mechanics Functions and sequences Binomial expansion 5 Forces and friction
Graphs and Transformatio 6 Modelling in mechanics Binomial expansion 6 Projectiles
Term 1 Algebra Graphs and Transformatio 7 Constant acceleration (Kinematics) Radians 7 Projectiles
Half Term Half Term
Straight line graphs 8 Constant acceleration (Kinematics) Radians/Trig functions 8 Projectiles Skip Ex 6D for now
Straight line graphs 9 Constant acceleration (Kinematics) Trigonometric functions 9 Application of forces
Circles 10 Forces and motion Trigonometry and modell 10 Application of forces
Circles 11 Forces and motion variable accel Mechanics Assessment Trigonometry and modell 11 Application of forces
Circles/Algebraic Method 12 Forces and motion until later Binomial, Parametric equations 12 Regression and correlation
Mechanics assess Algebraic Methods 13 Statistical sampling Radians,Trigonometry Parametric/Differentiatio 13 Regression and correlation
Algebraic methods/Proof 14 Statistical sampling Differentiation 14 Hypothesis testing
Algebraic methods/Proof 15 Statistical sampling Differentiation 15 Hypothesis testing

Term 2 Term 2
Algebraic
Methods Binomial expansion 1 Measures of location and spread Y13 Mocks 1 Y13 Mocks
Binomial expansion 2 Measures of location and spread Large data set Y13 Mocks 2 Y13 Mocks
Trig ratios and graphs 3
4 (1/2) Representations of data in WLD3? Parametric equations, Differentiation (see comm 4 (1/2)
3 Review of mocks/mop up
Trig ratios and graphs Half Term Representations of data Differentiation (HW) Differentiation Half Term Conditional probability
Trig identities and equati 5 Representations of data / Correlation Numerical methods 5 Conditional probability
Trig identities and equati 6 Correlation Integration 6 The normal distribution
Graphs, Binomial Trig identities and equati 7 Probability Integration 7 The normal distribution
and Trig Vectors 8 Probability Integration 8 The normal distribution
Vectors 9 Probability / Statistical distributions Integration 9 The normal distribution
Differentiation 10 Statistical distributions Integration 10 Projectiles Ex 6D
Differentiation 11 Statistical distributions Stats asses Integration/Vectors 11 Further kinematics
Differentiation 12 Hypothesis testing Vectors 12 Further kinematics

Term 3 Term 3
Year 12 internal exams 1 (1 day) Year 12 internal exams Integration Vectors 1 (1 day) Further kinematics
Year 12 internal exams 3 (2 2days) Year 12 internal exams Vectors 3 (2 2days) Mop up
Year 12 internal exams Hari Raya Year 12 internal exams Hari Raya
Integration 4 Hypothesis testing 4
Integration 5 Hypothesis testing 5
Integration 6 Mechanics - Variable acceleratio Return to Mech 6
Stats assessment Exponentials and logarith 7 Mechanics - Variable acceleration 7
Exponentials and logarith 8 Mechanics - Variable accelerationStart Y13 PURE 8
Exponentials and logarith 9 Y13 Algebraic methods content 9
Exponentials and Y13 Algebraic methods 10 Y13 Functions and graphs 10
Linear Law Trips week TRIPS Trips week TRIPS
Y13 Functions and graphs 11 Y13 Functions and graphs 11
Skip Ex 6D for now
Initial Textbook sted
s chapter
Algebraic Time
expressions 5
1.1 & 1.4
1.2 & 1.3
1.5 & 1.6
Integral topic Assessment "Surds a
Quadratics
2.1 & 2.3, 2.4 7
& 2.6

2.2
2.5
and Integral topic Assessment "Quadrati
JRU Inequalities 5
3.1, 3.2 & 3.3
3.4 - 3.7
Throughout

Transformati Integral topic Assessment "Equations a

on 5
4.1 & 4.2
4.3
SWI
4.4

4.5 - 4.7
Straight line Integral topic Assessment "Graphs and T
graphs 3
5.1 - 5.3
5.4 - 5.5
ISU Circles 4
6.1-6.5
Algebraic Integral topic Assessment "Co-ordina
Methods 6
7.1, 7.2 & 7.3
7.4 & 7.5
The Binomial Integral topic Assessment "Polyn
RCO Expansion 5
8.1 - 8.4
Trigonometr Integral topic Assessment "The Binom
RCO ic ratios 5
9.1 - 9.4
 9.5and
& 9.6
RCO equations
10.1, 10.2, 5
10.4, 10.5
10.3, 10.6
Integral topic Assessment "Trigo
Vectors 5
11.1 & 11.2
11.3
11.5
11.4
11.6
Differentiati Integral topic Assessment "Ve
12.1,on12.2, 5
12.10

12.8
12.3, 12,4,
12.5
12.6, 12.9
12.7
Integral topic Assessment "Differ
Integration 6
Throughout
13.1, 13.2,
13.3
13.4 - 13.7
and Integral topic Assessment "Inte
Logarithms 6
14.1
14.2
14.3
14.4
14.7
14.7
14.5
14.6
14.8
14.3
Integral topic Assessment "Exponentials
Spec details Spec Ref

Understandpolynomials
Manipulate and use thealgebraically,
laws of indices for all rational
including exponents
expanding brackets and collecting 2.1
like terms, factorisation 2.6
Use and manipulate surds, including rationalising the denominator 2.2
Integral topic Assessment "Surds and Indices"

Work with
Solution ofquadratic
quadraticfunctions
equationsand their graphs
including solving quadratic equations in a function of 2.3
the unknown
Completing
Work thediscriminant
with the square of a quadratic function, including the conditions for real 2.3
and repeated roots; 2.3
Integral topic Assessment "Quadratic Functions"
Solve simultaneous equations in two variables by elimination and by substitution,
including oneand
Solve linear linear and one
quadratic quadratic in
inequalities equation
a single variable and interpret such 2.4
inequalities graphically, including inequalities with brackets and fractions 2.5
Express solutions
Represent through
linear and correct
quadratic use of ‘and’
inequalities and
such as‘or’,
y > or through
x+1 and y>set notation
ax^2 +bx + c 2.5
graphically 2.5
Integral topic Assessment "Equations and Inequalities"

Understand
Sketch and
curves use graphs
defined of functions,
by reciprocals and Sketch the curves
a reciprocal of the
with x^2 functions.
in the denominator 2.7
(including their vertical
Interpret algebraic and of
solution horizontal
equationsasymptotes)
graphically, use intersection points of graphs 2.7
to solve equations 2.7
Understand the
Understand andeffect
use proportional relationships and
of simple transformations on their graphs
the graph of y=f(x) including 2.7
skecthing the associated graphs: y=af(x), y=f(x)+a, y=f(x+a) and y = f(ax) 2.8
Integral topic Assessment "Graphs and Transformations"
and y-y1 = m(x-x1)know gradient conditions for two straight lines to be parallel or
perpendicular
Be able to use straight line models in a variety of contexts. Explain the meaning of 3.1
constant terms in a given equation in context 3.1
• the radius of a circle at a given point on its circumference is perpendicular to the
tangent to the circle at that point 3.2
Integral topic Assessment "Co-ordinate Geometry"

simpleincluding
proof, algebraic Proof
division; use of the factor
by deduction, theorem
proof by exhaustion, disproof by counter 2.6
example 1.1
Integral topic Assessment "Polynomials"
notations n! and nCr; link to binomial probabilities. Use factorial notation and be able
to cancel these expressions. May be included in proof questions 4.1
Integral topic Assessment "The Binomial Expansion"
an ambiguous case of the sine rule and be abel to tell when it needs to be
considered 5.1
Understand and use the sine, cosine and tangent functions; their graphs, symmetries
and periodicity 5.2
Solve simple trigonometric equations in a given interval, including quadratic
equations in sin, cos and tan and equations involving multiples of the unknown angle 5.4
Understand and use tanx = sinx/cosx, Understand and use the pythagorean identity 5.3
Integral topic Assessment "Trigonometry"

Use vectors
Calculate theinmagnitude
two dimensions
and direction of a vector and convert between component 9.1
form and magnitude/direction
Add vectors diagrammatically form
and perform the algebraic operations of vector addition 9.2
and multiplication
Understand by position
and use scalars, vectors;
and understand
calculatetheir
the geometrical interpretations
distance between two points 9.3
represented by position vectors 9.4
Use vectors to solve problems in pure mathematics and in context, including forces 9.5
Integral topic Assessment "Vectors"
of y= f(x)at a general point (x, y);the gradient of the tangent as a limit; interpretation
as a rate of change. 7.1
sketching the gradient function for a given curve
differentiation from first principles for small positive integer powers of x
Understand and
Differentiate use of
powers thex second derivative
for rational values as theand
of n, raterelated
of change multiples, sums 7.1
of gradient
constant
and
Applydifferences
differentiation to find gradients, tangents and normals, maxima and minima 7.2
and stationary points 7.3
Identify where functions are increasing or decreasing 7.3
Integral topic Assessment "Differentiation"
Know and use the Fundamental Theorem of Calculus. Be able to work with
unknowns as part of the limit of an integral. 8.1
Integrate is
intergals x^n
the(excluding n = -1), andover
same as integrating related sums,
the full differences
limits anddoes
but that thsi constant multiples
not hold true 8.2
for multiplication 8.3
Integral topic Assessment "Integration"

Know and use the function a^x and its graph, where a is positive 6.1
Know that
Know and use the function
the gradient e^x is
of e^kx and its graph
equal to ke^kx and hence understand why the 6.1
exponential
Know and use model is suitableofinlog(basea)x
the definition many applications
as the inverse of a^x , where a is positive 6.2
and x greater than or equal to zero 6.3
Know and use the function lnx and its graph 6.3
Know and use lnx as the inverse function of e^x 6.3
Understand and use the laws of logarithms 6.4
Solvelogarithmic
Use equations graphs
of the form a^x = bparameters in relationships of the form y=ax^n
to estimate 6.5
and y=kb^x , given
concentration decay, data for x and growth
exponential y as a model for population growth); 6.6
consideration of limitations and refinements of exponential models 6.7
Integral topic Assessment "Exponentials and Logarithms"
 MEI document lin OLD textbook references
C1: 1.2 The rules of indices
01 surds and indicC1:
C1:1.6
1.4The rules of expressions
Factorising indices for all rational exponents
06 polynomials C1: C1: 1.5
1.8 Factorising
Rationalisingquadratic expressions
the denominator of a fraction when it
is a surd
ds and Indices"

02 quadratic functC1:
see2.1 Solving
alsoC2: quadratic
10.4 Solving equations by factorisation
quadratic trigonometrical
equations
C1: 2.3 Completing the square
C1: 2.6 Sketching graphs of quadratic equations
dratic Functions"
C1: 3.3 Using substitution where one equation is linear and
03 equations and ithe
C1: other is quadratic
3.4 Solving linear inequalities
C1: 3.5 Solving quadratic inequalities

ns and Inequalities"

07 graphs and transformations

C1: 4.2 Interpreting graphs of cubic functions
C1:4.4
C1: 4.3Using
Sketching the reciprocal
the intersection function
points of graphs and
functions to solve equations
C2: 8.5 Simple transformations of sin θ, cos θ and tan θ"

and Transformations"
equation of a straight lineC1: 5.5 The conditions for two
04 coordinate geo straight lines to be parallel or perpendicular

04 coordinate geo
dinate Geometry"
C2: 1.2 Dividing a polynomial by (x±p) C2: 1.3 Factorising
a polynomial using the factor theorem

Polynomials"
also:S2: 1.1 Factorial notation and the number of
08 binomial expanarrangements S2: 1.2 The binomial distribution
nomial Expansion"
Pythagoras' Theorem
05 trigonometry C2: 2.7 Calculating the area of a triangle using sine
 C2: 8.5 Simple transformations of sin θ, cos θ and tan θ"

sin(nθ+a), cos(nθ+a) and tan(nθ+a) =kC2: 10.4 Solving

05 trigonometry quadratic trigonometrical equations
C2: 10.1 Simple trignometrical identities
Trigonometry"
C4: 5.4 Cartesian coordinates of a vector in 2 dimensions
11 vectors See5.1
C4: alsoM1
Vector6.3 Describing
definitions andvectors usingi, jnotation
vector diagrams
segments"
C4: 5.3 (part) Using vectors to describe points in 2 or 3
dimensions
vectors
M1: 6.7 Using vectors to solve problems about forces
t "Vectors"
gradient ofxnC1: 7.7 Finding the rate of change of a
09 differentiation function at a particular point
C1: 7.2 Finding the formula of the gradient of xnC1: 7.3
Finding the gradient
C2: 9.3 Using turning formula
points toofsolve
simple functions
problems"
easier to differentiate"
C1: 7.8 Finding the equation of the tangent and normal to a
curve at a given point
inflexion
C2: 9.3 Using turning points to solve problems
Differentiation"

10 integration C1: 8.1 (part)

Simplifying Integratingbefore
expressions xn integrating C2: 8.5 Finding
constants of integration
C2: 11.2 Area under a curve
C2: 11.3 Area under a curve that gives negative values
"Integration"
C2: 3.1 The function y = ax
12 exponentials a C3:
C3: 3.1
3.2 Introducing exponential
Graphs of exponential functions
functions of modelling
and the form yusing
= ax y
= ex
C2: 3.2 Writing expressions as a logarithm
C3:3.2
C2: 3.3Writing
Using exand the inverse
expressions of the exponential function logex
as a logarithm
C3:3.2
C2: 3.3Writing
Using exand the inverse
expressions of the exponential function logex
as a logarithm
C3: 3.3 Using exand the inverse of the exponential function logex
C2: 3.4Changing
C2: 3.6 Laws of logarithms
the base of logarithms"

Add Maths textbook

Modelling usage not coverd by old spec
tials and Logarithms"
ial function logex
ial function logex
ial function logex
Chapter Title Sections (hodder)
1.2 Simplifying
7.2 Methods of algebraic
proof
expressions
1 Algebraic Methods 7.3 Partial fractions
4.1 The language of functio
Functions and 4.2 Composite functions
2 graphs 4.3 The modulus function
3.1 Definitions and notation
Sequences and 3.2 Arithmetic sequences a
3 series 3.3 Geometric sequences a
4 Binomial expansion 7.1 The general binomial e
2.1 Radians
2.2 Circular measure
5 Radians 2.3 Small-angle approximat
6.1 Reciprocal trigonometri
Trigonometric 6.2 Working with trigonomet
6 functions 6.3 Solving equations invol
8.1 Compound angle formu
8.2 Double angle formulae
7 Trigonometric modell8.3 The forms rcos (θ + α),
11.1 Graphs from parametri
Parametric 11.2 Finding the equation b
8 equations 11.3 Parametric differentiat
5.1 The shapes of curves
5.2 The chain rule
5.3 Connected rates of cha
5.4 The product and quotien
9.1 Differentiating exponent
9.2 Differentiating trigonome
9 Differentiation 9.3 Implicit differentiation
14.1 Solving equations nume
14.2 The Newton-Raphson
10 Numerical Methods 14.3 Numerical integration
10.1 Finding areas
10.2 Integration by substitu
10.3 Integrating other funct
10.4 Integration involving t
10.5 Further integration by
10.6 Integration by parts
13.1 First order differential
11 Integration 13.2 Solving differential eq
 12.1 Vectors
12 Vectors 12.2 Using vectors to solve
•Learning outcomes by contradiction
Prove statements
• oDisprove
using simplestatements
algebraic by finding
divisionaby counter-example
a linear expression, using inspection, long division
or any other correct method
• oExpress
sketch algebraic
a transformed fractions
graph as partial fractions o fractions of the form o fractions of the
form o fractions of the form
•oFind
recognise transformations
the inverse of a function that
if ithave been
exists, andapplied
know the conditions for an inverse function to exist
•oKnow
solve simple inequalities involving a modulusa function and its inverse
the relationship between the graphs of
•oUse functions
periodic in modelling real-life situations
sequences
• oUse convergent
arithmeticand divergentand
sequences sequences
be able to find
o the nth term o the
• Use geometric series and be able sum of the firstnterms
to find
o the nth term o the sum of the firstnterms o the condition for a geometric series to be convergent o the sum to inf
•• Convert
Find the between
binomial degrees
expansion and of radians
(a+bx)nwherenis any rational number • Know the condition
• Know and use exact values of sin θ, and cosθforθ= 0, π/6, π/4, π/3, π/2, π and multiples of these • Know and use
• Find the arc length and area of a sector of a circle, working with radians
• oUsethethe
sec, small–angle
cosec and approximations
cot functions for sin, cos and tan
• oUse thethe
relationships
identities between the graphs of sin, cos, tan, cosec, sec and cot functions
o sin2θ+ cos2q ≡ 1 o tan2θ+ 1 ≡ sec2θ o cot2θ+ 1 ≡ cosec2θ• Solve equations involving sec, cosec and cot • Und
•·Solve equations
understand and involving sec, cosec
use the identities for and cot using radians
•sin Know(θ ±andφ), use
cos(θ the± identities
φ), tan(θ ±forφ)
sin 2θ , cos 2θ , tan 2θ
• Write acos θ +bsin θ in the equivalent formsrsin(θ ± α) andrcos(θ ± α) o use for finding
•• Convert
Understand what Cartesian
between is meant by anda parameter
parametricand formsby of
parametric
equationsequations
• Use the equation of a circle written in parametric form
• oUseuseparametric
differentiationdifferentiation to find the
to find stationary andgradient functionpoints
non-stationary of a curve defined parametrical
of inflection
• oUse usethe stationary
chain rule points
to of inflection when curve sketching
o
o differentiate
differentiate composite functions
inverse functions
• oDifferentiate
find connected rates of of
the product change
two functions
• Differentiate the quotient of two functions
• Differentiate ekx,akxand lnxand related sums, differences and constant multiples
•• Differentiate
Differentiate functions
sin kx, coskxand
defined tankxwherexis
implicitly measured in radians • Use the chain rule, pro
•·Differentiate inverse functions
Know circumstances under which by usingchangeimplicit differentiation
of sign methods doornot by work
using dy/dx=1/(dx/dy)
•• Carry
Representout athefixed point iteration of process
Newton–Raphson an equation in the form x= g(x), using a calculator efficiently • Draw associated
graphically
•• Understand
Decide whether problems than canrule
the trapezium arise withan
gives fixed point iteration
overestimate and
or an the Newton–Raphson
underestimate, method and how they ca
where possible
••Understand
Use the sumthat of aintegration
series of rectangles
is the limit of to a
find
sum an upper bound and lower bound for the area under a curve
• Use integration to find the area between a curve and the xaxis or a curve and theyaxis • Use integration to find th
• Use integration by substitution in cases where the process is the reverse of the chain rule
• Integrate ekx, sinkx, coskxand related sums, differences and constant multiples
• Integrate 1/x, and related sums, differences and constant multiples • Use partial fractions
•oUsemore integration
than one by substitution
application in other
of the method cases,
mayfinding a suitable substitution
be required
o use to integrate ln x
••Formulate first ordersolution
Find the particular differential
of a equations using information
first order differential equation about rates of change
by separating the variables
• Solve problems using differential equations and interpret the solution
• Understand the terms vector and scalar • Understand vectors in two and three dimensions, a
• Use vectors in geometry problems
Teaching points
terminology, coping with this as well as the argument
is very demanding.
Algebraic division may involve a remainder at this level
so
thefluency
answerisisessential
good for for whichever
providing method
a secure is used.
foundation
for
Thesomething
terms 'domain'students
andtend to cope
'range' can be well with.
problematic for students although the idea is simple. Relating it, as always, t
Here transformations are used to sketch graphs.
Students need a firm understanding of the difference between the product of two functions and the composition of t
Applying the work on domain and range to composed and inverse functions can be challenging for students, again
Modulus
This functions
is mostly are new to so
self-descriptive students. Develop for
straightforward thestudents.
idea
Working
The general outterm
how looks
to getdifferent
calculatorsfrom and spreadsheets
that used at GCSE to reproduce sequences
but is the same deepens understanding
mathematically. of the struc
Encourage students to no
Students tend to confuse nth terms with the sum tonterms, both in terms of knowing which
Students find the 'pure' aspects straightforward but can struggle with applications so it's worth spending time on formula to use and know
the
Solving inequalities using logs is an area where a careful approach is required.
The manipulation of fractions, negative numbers and brackets presents many challenges for students. Writing expa
The idea of a limit as the number of terms increases builds on previous work on this idea.
Students struggle with the idea of radians - often due to weaknesses with fractions from early on. They only need to
Watch out for pcreeping into the formulae.
This is very straightforward,
Remembering which is whichthough
is the students try to makfor students - best to let them decide their own 'rule'.
biggest challenge
Let
When students
solvingsketch the graphs
equations involvingof cosec,
cosec, sec
sec and
or cotcotstudents
before verifying
can covert them using
to sin andgraphing
cos but itsoftware.
will not always be the m
Students are familiar with arcsin, arccos and arctan from work at GCSE although they will not have used those term
Many students are reluctant to do this without converting to degrees and then back again once the equation has be
These are given in the formula book. It is important that
These are not given in the formula book but can easily
Encourage students to write out the expansion of the vers
Plotting graphs from parametric equations gives students
Algebraic fluency is essential here, together with a strategic sense of which equation to use for the substitution. Try
This second
The is straightforward as an aapplication
derivative gives of the chain
'deeper' indication rulerate
of the although many
of change ofstudents make
a function and,strategic
in some errors
sense,as well aswh
predicts a
ItThe idea of concave
is essential upwards
to be fluent andtechnique
with this downwards as isa new at A level.
significant amount of later work depends on it.
Some students will progress easily to doing this without a substitution.
An application of the chain rule. Connected rates of change can be challenging for students, problem solving strate
Apart from confusing uandvin the quotient rule, students find this straightforward. The algebraic manipulation to sim
Use the inverse relation between the exponential function and ln xto rewriteakxas elnax, or better, exlnato be able t
Students need to accurately recall the derivatives of the basic trigonometric functions - it is a source of many errors
Watch out aforgraph
Sketching students inserting
or plotting extragraphing
it using dy/dxsimply because
software they areindifferentiating,
is essential in addition
this topic. Using the graphto in
those appearing
parallel with thew
Staircase and cobweb diagrams can be challenging for students.
Students find this straightforward as the same process
This is straightforward and a graph deals easily with the issue of over and under-estimates.
Setting the calculation out with the conventional notation
Always check by differentiating.
The issues regarding signs and division all affect accuracy with these techniques.
Students readily 'forget' that 1/xis integrated to obtain lnx. Thus they do not see the need to use partial fractions if it
Selecting the substitution can be challenging for students. Spending time going deeper into one question by explori
This is a method of last resort - as far as A level is concerned so only use if the other methods won't work. Careful l
Students who are familiar with the first derivate being t
Careful setting out of working is important, particularly when including the arbitrary constant. This is particularly imp
The extension to three dimensions is straightforward as
The problem solving aspect of this can be challenging for students. A clear, carefully labelled diagram is very helpfu
 Technology

Compare the graphs of the original and expanded forms of

the function using graphing software.
Graphing software can be used with a variable constant facili
Use graphing software to compare individual functions with their composed versions and products of func
Graphing software can be used to check sketches and results.
sed at GCSEGraphing
but is thecalculators can generateEncourage
same mathematically. sequencesstudents
quickly for expl the similarities and differences between the two rep
to notice
sumbut
ward tonterms, both in
can struggle terms
with of knowing
applications so which formula
it's worth to use
spending andon
time knowing
these. which is required in solving problems.
here
bers aand
careful approach
brackets is required.
presents many challenges for students. Writing expansions out in full using correct mathematical notation is
ncreases builds on previous work on this idea.
often due to weaknesses with fractions from early on. They only need to

Use graphing software to compare the functions with their approximations.

Graphing software can be used.
Graphing software can be used.
ut converting to degrees and then back again once the equation has been solved. It is not the most efficient way!
Use graphing software to compare the functions with their eq
Use graphing software to compare the functions with their equivalents.
Use graphing software to compare the functions with their equivalents.
Use graphing software after students have plotted one curve 'by hand'.
with a strategic sense of which equation to use for the substitution. Trying it both ways at the start is valuable to develop this se
he
ationchain rulerate
of the although many
of change ofstudents make
a function and,strategic
in some errors
sense,as well aswhat
predicts a the curve is about to do.
ds
as isa new at A level.
significant amount of later work depends on it.
this without a substitution.
rates of change can be challenging for students, problem solving strategies such as 'What do I know? What can I do?' can be u
ule, students find this straightforward. The algebraic manipulation to simplify after using the quotient rule is a source of many er
ential function and ln xto rewriteakxas elnax, or better, exlnato be able to differentiateakxusing the chain rule.
atives of the basic trigonometric functions - it is a source of many errors
simply because they are differentiating, in addition to those appearing when using the chain rule.
Some graphing software can draw staircase and cobweb dia
Some graphing software can draw diagrams to show how the method converges to a root.
sily with the issue of over and under-estimates.
Use graphing software to sketch functions as a check.
Use graphing software to sketch functions as a check.
affect accuracy with these techniques.
to obtain lnx. Thus they do not see the need to use partial fractions if it is not signposted. They also make more errs with the v
g for students. Spending time going deeper into one question by exploring various possibilities for the substitution is valuable.
evel is concerned so only use if the other methods won't work. Careful l
Some graphing software packages represent differential equations using small line segments at the appropriate ang
articularly when including the arbitrary constant. This is particularly impor
 Graphing software can be used to display vectors.
hallenging for students. A clear, carefully labelled diagram is very helpful.
 Problem solving
Integral resources Free resources Modelling
The irrationality of root 2 Nrich Dodgy proofs Methods of proof.

Domain-range grid Language of functions encourages rigorous thin

ctions with their composed versions and products of func Nrich Inverting rational functions
s and results. Nrich Absolutely Modelling.
dents to noticeThinking about sequences
the similarities and differences between the two representations.
e and knowing
time on these. which is required in solving problems. Nrich proof sorter - sum Useof andiagrams
AP to prove the formula for the nth te
Nrich Direct logic
Correct me
Arcs and sectors Working with exact values enables the proving
Nrich Stand up arcs Solve problems involving perimeters and areas.
with their approximations.
Sometimes, always, never true trigonometric statements
Nrich Muddled trig Use to prove results.
ion has been solved. It is not the most efficient way! Nrich Trig Countdown
Three challenge questions Nrich Three by one Show the proofs of the compound angle identiti
with their equivalents. Nrich Equation or identityProof
2 using identities.
with their equivalents. Proof using identities.
d one curve 'by hand'. Parametric equations can be used in modelling
itution. Trying it both ways at the start is valuable to develop this sense. For example, finding the equation of the trajecto
predicts what Parametric
the curvecards
is about to do.
Nrich Patterns of inflection
Tangents and normals
ving strategies such as 'What do I know? What can I do?' can be useful here.
ation to simplify after using the quotient rule is a source of many errors.
o be able to differentiateakxusing the chain rule. Exponential and log functions are widely used in
Product and quotient rule dominoes
ppearing when using the chain rule. Nrich Implicitly
Investigating iterative formulae
how how the method converges to a root.

Prove that the area under a curve is the integra

actions if it is not signposted. They also make more errs with the various constants involved than with other applications of the c
by exploring various possibilities for the substitution is valuable.
Methods of integration Nrich Calculus countdown
erential equations using small line segments at the appropriate angle. Differential equations are used to model many r
The world population
 Properties of 3-D vectors Nrich Vector countdownVectors are used as a model for forces.
very helpful. Problem solving and proof.
of functions encourages rigorous thinking.

ms to prove the formula for the nth term.

th exact values enables the proving of results.

lems involving perimeters and areas.

proofs of the compound angle identities.

equations can be used in modelling projectiles.

le, finding the equation of the trajectory of a projectile.

al and log functions are widely used in modelling.

the area under a curve is the integral of the function.

d than with other applications of the chain rule backwards.

equations are used to model many real-life scenarios.

e used as a model for forces.
olving and proof.
 Suggested
Initials Textbook chapter
Statistical Time
DWH Sampling 3
1.1

1.2
1.3 & 1.4

1.5
Presentation and
interpretation 9
2.1 & 2.2
2.3 & 2.4 & 2.5

3.1 & 3.2

3.3 & 3.4
3.5
4.1
4.1
4.2
Throughout
Integral topic
Probability 3
5.1-5.4
5.1-5.5
Statistical Integ
RCO Distributions 5
6.1
6.2 & 6.3
Hypothesis Integral topi
JDO testing 6
7.1
7.1 - 7.4
Throughout
Integral topic A
26
49
Specification details

Understand and use the terms ‘population’ and ‘sample’

Use samplesand
Understand to make informal techniques,
use sampling inferences about the population
including simple random sampling,
systematic sampling, stratified sampling, opportunity
problem, including understanding that different samples sampling,
can leadquota sampling.
to different
conclusions about
Using the large theset
data population
(Not a specification point) Be able to clean data,
including dealing with missing data, errors and outliers
Interpret measures of central tendency and variation, extending to standard
deviation
Be able to calculate standard deviation, including from summary statistics
Connect to probability distributions

Recognise
Interpret and interpret
diagrams possible outliers
for single-variable data,inincluding
data setsunderstanding
and statistical that
diagrams
area in a
histogram represents frequency
Select or critique data presentation techniques in the context of a statistical
problem
Understand informal interpretation of correlation
Understandof
recognition that correlation
scatter does
diagrams not imply
which includecausation
distinct sections of the population
(calculations involving regression lines are excluded)
Using the large data set (Not a specification point) Be able to clean data,
including dealing with missing data, errors and outliers
Integral topic Assessment "Collecting and Interpreting"
Understand and use mutually exclusive and independent events when calculating
probabilities
Link to discrete and continuous distributions
Integral topic Assessment 'Probability"
and variance of discrete random variables is excluded), including the binomial
distribution, as a model.
Calculate probabilities using the binomial distribution
Integral topic Assessment "The Binomial Distribtuion'
level, test statistic, 1-tail test, 2-tail test, critical value, critical region, acceptance
region,
Conductp-value
a statistical hypothesis test for the proportion in the binomial distribution
and interpret
population and theappreciate
results in that
context
the significance level is the probability of
incorrectly rejecting the null hypothesis
Integral topic Assessment "Statistical Hypothesis testing"
 Spec Ref MEI document link OLD textbook reference
S2: 6.4 The advantages and disadvantages of sampling
13 data collection S3: 2.1 Populations and sampling

S2: 6.4 The advantages and disadvantages of sampling

S3: 2.1 Populations and sampling
S2: 6 Populations and samples S3: 2 Sampling

presentation S1: Chapter 2 and some Chapter 3

interpretation S1: Chapter 3

S1: 4.2
4.4Outliers
Using box plots to compare sets of data
S1 : 4.5 Represent data on a histograms

S1: 6.1 Scatter diagrams

S1: 7.4
6.1 Coding
Scatter diagrams
S1: 7.5 The regression equation

Collecting and Interpreting"

diagrams
15 probability S1: 5.6 Mutually exclusive and independent events
S1: some of 9.1
ssment 'Probability"
16 binomial greater than a value, or between two values
distribution S1::8.5
S2 1.3The cumulative
Conditions for adistribution function"
binomial distribution
S2: 1.4 Binomial cumulative distribution function
"The Binomial Distribtuion'using the binomial
distribution S2: 7.3 One- and two-tailed tests
S2: 7.4
7.5 Hypothesis tests for the proportion pdf
pof a binomial
distribution
S2: 7.1 The concept of a hypothesis test
S2: 7.2 The significance level of an hypothesis test
Statistical Hypothesis testing"
Chapter Title
1 Regression and corellation
1 Hypothesis testing

2 Conditional probability

3 The normal distribution

Sections (hodder)
17.2 Bivariate data: correlation and association
17.1 Interpreting sample data using the normal distribution
15.1 The probability of events from two experiments

15.2 Conditional probability

16.1 Discrete random variables
16.2 The Normal distribution
Learning outcomes
correlation or association in the population for a given p-value or critical value
population correlation
·Know that variance is does not oimply
known wherecausation
the population variance is
• Use Venn diagramsthe
unknown·Identify in probability
critical calculations
and acceptance regions for a hypothesis test
••Know whatconditional
Calculate is meant by mutually exclusive and independent
probabilities events
•oCalculate
using theprobabilities
formula for two events which are not mutually exclusive
o from tree diagrams
o from two-way tables
o from Venn diagrams
o from sample space diagrams·make critiques of modelling assumptions in probability
and suggest
binomial possible improvements
distribution • Use a probability function given algebraically or in a table • Use
the discrete uniform distribution
another Normal variable·Know the effect of a linear transformation on the mean and the
standard deviation
Precedences

Ch16
None

Ch15
Teaching
This points
is straightforward although it requires some common sense when it comes to what you can infer
about
Remembering to use thepopulation.
correlation in the standard error rather than the standard deviation of the population is essential.
Using appropriate software to show thebut
Students find the ideas straightforward critical region
applying is very
them goodproblems
to solve for developing understanding.
is more challenging. Careful
argument, with appropriate diagrams, is the best way forward.

Create a Venn diagram using data from the class, such as each person tosses a coin and selects a playing
card. This creates two sets, Heads and Clubs, for example. The conditional probabilities can be worked out
from this data by using the Venn diagram and then a two-way table.
Conditional probability is counter-intuitive hence the false convictions in criminal cases based on it.
Students find helps
The diagram this straightforward.
solve problems involving a continuity correction, however the main difficulty with a
continuity correction is remembering that it is necessary.
 Integral
Technology
Graphing software can be used to graph the data and plot the resources Free resources
regression line. Correlation game
This is using a model to
Use appropriate graphing software to show critical regions. estimate parameters.
Huge Venn

Graphing software can be used to simulate data from a binomial

distribution.
Graphing software can be used to simulate data from a normal
distribution. Normal curves
Problem solving
Modelling

Probability distributions are models for

real-world
Probability data.
distributions are models for
real-world data.
 Textbook Suggested
Initials chapter
and Units in Time
Mechanics 2
SWI 8.1 & 8.2
8.3
8.3
Kinematics
JRU 1 8

9.1 & 9.2

9.3 & 9.4
9.5
Newton's Integral Topic
ISU Laws 8
10.1
10.2
10.3 & 10.4
10.5 & 10.6
Kinematics Integral Topic Assess
JRU 2 4
11.1 - 11.5
Integral Topic Asse
22
42
Specification details Spec Ref

Introductionand
Understand to Mathematical modelling
use fundamental and and
quantities definitions
units in the S.I. system: 6.1
length, time, mass.
Understand and use derived quantities and units: velocity, acceleration, 6.1
force, weight. 6.1
Understand and use the language of kinematics: position; displacement;
distance travelled; against
line: displacement velocity;time
speed;
andacceleration
interpretation of gradient; velocity 7.1
against time and
Understand, interpretation
use and of gradient
derive the formulae forand area under
constant the graph
acceleration for motion 7.2
in a straight
assumed line
to be constant, but students should be aware that g is not a 7.3
universal constant but depends on location) 8.3
Integral Topic Assessment Kinematics

Understandtothe
(restricted concept
forces in twoofperpendicular
a force; understand and or
directions use Newton’s
simple casesfirst
of law 8.1
forces giveninasa 2-D
and motion vectors
straight line ( restricted to forces in two perpendicular 8.2
directions or simple cases of forces given as 2-D vectors); 8.4
Application to problems involving smooth pulleys and connected particles. 8.4
Integral Topic Assessment Forces and Newtons Laws
Use calculus in kinematics for motion in a straight line: v=dr/dt, a = dv/dt, r
= ∫v dt, v = ∫ a dt 7.4
Integral Topic Assessment Variable Acceleration
 MEI doc OLD textbook references

18 kinematicsM1: 2.4 Representing the motion of an object on a speed-time or distance-

time graph
M1: 2.3 Using the formulae for constant acceleration to model an object
moving vertically
M2: 1.1 The in aacceleration
constant straight line formulae
under gravity
for a projectile in a vertical
plane
ent Kinematics
M1: 3.1 Using the formula F = ma to solve problems involving force and
19 forces and acceleration
M1: 3.5 Solving problems about particles on inclined planes by resolving
forces parallel and perpendicular to the plane
acceleration
M1: 3.6 (part) Solving problems involving connected particles by
considering particles separately
ces and Newtons Laws
that varies with time
20 variable acM2: 1.3 Calculus, with vectors, for a particle moving in a place
ariable Acceleration
Chapter Title Sections (hodder)
4 oments of forces 20.1 Rigid bodies
5 model for friction 22.1 A model for friction
21.1 Equations for project
21.2 Projectile problems
21.3 Further examples
21.4 The path of a projecti
6 Projectiles 21.5 General equations
19.1 Forces in equilibrium
19.2 Finding resultant forc
7 Forces and motion 19.3 Newton's second law
8 Kinematics 18.1 Motion in two or thr
•Learning
Know theoutcomes
conditions for equilibrium of a rigid body
•• Solve problems involving equilibrium
Model friction usingF=µRwhen slidingof a rigid body
occurs
•• Apply Newton’s
Find the positionLaws of motion
and velocity of to problemsat
a projectile involving
any timefriction
• Find the range and maximum height of a projectile
• Formulate the equations of motion of a projectile using vectors
• Formulate the equations of motion of a projectile using vectors
• Find the equation of the trajectory of a projectile
••Find
Findequations for the
the resultant trajetory
of several of a by
forces projectile
resolving and adding components
• Know the condition for equilibrium of a particle
• Formulate and solve equations of a particle in equilibrium
••Formulate the equation
Find the Cartesian of motion
equation of thefor a particle
path moving
of a particle in athe
when straight line o of its position vector are given in terms of time
components
• Solve problems in kinematics using vectors
Teaching
The points
modelling assumption of a particle no longer applies as we talk Technology
about a rigid Integral
body. In resources
addition to having a zero resultant f
Make that they can choose any point to PHET
take Balancing
Spend time discussing how you know that the friction in a particular situation is limiting. some
sure students are clear moments Balancing
animation
about but a ruler
points are much better than o
The
The size of the
position frictional
and velocityforce
of thewhen it is involve
particle not limiting
bothcould be anything
the vertical PHET Forces
up to that
and horizontal andcomponents.
Law
maximum
motion
of friction
value.
Remind students the motion is symmetrical and that the maximum PHET height is when
animation forthe vertical motion
projectile velocity is zero.
This is a much more efficient way of working but students may be reluctant to use vectors to solve problems. Switching betw
Clear diagrams and setting out of working really helps here. Considering the algebProjectile problems
This is an application of work on parametric equations and is straUse graphing software to show the path of the projectile.
Developa these
Sketch and lookfirst
draft diagram at the structure
then redraw ofsothem.
that itCommitting
is clear whatthem
forcesto are
memory
actingison
notthe
necessary.
particle. Include any other information
Students can find the concept of equilibrium tricky and try to find resultant forces Newton's
and accelerations.
laws experiments
Discuss
As above,andraft
algebraic strategy
a diagram thenforredraw
solvingsothese problemsis -clear
the diagram perhaps
and by writing
fit for downDiscuss
purpose. all the possible equations
the solution and
strategy in trying
terms differ
of the
Make sure students are clear about when gneeds to be part of a term.
Students need to be clear about the strategy they are using. Which equations willGeneral motion
 Problem solving
Free resources Modelling
Modelling forces acting on a rigid body.
Modelling friction.
Nrich Model solutions Modelling motion.
solve problems. Switching between separate components and the vector form is a way forward as long as the relationship between the tw
Solving problems.
ow the path of the projectile.

ws experiments Modelling forces using vectors.

sible equations
solution and
strategy in trying
terms different approaches
of the algebraic to see what
manipulation is most efficient.
required.

Modelling motion under gravity.

elationship between the two is well understood.