International Foundation Year

Integrated Maths
Module Specification 2025-26
© NCUK 2025 IFY Integrated Maths Module Specification 1
MODULE SPECIFICATION

The module specification represents a formal definitive statement that is kept updated and
used for the purposes of approval, delivery and reference.

Programme/Pathway International Foundation Year

Module Title Integrated Maths

Module Code TBC

Module Level (RQF) 3

Credit-equivalence 25

Guided Learning Hours 120

Total Module Time 250

Delivery Mode In classroom

Required Prior Study or Pre-requisites

Please see the IFY Programme Specification for information on entry requirements.

Co-requisites

N/A

Exclusions

N/A

Context/Rationale

The IFY Integrated Maths Module equips international students with the core mathematical
knowledge and applied techniques required for success across a range of maths-related
undergraduate disciplines. Emphasising algebra, calculus, statistics, and modelling, it
develops the quantitative fluency and problem-solving abilities essential for navigating data-
driven, analytical university environments. This foundational module supports academic
achievement in progression pathways such as business, science, computing, and economics.

Mathematics underpins many academic and professional fields, from interpreting financial
trends to modelling scientific phenomena. As global industries increasingly rely on data
interpretation and quantitative reasoning, this module ensures students can understand,
apply, and critique mathematical models relevant to real-world scenarios. It reflects current
trends in digitalisation, sustainability, and data ethics by integrating statistical reasoning,
optimisation, and model evaluation into practical learning contexts.

© NCUK 2025 IFY Integrated Maths Module Specification 2

Throughout the module, students build a range of academic and transferable skills including
numerical literacy, data interpretation, logical reasoning, and decision-making. The
curriculum supports structured problem-solving and independent inquiry, encouraging
students to apply mathematical concepts to unfamiliar problems, critically evaluate
outcomes, and communicate their reasoning clearly. Emphasis is placed on analytical
thinking, ethical awareness in data use, and the development of effective academic study
habits.

Integrated Maths prepares students for undergraduate programmes requiring a solid

mathematical base, such as economics, business analytics, environmental science, and
engineering. It aligns with the aims of the IFY programme by fostering confidence in using
mathematics to solve academic and applied problems. The module complements other
subject areas and supports interdisciplinary learning, particularly where mathematical
reasoning enhances understanding of scientific, financial, or technological content.

This module has been designed to accommodate students from diverse educational and
cultural backgrounds. The learning and assessment strategy incorporates different knowledge
and skill entry points, visual representations, and flexible problem-solving approaches,
ensuring accessibility regardless of prior curriculum experience. Ethical use of data and global
case studies support inclusive engagement with mathematical ideas, helping students
connect learning to a broad range of real-world contexts.

© NCUK 2025 IFY Integrated Maths Module Specification 3

AIMS AND LEARNING OUTCOMES

Overall Aims for the Module

1. Equip students with the mathematical skills and reasoning required for academic
success across disciplines, including business, science, and data-driven fields.

2. Develop students’ ability to model, interpret, and solve real-world problems using
quantitative techniques.

3. Enhance confidence in working with mathematical structures, data analysis, and

problem-solving in applied contexts.

4. Foster independent learning, critical thinking, and logical reasoning through

mathematical exploration and application.

5. Strengthen students’ ability to communicate mathematical ideas effectively and use

appropriate analytical tools for evaluation and decision-making.

Learning Outcomes

On successful completion of the module, students will be able to:

Knowledge/Understanding
LO number Learning Outcome Application/Subject Specific
Skills

Use algebraic, graphical, and numerical Knowledge and

LO1 techniques to model quantitative understanding
relationships in real-world contexts.

Apply statistical and probability methods to Application and subject-

LO2 interpret data and assess uncertainty in specific skills
applied scenarios.

Apply differentiation and integration Knowledge and

LO3 techniques to analyse change, trends, and understanding
optimisation problems across disciplines.

Interpret and evaluate mathematical Application and subject-

models and statistical data presented in specific skills
LO4
various formats, recognising assumptions,
limitations, and implications.

Use mathematical methods and reasoning Application and subject-

LO5 to solve problems and communicate specific skills
quantitative ideas effectively.

Students will demonstrate following key transferrable skills:

© NCUK 2025 IFY Integrated Maths Module Specification 4
 Skill Evidence Learning Outcome

Numerical Applying mathematical techniques

LO1 LO2 LO3
Literacy confidently in varied real-world contexts.

Breaking down complex problems and

Problem-Solving selecting appropriate methods to develop LO1 LO3 LO5
effective solutions.

Analysing, presenting, and evaluating data

Data
to draw meaningful conclusions using LO2 LO4
Interpretation
statistical tools.

Constructing structured arguments using

Logical Reasoning mathematical logic, patterns, and formal LO1 LO3 LO5
proof.

Using models, data, and quantitative

Decision-Making reasoning to evaluate options and inform LO2 LO3 LO4 LO5
strategic choices.

Expressing mathematical ideas clearly

Communication using appropriate notation, language, and LO4 LO5
visual tools.

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ASSESSMENT CRITERIA AND INDICATIVE CONTENT

LO1 Use algebraic, graphical, and numerical techniques to model quantitative relationships
in real-world contexts.

Assessment Criteria Indicative Content

The learner can: (Topics, theories, and practical examples)

AC 1.1 Solve equations and  Solve linear equations in one and two variables
inequalities using algebraic, using algebraic and graphical methods.
graphical, and numerical  Solve quadratic equations using:
methods. o Factorisation.
±√
o Quadratic formula: 𝑥 =
o Discriminant analysis: 𝑏 − 4𝑎𝑐 to determine the
nature of roots.
 Solve simultaneous equations, including:
o Two linear equations (by substitution or
elimination).
o One linear and one quadratic equation
(algebraically and graphically).
 Solve inequalities, including:
o Linear inequalities in one variable.
o Quadratic inequalities using sign charts or
graphical techniques.
 Apply laws of indices, including:
o 𝑎 𝑎 =𝑎
o =𝑎
o (𝑎 ) = 𝑎
o 𝑎 =1
o 𝑎 =
o 𝑎= √𝑎
 Use logarithmic laws to solve equations and
simplify expressions, including:
o log(𝑎𝑏) = log 𝑎 + log 𝑏
o log( ) = log 𝑎 − log 𝑏
o log(𝑎 ) = 𝑛log 𝑎

Note: Change of base and natural logarithms are not

required.

 Apply numerical estimation techniques (e.g.,

solving graphically or using tables) where
appropriate.

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  Use algebraic long division to simplify rational
expressions, including dividing polynomials by
linear and quadratic expressions.
 Simplifying algebraic fractions, identifying oblique
asymptotes of rational functions.

AC 1.2 Model quantitative  Identify and describe the key features of common
relationships using functions function types, including:
and graphs. o Linear: 𝑦 = 𝑚𝑥 + 𝑐
o Quadratic: 𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐
o Exponential: 𝑦 = 𝑎
o Logarithmic: 𝑦 = log 𝑥
 Interpret function notation and evaluate functions
for given inputs.
 Use inverse functions, including finding inverse
algebraically for simple functions and interpreting
graphically.
 Sketch graphs of:
o Linear and quadratic functions, identifying
intercepts and turning points.
o Exponential and logarithmic functions,
identifying asymptotic behaviour.
 Use graphs to solve equations and interpret
solutions in applied contexts.
 Compare different function models to assess
suitability for representing patterns in data.

AC 1.3 Apply trigonometric  Use trigonometric ratios in right-angled triangles:

techniques to solve o sin 𝜃 =
contextual problems o cos 𝜃 =
involving periodicity and
o tan 𝜃 =
measurement.
 Apply the sine rule: = =
 Apply the cosine rule: 𝑐 = 𝑎 + 𝑏 − 2𝑎𝑏cos 𝐶
 Calculate the area of a triangle using: 𝐴𝑟𝑒𝑎 =
𝑎𝑏 sin 𝐶
 Solve equations involving sine, cosine, and tangent
for angles or side lengths in two-dimensional
problems (in degrees only).
 Apply trigonometry to real-world problems
involving angles, distances, and periodic
behaviour.

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 Note: Students will work in degrees only. Graph
sketching of trigonometric functions is not required.
Students should understand and use radian
measures for basic angle conversions and simple
applications.

LO2 Apply statistical and probability methods to interpret data and assess uncertainty in
applied scenarios.

AC 2.1 Collect, organise, and  Identify and classify data types, including:
represent data using o Qualitative vs. quantitative.
appropriate statistical o Discrete vs. continuous.
methods and diagrams.  Recognise and describe data sources, including:
o Primary vs. secondary data.
o Population vs. sample.
 Organise data into appropriate formats such as
frequency tables or grouped data tables
 Present data using a range of standard statistical
diagrams:
o Bar charts (for categorical or discrete data).
o Pie charts (simple interpretation only; creation
by hand not required).
o Histograms (including unequal class widths).
 Calculate and interpret measures of central
tendency and spread:
o Mean, median, mode.
o Range, interquartile range (IQR), variance,
standard deviation.
 Use appropriate diagrams and measures to
summarise and compare data sets.

AC 2.2 Apply probability rules,  Understand basic probability concepts, including:

including conditional o Probability as a value between 0 and 1.
probability, to solve real- o Relative frequency as an estimate of
world problems and support probability.
decision making. o Mutually exclusive and independent events.
 Use probability notation appropriately:
𝑃(𝐴), 𝑃(𝐴 𝑎𝑛𝑑 𝐵), 𝑃(𝐴 𝑜𝑟 𝐵)𝑃(𝐴|𝐵)
 Apply the addition rule:
o For mutually exclusive events:
o 𝑃(𝐴 𝑜𝑟 𝐵) = 𝑃(𝐴) + 𝑃(𝐵)
o For non-mutually exclusive events:

© NCUK 2025 IFY Integrated Maths Module Specification 8

 o 𝑃(𝐴 𝑜𝑟 𝐵) = 𝑃(𝐴) + 𝑃(𝐵) − 𝑃(𝐴 𝑎𝑛𝑑 𝐵)
 Apply the multiplication rule:
o For independent events:
𝑃(𝐴 𝑎𝑛𝑑 𝐵) = 𝑃(𝐴). 𝑃(𝐵)
 Calculate and interpret conditional probability
using:
( )
o Formula: 𝑃(𝐴|𝐵) = ( )

o Two-way tables or tree diagrams to support

calculations and reasoning.
 Solve multi-stage probability problems using
structured methods (e.g. tree diagrams or tables).
 Use expected value to compare outcomes and
support simple decision-making:
o Calculate expected outcomes based on
weighted probabilities.
o Interpret expected value in practical scenarios
as a long-run average.
 Set notation and Venn diagrams are not required.
Focus is on interpreting and applying probability in
accessible, real-world formats.

AC 2.3 Use statistical models and  Draw and interpret scatter diagrams for paired
hypothesis testing to data.
analyse relationships and  Describe correlation qualitatively.
support decision making.  Positive, negative, or no correlation.
 Distinguish between correlation and causation.
 Draw a line of best fit by eye and use it to make
simple predictions.
 Identify when a relationship appears linear or non-
linear.
 Recognise limitations of trend lines and
predictions (e.g. extrapolation risk).
 Students will not be expected to calculate
correlation coefficients or regression equations.

LO3 Apply differentiation and integration techniques to analyse change, trends, and
optimisation problems across disciplines.

AC 3.1 Differentiate functions to  Differentiate a range of functions using standard

analyse rates of change and rules
trends in applied contexts. o Power rule:

© NCUK 2025 IFY Integrated Maths Module Specification 9

 𝑑
(𝑎𝑥 ) = 𝑎𝑛𝑥
𝑑𝑥
o Sum and difference rule:
𝑑
𝑓(𝑥) ± 𝑔(𝑥) = 𝑓′(𝑥) ± 𝑔′(𝑥)
𝑑𝑥
o Chain rule:
𝑑
𝑓 𝑔(𝑥) = 𝑓 𝑔(𝑥) . 𝑔′(𝑥)
𝑑𝑥
o Product rule:
𝑑
[𝑓(𝑥). 𝑔(𝑥)] = 𝑓 (𝑥)𝑔(𝑥) + 𝑓(𝑥)𝑔′(𝑥)
𝑑𝑥
o Quotient rule:
𝑑 𝑓(𝑥) 𝑓 (𝑥)𝑔(𝑥) − 𝑓(𝑥)𝑔′(𝑥)
=
𝑑𝑥 𝑔(𝑥) [𝑔(𝑥)]

 Only polynomail and simple linear composite

functions will be differentiated; trigonometric,
logarithmic, implicit, and parametric functions are
not included.

 Understand the derivative as:

o The gradient of a curve at a point.
o The rate of change of one quantity with respect
to another.
o A way to describe behaviour:
increasing/decreasing, speeding up/slowing
down.
 Identify:
o Points where the function is increasing or
decreasing.
o Locations of horizontal tangents (where
derivative = 0).
 Model and interpret rates of change in scenarios
such as:
o Distance-time, velocity-time (motion).
o Cost, revenue, or profit over time or quantity.
o Physical growth or decay models (e.g.
temperature, volume).
 Use gradient information to describe the
behaviour of systems, such as:
o Whether a quantity is increasing or decreasing.
o The rate at which change is occurring at a
particular moment.

© NCUK 2025 IFY Integrated Maths Module Specification 10

  Students should be able to connect calculus
results to practical interpretations, e.g. "the rate of
change of cost with respect to production is
increasing", or "the maximum value occurs when
the derivative is zero."

AC 3.2 Use differentiation  Find stationary points of a function by solving:

techniques to solve 𝑑𝑦
=0
optimisation problems. 𝑑𝑥
 Use the second derivative test to classify turning
points:
o > 0→ local minimum
o < 0→ local maximum
o = 0→ point of inflection or further
investigation needed
 Determine whether a turning point is suitable/valid
in a given context (e.g. check domain, feasibility).
 Solve problems involving:
o Maximising profit, efficiency, volume, or area.
o Minimising cost, time, or surface area.
 Formulate a function from a worded problem and
use calculus to:
o Identify critical points.
o Justify whether they correspond to max/min
outcomes.
 Optimisation problems will involve polynomial or
rational functions derived from real-world
contexts; no trigonometric, exponential, or
logarithmic models are included.
 State whether the solution is:
o Meaningful and valid (e.g. doesn’t give a
negative value).
o Global or local maximum/minimum if relevant
to the question.
 Discuss limitations of solutions:
o Are other values feasible?
o Is the result within an acceptable range?
 Students are not expected to use calculus-based
optimisation in three dimensions or with
constraints (e.g. Lagrange multipliers) — focus is
on clear, contextualised application to structured
problems.

AC 3.3 Integrate functions to  Integrate simple polynomial functions:

calculate accumulations 𝑎
𝑎𝑥 𝑑𝑥 = 𝑥 + 𝐶 for 𝑛 ≠ −1
and areas under curves. 𝑛+1
 Integrate sums and differences of functions:

© NCUK 2025 IFY Integrated Maths Module Specification 11

 [𝑓(𝑥) ± 𝑔(𝑥)] 𝑑𝑥 = 𝑓(𝑥)𝑑𝑥 ± 𝑔(𝑥) 𝑑𝑥

 Evaluate definite integrals over a given interval:

o Use limits of integration with the antiderivative.
o Express full working, including substitution into
evaluated expression
 Recognise patterns in integrals of composite
functions where the inner function has a constant
coefficient, e.g:

2 (2𝑥 + 3) 𝑑𝑥, or 3 𝑒 𝑑𝑥

 Students may use pattern recognition to integrate

expressions of the form 𝑓 (𝑎𝑥 + 𝑏). 𝑓(𝑎𝑥 + 𝑏) where
appropriate. Full substitution techniques (e.g.
changing variables, adjusting bounds) are not
required or assessed.
 Calculate the area under a curve between two x-
values using definite integration.
 Interpret definite integrals as accumulated
quantities, such as:
o Distance travelled.
o Total cost.
o Total quantity produced over time.
 Recognise when area is negative and what that
may indicate in context.
 Use integrated results to explain:
o The total effect or change in a system (e.g.
“total distance travelled over 5 seconds”).
o Practical constraints (e.g. why a negative area
may not make sense in context).
 Students are not required to use integration by
substitution (formal), integration by parts, or
numerical integration techniques.

LO4 Interpret and evaluate mathematical models and statistical data presented in various
formats, recognising assumptions, limitations, and implications.

AC 4.1 Interpret and evaluate  Understand what different graphs show, and how
statistical graphs and to extract key information, including:
outputs to support o Bar charts, pie charts, histograms (e.g.
contextual conclusions and frequency, grouping, outliers).
decisions. o Scatter diagrams (strength and direction of
relationship).
o Time-based graphs (identify trends, peaks,
turning points).

© NCUK 2025 IFY Integrated Maths Module Specification 12

 o Tables and two-way tables (totals, conditional
values).
 Identify and describe key features in visual data:
o Central tendency, spread, skew, clusters, gaps,
and anomalies.
o Outliers and their potential impact on
interpretation.
 Interpret what the data suggests in context (e.g.
which product is performing better, what variable
seems to be influencing another).
 Discuss trends, patterns, or changes over time and
their possible implications.
 Compare two or more data sets using graphical
summaries. Focus on informed judgement, not
numerical calculation.
 Consider how sample size, presentation style, or
data grouping affects interpretation.
 Comment on the impact of rounding, significant
figures, or measurement error on the interpretation
of results.
 Identify where a chart or summary might mislead
due to:
o Axis distortion.
o Truncated scales.
o Poor grouping or labelling.
 Focus is on drawing reasoned, contextual
conclusions from given information — not on
constructing the charts or calculating values
(those are in LO2).

AC 4.2 Evaluate the assumptions,  Determine whether the chosen mathematical

limitations, and real-world model (e.g. linear, quadratic, exponential) is:
validity of mathematical o A good fit for the data or situation.
models. o Mathematically sound but practically limited.
o Too simple or too complex for the real-world
scenario.
 Recognise when a model’s form fails to reflect real
behaviour, e.g.:
o Predicts negative values for quantities that
must be positive.

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 o Assumes constant growth when rates actually
change.
 Understand that models may assume:
o Variables are related in a specific way (e.g.
directly proportional).
o External factors remain unchanged (e.g. no
inflation, constant temperature).
o Perfect data collection or no outliers.
 Discuss how these assumptions affect reliability or
relevance.
 Spot signs of:
o Overfitting (model too closely tailored to
specific data).
o Extrapolation errors (using model to predict
beyond the data range).
o Misuse due to misunderstanding or
oversimplification.
 Consider contextual constraints: time, geography,
audience, precision needed.
 Recognise that averages and measures of spread
can be misleading without context or full
distribution.
 This AC focuses on reasoning and critique — not
on deriving or selecting the model, which belongs
to LO1/LO3.

AC 4.3 Critically assess the ethical  Understand how data may be:
implications of modelling, o Collected without consent or misused.
data use, and statistical o Biased or incomplete, leading to unfair
communication conclusions.
o Taken out of context to serve particular
agendas.
 Discuss ethical concerns with sample selection
(e.g. lack of representation).
 Recognise misleading presentations, such as:
o Selective use of data to support a narrative.
o Truncated axes or disproportionate scaling.
o Cherry-picked time intervals or data categories.
 Identify how language, graphs, or visuals might be
used to sway or manipulate opinion.

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  Reflect on the consequences of decisions driven by
models or data, including:
o Fairness, privacy, transparency.
o Real-world harms or unintended outcomes (e.g.
financial exclusion, biased hiring tools).
 Discuss the importance of critical interpretation
and responsible communication of findings.
 Evaluate how statistical claims in media,
advertising, or public reports are presented and
supported.
 This AC encourages awareness and reflection.
Students should be able to engage with ethical
questions, not just calculate or analyse.

LO5 Use mathematical methods and reasoning to solve problems and communicate
quantitative ideas effectively.

AC 5.1 Apply structured  Read and analyse the problem carefully to:
approaches to solve o Identify what is being asked.
unfamiliar mathematical o Extract relevant information.
problems. o Recognise key variables and relationships.
 Rephrase or simplify complex or unfamiliar
wording where necessary.
 Choose suitable mathematical methods based on
context and given information (e.g. algebra,
graphing, estimation, differentiation).
 Break multi-step problems into smaller, logical
stages (e.g. first find a rate, then use it to calculate
a total).
 Make justified assumptions or estimates if needed:
o Rounding for practical context.
o Treating variables as constant or ignoring
negligible factors.
o Stating units or limits clearly.
 Use familiar skills and techniques flexibly in
unfamiliar contexts. E.g. using integration to
estimate total cost, or exponential models for
growth outside of science/business-specific
cases.

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  Adjust methods if initial attempts are unproductive
(e.g. switching to graph-based strategy if algebra
fails).
 Check whether the final answer:
o Is mathematically accurate.
o Makes sense within the problem’s context.
o Addresses all parts of the question.
 Consider if the approach used was efficient or
whether an alternative method might have been
better.

AC 5.2 Communicate  Apply correct symbols and notations from within

mathematical reasoning the syllabus.
clearly using appropriate  Present expressions and equations using clear
notation and language. formatting, e.g. one step per line.
 Show full steps when solving problems.
 Use consistent layout to guide the reader through
the method.
 Highlight or clearly label final answers.
 Use appropriate mathematical vocabulary to
explain steps or decisions, such as:
o “The curve is increasing here because the
gradient is positive.”
o “This solution is not valid because it leads to a
negative time.”
 Include short justifications or contextual
statements where needed, without requiring
extended prose.
 Include units where required (e.g. cm², %, £)
 Round answers appropriately and state the level of
rounding (e.g. “to 2 decimal places”).
 Ensure final answers are clearly distinguished from
working.

© NCUK 2025 IFY Integrated Maths Module Specification 16

TEACHING AND LEARNING STRATEGY

Teaching, Learning and assessment activities Study Hours

Guided learning 120

 Lectures (Structured explanations of core topics) 60

 Seminars/Tutorials (Problem-solving, discussions, Q&A) 30

 Workshops (Application of concepts, exam strategies, case

24
studies)

 Summative Assessment (Final exams, 2 x 2-3 hours) 6

Independent Study 130

 Problem-solving practice and consolidation tasks (approx. 2

40
hours/week)

 Structured revision activities and exam preparation 30

 Optional exploration using digital tools or graphing software 10

 Independent study guided by tutor feedback and class materials 20

 Formative Assessment (Mock exams, quizzes, self-assessment) 30

Total Learning Time 250

Teaching Strategy

This module adopts a blended, student-centred approach that gradually transitions learners
from teacher-led instruction to independent application. A typical week includes lectures to
introduce and model core concepts, seminars to deepen reasoning through discussion and
collaborative analysis, and workshops to apply techniques in problem-solving tasks and
exam-style contexts.

Teaching is designed to support varied learner backgrounds and emphasises task-based and
inquiry-led learning. Learners engage with real-world scenarios, develop critical thinking
through modelling and critique activities, and build confidence with structured methods
before moving into more open-ended applications. Teachers are encouraged to incorporate
project-based learning where appropriate, particularly through contextualised modelling
tasks and reflective writing activities.

Digital tools (e.g. graphing software or online visualisers) are recommended for use during
instruction to support interactive learning, though alternative methods should be provided
where access is limited. Throughout the module, students are encouraged to verbalise

© NCUK 2025 IFY Integrated Maths Module Specification 17

reasoning, collaborate on solutions, and reflect on their problem-solving processes to build
mathematical resilience and independent learning habits.

Assessment Strategy

Learning
Sequence Assessment Timing
Outcomes

End of Semester 1 Test (40%) LO1 LO2 LO4

1 2 hours Week 15 LO5
80 marks

Final Exam (Paper 1) (30%) LO1 LO3 LO4

2 1 hour 50 mins Week 30 LO5
75 marks

Final Exam (Paper 2) (30%) LO2 LO3 LO4

3 1 hour 50 mins Week 30 LO5
75 marks

Summative assessment

End of Semester 1 Exam

The EOS1 assessment is a 2-hour written exam held in Week 15. It focuses on algebra and statistics
(LO1 and LO2) and includes structured, multi-part questions with an applied interpretation or
critique element to address LO4 and LO5. This exam assesses foundational mathematical
techniques and supports progression to later topics.

Final Exam (Paper 1)

Paper 1 is a 1 hour 50-minute written exam held in Week 30. It focuses on differentiation,
trigonometry, and algebra (LO1 and LO3), with embedded application and modelling contexts that
assess evaluative thinking (LO4, LO5). Students complete structured questions with a choice of
application or critique in part (c).

Final Exam (Paper 2)

Paper 2 is a 1 hour 50-minute written exam also held in Week 30. It covers integration, optimisation,
and statistical reasoning (LO2 and LO3), with applied contexts and decision-making elements
aligned to LO4 and LO5. Each question includes a modelling or evaluation component to support
real-world reasoning.

© NCUK 2025 IFY Integrated Maths Module Specification 18

Formative assessment

Formative assessment is integrated throughout the module via structured activities including
weekly quizzes, topic-based problem sets, and mock exam papers. These tasks are used to check
understanding, provide feedback, and build exam readiness. Self-assessment checklists and
diagnostic tasks are embedded into teaching weeks to help students identify strengths and areas
for improvement. Teachers are encouraged to use low-stakes, feedback-driven approaches to
support confidence and engagement.

© NCUK 2025 IFY Integrated Maths Module Specification 19

INDICATIVE READING AND OTHER LEARNING RESOURCES

Core Texts

Pearson Edexcel AS and A level Mathematics and Further Mathematics ActiveLearn

Subscription (suite of textbooks)
https://www.pearsonschoolsandfecolleges.co.uk/secondary/subjects/mathematics-
secondary/pearson-edexcel-as-and-a-level-mathematics-and-further-mathematics-
2017/edexcel-as-and-a-level-mathematics-and-further-mathematics-activelearn-digital-
service-subscription-sizes

Alternatively, where subscription is not available

CGP Books (2021) Mathematics for A Level: The Textbook. Broughton-in-Furness: Coordination
Group Publications Ltd (CGP).
ISBN 9781782947233 (Print)
Electronic version available to purchase at:
https://www.cgpbooks.co.uk/secondary-books/as-and-a-level/maths/mhn72d-online-
edition-a-level-maths-textbook

Further Reading

Asano, A. (2012) An Introduction to Mathematics for Economics. Cambridge: Cambridge

University Press.
ISBN 9780521189460 (Print)
ISBN 9781139843522 (eBook)

Jordan, S., Ross, S. and Murphy, P. (2013) Maths for Science. Oxford: Oxford University Press.
ISBN 9780199644964 (Print)

Barnett, R.A., Ziegler, M.R. and Byleen, K.E. (2018) College Mathematics for Business, Economics,
Life Sciences, and Social Sciences. 14th edn. London: Pearson.
ISBN 9780134674148 (Print)

Lay, D.C., Lay, S.R. and McDonald, J.J. (2020) Linear Algebra and Its Applications. 6th edn.
London: Pearson.
ISBN 9780135851258 (Print)
ISBN 9780135851210 (eBook)

© NCUK 2025 IFY Integrated Maths Module Specification 20

Sadr, A. (2022) Mathematical techniques in finance: an introduction. New York: John Wiley &
Sons.
ISBN 9781119838401 (Print)
ISBN 9781119838418 (eBook)

Croft, A. and Davison, R. (2010) Foundation maths. 5th edn. Harlow: Prentice Hall.
ISBN 9780273729402 (Print)
ISBN 9781292289731 (eBook)

Renshaw, G. (2016) Maths for economics. 4 th edn. Oxford: OUP Oxford.

ISBN 9780198704379

Online Resources

Use of digital graphing tools such as Desmos or GeoGebra is required during teaching and
learning, particularly for exploring functions, modelling relationships, and visual interpretation.
Centres without access should provide alternative visual tools aligned to the same outcomes.

Khan Academy: www.khanacademy.org

GeoGebra: www.geogebra.org
Desmos: www.desmos.com
Wolfram Alpha: www.wolframalpha.com
NCUK VLE (Virtual Learning Environment)

© NCUK 2025 IFY Integrated Maths Module Specification 21

MODULE SPECIFIC DELIVERY RESOURCES

Teaching & Learning Aids

Worked Examples and Model Solutions – Covering key topics in algebra, probability, statistics,
and calculus.

Formula Sheets and Statistical Tables – To ensure consistency between teaching materials
and examination conditions.

Concept Videos – Short recorded explanations of key mathematical techniques.

Practice Materials

Past Paper Repository – A bank of previous exam questions and mock assessments.

Problem-Solving Workshops – Tutor-led problem-solving sessions focused on exam-style

questions.

Application-Based Case Studies – Business and science-based scenarios to reinforce real-

world applications.

Assessment Support Resources

Exam Techniques Guide – Strategies for managing time and structuring answers effectively in
mathematical exams.

Calculator Guidance – Approved methods for using scientific calculators in exams (note: no
software-based tools permitted during assessments).

An NCUK approved calculator is permitted in the examination (refer to NCUK policy ‘Calculator
Regulations’).

A calculator is required for all assessments in this specification. Students must use a
calculator that complies with the regulations outlined in the Instructions for Conducting
Examinations (JCQ). Calculators must not have the capability for symbolic algebraic
manipulation (CAS), symbolic differentiation or integration. However, graph plotting functions
are permitted.

For Mathematics, a scientific calculator with standard functions is sufficient. It is

recommended that students use a model capable of solving quadratic equations and
performing basic statistical calculations..

It is the responsibility of the centre to ensure that calculators used by students meet all
regulatory requirements.

© NCUK 2025 IFY Integrated Maths Module Specification 22

APPROVAL AND REVIEW DATES

Date Section

May 2025 Approval

September 2026 Review

© NCUK 2025 IFY Integrated Maths Module Specification 23