INTERNATIONAL

GCSE
Mathematics (Specification A) (9-1)
GETTING STARTED GUIDE
Pearson Edexcel International GCSE in Mathematics (Specification A) (4MA1)

For first teaching September 2016

First examination June 2018
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ISBN 978-4469-3248-3
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 Contents
Click on the sections below to navigate through the guide

A Getting started for teachers 2

Introduction 2
Key features of the qualification 3
What’s new – at a glance 3
Qualification overview 4
Tier of Entry guidance 6
Understanding problem solving and mathematical reasoning 7
Content guidance 21
  – Foundation Tier 21
  – Higher Tier 40
Delivery of the qualification – transferable skills 54
Suggested resources 56

B Getting started for students 57

Student Guide 57

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Introduction
This Getting Started guide provides an overview of the new International GCSE
Mathematics A qualification, to help you get to grips with the changes to content and
assessment, and to help you understand what these mean for you and your students.

Support for delivering the new specification

Our package of support to help you plan and implement the new specification includes:

Planning – In addition to the relevant section in this guide, we will provide a course
planner and an editable Scheme of Work that you can adapt to suit your department.

Teaching and learning – To support you in delivering the new specification, we will
provide suggested resource lists and suggested activities.

Understanding the standard –Sample assessment materials will be provided.

Tracking learner progress – Results Plus provides the most detailed analysis available of
your students’ exam performance. It can help you identify topics and skills where students
could benefit from further learning. We will also offer examWizard, which is a free exam
preparation tool containing a bank of past Edexcel exam questions, mark schemes and
examiners’ reports for a range of GCSE and GCE subjects.

Support – Our subject advisor service, and online community, will ensure you receive
help and guidance from us as well as enabling you to share ideas and information with
each other. You can sign up to receive e-newsletters to keep up to date with qualification
updates, and product and service news. Email our subject advisor: TeachingMaths@
pearson.com

Publishing – Print and online student resource, 100% matched to the new
curriculum, featuring comprehensive coverage of all topics. Specifically developed for
international students, it includes signposted skills and teacher guidance on the application
of the Pearson Progression Scale, as well as online teacher support.

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Key features of the qualification

We have consulted widely with teachers in the UK and across the world to understand
how this popular qualification should evolve to meet International learner needs and
remain comparable to the reformed GCSE in Mathematics (9-1). We have made changes
to the specification to maintain comparability with the new GCSE and its increased level of
demand, but kept these changes to a minimum.

We’ve retained the following key features:

• Comparable to GCSE
• Clear and straightforward question papers
• Tiered papers – 2 x 2 hour papers at each tier
• Two calculator papers
• Supports progression to A Level

What’s new – at a glance

• A move from the current A*–G to the new 9–1 grading structure.
• Some minor additions to the content assessed at each tier to reflect the new 9–1
grading structure.
• A small increase in the Number and Algebra Assessment Objective weighting at the
expense of Statistics.
• A few more questions on problem solving and mathematical reasoning.
• A revised formulae sheet at each tier.

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Qualification overview
This section provides an overview of the course to help you see what you will need to
teach. The overview gives a general summary of each of the examined papers.
Foundation Tier
Externally assessed Each paper is 50% of the total
„„ Availability: January and June International GCSE raw marks
„„ First assessment: June 2018
„„ Two papers: 1F and 2F
Content summary
„„ Number
„„ Algebra
„„ Geometry
„„ Statistics
Assessment
„„ Each paper is assessed through a 2-hour examination set and marked by Pearson.
„„ The total number of marks for each paper is 100.
„„ Each paper will assess the full range of targeted grades at Foundation Tier (5-1).
„„ Each paper will have approximately equal marks available for each of the targeted grades.
„„ There will be approximately 40% of questions targeted at grades 5 and 4, across Papers 1F and 3H, to aid
standardisation and comparability of award between tiers.
„„ A Foundation Tier formulae sheet will be included in the written examinations.
„„ A calculator may be used in the examinations.

Higher Tier
Externally assessed Each paper is 50% of the total
Availability: January and June International GCSE raw marks
First assessment: June 2018
Two papers: 3H and 4H
Content summary
„„ Number
„„ Algebra
„„ Geometry
„„ Statistics
Assessment
„„ Each paper is assessed through a 2-hour examination set and marked by Pearson.
„„ The total number of marks for each paper is 100.
„„ Questions will assume knowledge from the Foundation Tier subject content.
„„ Each paper will assess the full range of targeted grades at Higher Tier (9-4) (an allowable grade 3).
„„ Each paper will have approximately 40% of the marks distributed evenly over grades 4 and 5 and approximately 60%
of the marks distributed evenly over grades 6, 7, 8 and 9.
„„ There will be approximately 40% of questions targeted at grades 5 and 4, across papers 2F and 4H, to aid
standardisation and comparability of award between tiers.
„„ A Higher Tier formulae sheet will be included in the written examinations.
„„ A calculator may be used in the examinations

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Assessment Objectives
% in International GCSE
AO1 Demonstrate knowledge, understanding and skills in
number and algebra:
„„ numbers and the numbering system
„„ calculations 57–63%
„„ solving numerical problems
„„ equations, formulae and identities
„„ sequences, functions and graphs.
AO2 Demonstrate knowledge, understanding and skills in
shape, space and measures:
22–28%
„„ geometry and trigonometry
„„ vectors and transformation geometry.
AO3 Demonstrate knowledge, understanding and skills in
handling data:
12–18%
„„ statistics
„„ probability.

TOTAL 100%

Relationship of Assessment Objectives to units

Unit number Assessment Objective
AO1 AO2 AO3
Papers 1F and 2F 28.5–31.5% 11–14% 6–9%
Papers 3H and 4H 28.5–31.5% 11–14% 6–9%
Total for International GCSE 57–63% 22–28% 12–18%

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Tier of entry guidance

Which tier of entry: Foundation or Higher?

There are a number of things you may wish to consider when deciding which tier is suitable
for your students.

• The new Foundation tier goes up to a grade 5, which is of a higher level of demand than
the current grade C, and the Higher tier starts at grade 4, which is of a higher level of
demand than the current grade D.
• Consider how confident your students are with topics that were previously regarded as
C grade.
• The common questions appear towards the end of the Foundation tier SAMs (Sample
Assessment Materials) and form the first part of the Higher tier SAMs. How well your
students perform on these questions will give you an indication if they are working
below, at or above grades 4 and 5 (the target grades for these questions).
Common questions on the Higher tier papers are:
3H questions 1, 2, 3, 4, 5, 6, 7, 8, 9abc, 10
4H questions 1, 2, 3, 4abce, 5, 6, 7, 8, 9, 10, 11
Similar questions can be found in past International GCSE papers, past GCSE papers and
on exam wizard.

• The Assessment Objectives indicate that the same percentage of marks will be awarded
to AO1, AO2 and AO3 on the Foundation tier as on the Higher tier. However, the marks
for AO1 will be allocated so that there is a greater emphasis on Number than on Algebra
in the Foundation tier papers and a greater emphasis on Algebra than on Number in the
Higher tier papers.
• The number of marks allocated to questions that require problem-solving skills and to
questions that require mathematical reasoning will be slightly greater on the Higher tier
papers than on the Foundation tier papers.
• At Higher tier each paper will have approximately 40% of the marks distributed evenly
over grades 4 and 5 and approximately 60% of the marks distributed evenly over grades
6, 7, 8 and 9. At Foundation tier the marks will be evenly distributed over all five grades.

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Understanding problem solving and mathematical reasoning

Students need to be able to demonstrate problem-solving skills by translating problems
in mathematical or non-mathematical contexts into a process or a series of mathematical
processes.

Students need to be able to demonstrate reasoning skills by:

• making deductions and drawing conclusions from mathematical information

• constructing chains of reasoning
• presenting arguments and proofs
• interpreting and communicating information accurately.
Questions requiring the use of problem solving and mathematical reasoning are not new
to the International GCSE specification. Papers from the previous specification (4MA0
& KMA0), along with papers from the GCSE specifications 1MA0 (linear) and 2MB0
(modular), will be a good source of both of these types of question.

Examples of questions requiring problem-solving skills from

4MA0/KMA0

KMA0 May 2014 Paper 1F Q11

This question requires students to translate a problem in a non-mathematical context into a
series of mathematical processes.

The cost of an adult ticket to a zoo is $13.50

A teacher buys 4 adult tickets and 24 pupil tickets.
The total cost of the tickets is $270

Work out the cost, in dollars ($), of a ticket for one pupil.

KMA0 May 2014 Paper 4H Q21

This question requires students to translate a problem in a mathematical context into a
series of mathematical processes.

A sphere has a surface area of 81 cm2.

Work out the volume of the sphere.

Give your answer correct to 3 significant figures.

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Examples of questions requiring reasoning skills from 4MA0/KMA0

KMA0 May 2014 Paper 1F Q4
This question requires students to demonstrate their reasoning skills in parts (a), (b) and (c)
by making a deduction, and in part (d) by presenting an argument.
Here are the first five terms of a number sequence.
10 14 18 22 26

(a) Write down the next two terms of the sequence.

(b) Explain how you worked out your answer.
(c) Find the 12th term of the sequence.
(d) Explain why 100 cannot be a term of the sequence.

KMA0 May 2014 Paper 3H Q14

This question requires students to demonstrate their reasoning skills by constructing chains of reasoning.

A farmer has 180 metres of fencing.

With the 180 metres of fencing, he makes an enclosure divided into eight equal,
rectangular pens.
The fencing is used for the perimeter of each pen.

The length of each pen is x metres and the width of each pen is y metres.
(a) (i) Show that y = 18 – 1.2x
The total area of the enclosure is A m2.
(ii) Show that A = 144x – 9.6x2

KMA0 May 2014 Paper 3H Q8

This question requires students to communicate information accurately by showing the
required region on the grid.
Show, by shading on the grid, the region defined by all three inequalities
x + 2y ≤ 8
x ≥ 2
y ≥ 1
Label your region R.

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What is new in this specification is the weighting given to the number of marks from
questions requiring problem-solving skills and mathematical reasoning skills to ensure
consistency from one examination series to the next. As shown in the table below, there will
be a greater emphasis on problem solving and mathematical reasoning in the Higher tier
than in the Foundation tier.

Problem solving Mathematical reasoning

Foundation (1F and 2F) 25% 15%
Higher (3H and 4H) 30% 20%

Understanding problem solving

All questions that require problem-solving skills require students to translate the problem
into a series of mathematical processes. It will not be clear from the question what these
processes are; it will be up to the student to interpret the question and determine the most
appropriate method of solution. In some cases there will be choice of different methods of
solution.
As with any question, it is important that students do show workings to go with their final
answer. It is particularly important in these types of question, which are likely to attract
more marks then those testing standard techniques. The majority of problem-solving
questions will have all method marks with the final mark allocated to accuracy.
Another area that requires consideration in problem-solving questions is the maintenance of
accuracy throughout a solution. Some questions will require a series of processes in which
case students should avoid rounding numbers prematurely, only rounding the final answer.
In order to develop problem-solving skills, students need as much practice as possible in
solving different types of problem. A good source of problems will be past examination
questions on International GCSE and GCSE papers.
Students should be encouraged to share their methods of solution, considering points such
as whose method was the more efficient and why.
The following are all examples of questions where problem-solving skills, at varying levels,
are required.

SAMs Paper 1F Q6
Rhianna has £25 to spend on plants.
Each plant costs £3.95
She buys as many plants as she can.
How much change should Rhianna receive from £25?

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Mark Working Comments

M1 25 ÷ 3.95 (=6.32…) The first process is to carry out a division; alternative methods
such as repeated subtraction or addition would be acceptable
but are not always done very accurately. Students should be
encouraged to work efficiently and use a calculator when
appropriate.
M1 25 – ‘6’ × 3.95 The second process will be for the complete method to find the
change. The student is also required to use a whole number of
plants in this calculation (their answer to the previous process,
rounded down).
A1 1.3(0) The zero in brackets signifies that either 1.3 or 1.30 is an
acceptable answer. (The £ sign is already on the answer line.)

SAMs Paper 2F Q12

The diagram shows the floor plan of a room in Kate’s house.

Diagram NOT accurately drawn

Kate is going to cover the floor with tiles.

She is going to buy some packs of tiles.

The tiles in each pack of tiles cover 2 m2 of floor.

Each pack of tiles costs £24.80

Work out how much it will cost Kate to buy the packs of tiles she needs.

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Mark Working Comments

M1 5 × 3 (=15) or 7 × (11 – 5)(=42) The first method mark is for a correct start to find the
or 11 × 7 (=77) or 5×(7-3)(=20) area of the floor.
or 11×3(=33)
or (11-5)×(7-3)(=24)
M1 5 × 3 + 7 × (11 – 5)(=57) or The second method mark is then awarded for a
complete method to find area.
11 × 7 − 5×(7-3)(=57) or
11 × 3 + (11-5)×(7-3)(=57)
M1 ‘57’ ÷ 2 (28.5) The award of this mark depends on the award of at
least one previous method mark. As the focus of the
problem is on area, students need to be able to show
that they understand this and the method to find the
area of a rectangle. A common error in problems of
this type is for students to use perimeter rather
than area.
M1 ‘29’ × 24.8 The final method mark is for both the appreciation
that the number of packs of tiles needs to be
rounded up to the nearest integer and then
multiplied by the cost.
A1 719.20 At the pre-standardisation meeting with examiners,
final decisions will be made as to what is acceptable
for the answer. The draft mark scheme for this paper
shows that, at present, the only acceptable answer is
719.20

SAMs Paper 2F Q22 / Paper 4H Q7

a, b, c and d are 4 integers written in order of size, starting with the smallest integer.
The mean of a, b, c and d is 15
The sum of a, b and c is 39
(a) Find the value of d.
Given also that the range of a, b, c and d is 10
(b) work out the median of a, b, c and d.

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Mark Working Comments

(a) M1 4 × 15 (=60) or The student needs to show some understanding of
a + b + c + d = 15 how a mean is found in order to gain this mark.
or
4
4 × 15 – 39
A1 21
(b) M1 d − a = 10 or a = 11 or As this part of the question uses the answer from
part (a), examiners would be instructed to look at the
a = “21” – 10 or
student’s answer to part (a) and follow that through
b + c = 39 − 11 = 28 into this part of the question, awarding the first mark
for showing an understanding of range.
A1 14

SAMs Paper 1F Q25 / Paper 3H Q10

9.5 cm

A
7.6 cm B

The diagram shows a shape made from triangle ABC and a semicircle with diameter BC.
Triangle ABC is right-angled at B.
AB = 7.6 cm and AC = 9.5 cm.
Calculate the area of the shape.
Give your answer correct to 3 significant figures.

Mark Working Comments

M1 The first mark here is for demonstrating the correct full
9.52 – 7.62 or
process to use Pythagoras’ theorem to find the length of
90.25 – 57.76 or the diameter.
32.49 or 32.5
A1 (BC = ) 5.7

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M1 1
In order to access this problem, students need to be able
2× 7.6 × ‘5.7’ or 21.6(6) to use Pythagoras’ theorem correctly. The subsequent
or 21.7 marks for finding the area of the semicircle are all
dependent on this ability.
This mark is for the correct process to find the area of the
triangle.

( )
M1 The final method mark is for the correct process to find
× ‘5.7’
1 2
2 ×p or the area of the semicircle.
2
12.7(587...) or 12.8
A1 34.4 At the standardisation meeting, a final decision will be
taken as to what answers will be acceptable. A range is
usually given on the mark scheme and any answer within
this range is accepted. The instruction ‘give your answer
correct to 3 significant figures’ is for guidance only.
Students are advised to give the ‘full’ calculator answer
in their working and then give the final rounded answer
on the answer line.

SAMs Paper 4H Q21

Here is triangle LMN, where angle LMN is an obtuse angle.
Diagram NOT accurately drawn

M 8.5 cm N
47°

13.8 cm

Work out the area of triangle LMN.

Give your answer correct to 3 significant figures.

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Mark Working Comments

M1 sin 47 = 15 sin MLN In questions such as this there are frequently many
13.8 8.5 different approaches that students can take. The most
common methods will appear on the mark scheme but
examiners will have been instructed on how to apply
marks to other correct methods. In this question, the
first step has to be to find one of the other angles in
the triangle. The most direct method is shown here.
M1
(
MLN = sin–1 sin 47 × 8.5
13.8 ) Students will frequently go from the initial statement
of the sine rule (or a trigonometric ratio) to the answer
without showing the working for this step. In the event
that the wrong answer is given, two marks will be lost;
students should be encouraged to show all steps in
their working.
A1 MLN = 26.7(73...)
M1 LMN = 180 − 47 – ‘26.7...’ or This mark is awarded for the complete method to find
106(.2260622…) a useful angle.
M1 1 The final method mark is for the complete method for
2 × 8.5 × 13.8 × sin(“106”)
finding the area of the triangle.
A1 56.3

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Understanding mathematical reasoning

Questions testing students’ mathematical reasoning skills can take a number of different
forms. These types of question include those testing the ability to:

• make deductions and draw conclusions

E.g. extend a sequence, make an inference from given statistical information
• construct a chain of reasoning
E.g. show all the steps when solving an equation
• present an argument or proof
E.g. explain why a number is or is not in a sequence, give geometric reasons alongside a
solution, give an algebraic proof
• interpret and communicate information accurately
E.g. graph drawing, take a reading from a graph.
When answering questions with instructions such as ‘Show that’, ‘Prove that’, ‘Show clear
algebraic working’, students must show all steps in their working; failure to do so could
result in the loss of all marks even if the answer given is correct. When working with
graphs students should take particular note of the scales given on the axes as these may be
different. Errors often arise when readings from axes are taken; taking the simple step of
drawing on vertical and horizontal lines on graphs to show where readings are obtained can
help in this regard.

Having the correct equipment in the examination – protractor, ruler and pair of compasses
– is also essential. Students should also practise using such equipment prior to the
examination, particularly protractors where the wrong scale is frequently used.

The following are all examples of questions where reasoning skills, at varying levels, are
required.

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SAMs Paper 2F Q5
Jason runs in a race.

The graph shows his speed, in metres per second (m/s), during the first 10 seconds of the race.

(a) Write down Jason’s speed at 2 seconds.

(b) Write down Jason’s greatest speed.
(c) Write down the time at which Jason’s speed was 3 m/s.

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Mark Working Comments

(a) B1 9 This is a low demand question that is testing the ability of students
to read from graphs.
(b) B1 11.8 This part of the question requires students to interpret the graph to
find the greatest speed.
(c) B1 0.6 The final part of the question again tests accuracy of reading from
the graph and also the interpretation of the scale.

SAMs Paper 1F Q9

ABC is an isosceles triangle.

DCB is a straight line.
AC = AB.
Angle DCA = 132o
Work out the size of angle CAB.
Give a reason for each stage in your working.

Mark Working Comments

M1 180 – 132 (=48) The first three marks are for finding the correct
value for the angle. In order to do this the student is
making deductions.
The first mark is for a correct first step.
M1 180 – 2 ×’48’ The award of the second method mark is for a
complete method to find the required angle.
A1 84
B2 Angles in a triangle sum to 180o, In questions of this type students would be well
base angles of an isosceles triangle advised to write a reason alongside each stage in
are equal, angles on a straight line their working. Correct language should be used.
sum to 180o Credit will be given for any correct method and the
reasons that support it.
(B1 for any correct reason)

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SAMs Paper 1F Q12

On the grid, draw the graph of y = 3x – 4 for values of x from −2 to 3

Mark Working Comments

B4 For a correct line between x = −2 and x = 3 Full marks are awarded for the
correct graph.
B3 For a correct straight line segment through at least 3 A common error is for students
of (−2, −10) (−1, −7) (0, −4) (1, −1) (2, 2) (3, 5) to plot a number of points but
then to forget to join these with
OR for all of (−2, −10) (−1, −7) (0, −4) (1, −1) (2, 2)
a straight line. Another common
(3, 5) plotted but not joined
error is to have the line correct
for the positive values of x and
then make errors when working
with the negative values of x.
B2 For at least 2 correct points plotted OR Some students will attempt
to use the gradient and y- axis
for a line drawn with a positive gradient through
intercept to draw their graph.
(0, −4) and clear intention to use of a gradient of 3
This is a perfectly acceptable
eg. a line through (0, -4) and (0.5, −1) method. but when the scales on
the two axes are different this
can cause problems.
B1 For at least 2 correct points stated (may be in a An appropriate starting point
table) OR for this type of question would
be for students to draw up
for a line drawn with a positive gradient through
their own table of values; using
(0, −4) but not a line joining (0, −4) and (3, 0) OR
the values of x as given in the
a line with gradient 3 question and working out the
corresponding values of y.

SAMs Paper 2F Q19d / Paper 4H Q4e

Solve 5(x + 7) = 2x – 10
Show clear algebraic working.

Mark Working Comments

M1 5x + 35 = 2x – 10 or The first mark is for removing bracket or dividing all terms
by 5
= x + 7 = 2x – 10
5 5
M1 eg. 5x – 2x = −10 – 35 or The second method mark is for isolating x terms in a
correct equation. Although these are method marks, when
7 + = 10 – 2x + x the process is algebraic, accuracy is demanded as well.
5 5
A1 −15 When instructions such as ‘Show clear algebraic working’
appear in questions, students must do just that. In this
question if an answer appears either without algebraic
working or with a trial and improvement method, no marks
will be awarded even if the answer given is correct.

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SAMs Paper 3H Q16

Diagram NOT accurately drawn
C
B
103°

39°
P A

A, B, C and D are points on a circle.

PA is a tangent to the circle.
Angle PAD = 39o
Angle BCD = 103o

Calculate the size of angle ADB.

Give a reason for each stage of your working.

Mark Working Comments

M1 180 − 77 − 39 or The first mark is awarded for a correct first
step; the most common method will be
∠ BAD = 77° and ∠ ABD = 39°or
shown in the mark scheme but other correct
∠ BA “X” = 64° where X is on PA approaches will be accepted.
produced or
a fully correct method to find angle ADB
A1 64
B1 Opposite angles in a cyclic quadrilateral When a question involves circle theorems at
add up to 180o least one of the marks for reasons will be for
stating a correct circle theorem that has been
used.
B1 Alternate segment theorem oe

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SAMs Paper 3H Q18

(
Show that 3 – (x – 1) × x – 1
2

3x + 2 ) a
can be written as x + b where a and b are integers.

Mark Working Comments

M1
(
(x – 1) × 3x2 + 2
x –1 ) Correct method for division. This may not be the first step
seen. In many questions involving algebraic manipulation,
marks can be awarded in a different order.
M1 (x + 1)(x – 1) Correct factorisation of x2 − 1
M1 3(x + 1) (3x + 2) Correct single fraction
eg
(x + 1)
A1 1 This question includes the phrase ‘Show that’; this is an
x+1 indication that all stages in the process must be shown. As
with all questions involving algebraic manipulation, accuracy is
also a feature ; any loss of accuracy will be penalised with the
loss of all subsequent marks.

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Content guidance
Assessment
There are three Assessment Objectives (AOs) for this qualification.

Assessment Objective Weighting

Number and algebra (AO1) 57 – 63%

Shape, space and measure (AO2) 22 – 28%

Handling data (A03) 12 – 18%

These AOs are further broken down into a total of six different sections in the specification
as detailed below. For the Foundation tier, the number of marks for AO1 is split between
number and algebra in the ratio 3 : 2 , this changes for the Higher tier to 1 : 2. There
is therefore a greater emphasis on number than on algebra at Foundation tier, which is
reversed at Higher tier.

On both Foundation and Higher tier, assessment will be through a number of different
question types. These will include, for example, short numerical answers, questions covering
standard techniques, longer numerical answer requiring problem-solving skills, graph drawing,
accurate drawings, questions requiring reasoning. There will be a mix of different question
types on each tier. Question types will be similar to those on the previous specification,
although there will be a slight increase in the number of questions targeting problem solving as
well as questions targeting reasoning, interpretation and communication.

On both tiers the papers will be ramped, i.e. the first questions on the papers will be the
those targeted at the lowest grades on the paper with demand increasing through the
paper, with the more demanding questions at the end. There will be a number of common
questions targeted at the overlap grades of 4 and 5; these will typically be placed towards
the end of the Foundation tier paper and towards the beginning of the Higher tier paper.

Content – what’s changed?

The content of this specification is very similar to that of KMA0 and 4MA0. The main
difference is that some topics have now moved so that they can be assessed on the
Foundation tier papers as well as on the Higher tier papers. There is also some new content
at Higher tier. Full details of the new content at each tier are given below.

Foundation Tier
The amount of content on the Foundation tier has increased in order to accommodate the
award of grade 5. New content is identified below for each section of the specification. The
majority of the new content was previously assessed on the Higher tier only. Past papers for the
Higher tier for 4MA0 will be a good source of practice questions for these topics. The exception
is the introduction of density and pressure (4.4 Measures), which is new to both tiers.

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A formulae sheet will still be provided on page 2 of the examination paper. Please note that
any reference to Pythagoras’ theorem and the trigonometric ratios has been deleted from
the formula sheet; students are expected to know these.

In all tables, wording that has been added into a section has been underlined; where a
completely new section has been added no underlining has been used.

Numbers and the number system (AO1)

This section covers all the basic number skills needed in ‘everyday’ life from arithmetic
through to ratio, proportion and percentages.
Content requirement

Students should be taught to: Notes

1.1 Integers A understand and use integers (positive, negative and
zero)
B understand place value
C use directed numbers in practical situations e.g. temperatures
D order integers
E use the four rules of addition, subtraction,
multiplication and division
F use brackets and the hierarchy of operations
G use the terms ‘odd’, ‘even’, ’prime numbers’, ‘factors’
and ‘multiples’
H identify prime factors, common factors and
common multiples
1.2 Fractions A understand and use equivalent fractions, 8 = 2
simplifying a fraction by cancelling common factors 60 15
in its simplest form (lowest terms)
B understand and use mixed numbers and
vulgar fractions
C identify common denominators
D order fractions and calculate a given fraction of a
given quantity
E express a given number as a fraction of another
number
F use common denominators to add and subtract 2 + 5 31 – 2 2
,
fractions and mixed numbers 3 7    5 3
G convert a fraction to a decimal or a percentage 3 = 0.6 = 60%
5
4 = 0.4444... = 44.4%
9

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Students should be taught to: Notes

1.2 Fractions H understand and use unit fractions as multiplicative
3  5 = 31
inverses 5
I and divide fractions and mixed numbers 2+5
31  22
3 7 ,    5 3
1.3 Decimals A use decimal notation
B understand place value
C order decimals
D convert a decimal to a fraction or a percentage Terminating decimals only
E recognise that a terminating decimal is a fraction 0.65 = 65 = 13
100 20
1.4 Powers and A identify square numbers and cube numbers
roots
B calculate squares, square roots, cubes and cube roots
C use index notation and index laws for multiplication
and division of positive and negative integer powers
including zero
D express integers as a product of powers of prime 720 = 24 × 32 × 5
factors
E find highest common factors (HCF) and lowest
common multiples (LCM)
1.5 Set language A understand the definition of a set
and notation
B use the set notation ∪, ∩ and ∈ and ∉
C understand the concept of the universal set and the  = universal set
empty set and the symbols for these sets
∅ = empty set
D understand and use the complement of a set Use the notation A’
E use Venn diagrams to represent sets
1.6 Percentages A understand that ‘percentage’ means ‘number of
parts per 100’
B express a given number as a percentage of another
number
C express a percentage as a fraction and as a decimal
D understand the multiplicative nature of percentages
15% of 120 = 15 × 120
as operators 100

E solve simple percentage problems, including

percentage increase and decrease
F use reverse percentages In a sale, prices were reduced by
30%. The sale price of an item was
£17.50
Calculate the original price of the item.
G use compound interest and depreciation

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Students should be taught to: Notes

1.7 Ratio and A use ratio notation, including reduction to its Express in the form
proportion simplest form and its various links to fraction
1 : n
notation
B divide a quantity in a given ratio or ratios Share £416 in the ratio 5 : 3 or
4 : 3 : 1
C use the process of proportionality to evaluate
unknown quantities
D calculate an unknown quantity from quantities that s varies directly as t
vary in direct proportion
Find the missing value in a table
E solve word problems about ratio and proportion Including maps and scale
diagrams
1.8 Degree of A round integers to a given power of 10
accuracy
B round to a given number of significant figures or
decimal places
C identify upper and lower bounds where values are
given to a degree of accuracy
D use estimation to evaluate approximations to By rounding values to 1 significant
numerical calculations figure
1.9 Standard form A calculate with and interpret numbers in the form a × 150 000 000 = 1.5 × 108    

10n where n is an integer and 1  a < 10

1.10 Applying A use and apply number in everyday personal,
number domestic or community life
B 
carry out calculations using standard units of mass, Metric units only
length, area, volume and capacity
C understand and carry out calculations using time,
and carry out calculations using money, including
converting between currencies
1.11 Electronic A use a scientific electronic calculator to determine
calculators numerical results

Content new to this section

1.2 Fractions F use common denominators to add and subtract fractions and
mixed numbers
I multiply and divide fractions and mixed numbers

In this table, bold and underlined words indicate new content.

Arithmetic of fractions has always been assessed on the Foundation tier. The phrase ‘and
mixed numbers’ has been included to aid clarity. In order to accommodate the fact that
candidates have access to a calculator in both papers, there will always be a requirement
to show full working in questions testing straightforward arithmetic as fractions. This has
always been the case in the International GCSE. Where the arithmetic of fractions is needed
in a more complex problem, unless otherwise stated, candidates will be permitted to use
their calculators.

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Example assessment of this topic from SAMs

SAMs Paper 2F Q25 / Paper 4H Q10 (part (b) only)

5 1 13
(a) Show that + =
9 6 18
(2) 

2 5 5
(b) Show that 4  3 = 1
3 9 16
(3)

1.3 Decimals B understand place value

‘Understand place value’ has been added in as 1.3B to clarify that candidates are expected
to be able to write down the value of, for example, the digit 3 in the number 24.536

1.4 Powers and roots C use index notation and index laws for multiplication and division
of positive and negative integer powers including zero
E find highest common factors (HCF) and lowest common
multiples (LCM)

The use of negative powers (including zero) is now a feature of the Foundation tier.
Candidates may, for example, be asked to simplify 5-6 × 52 and give their answer as a power
of 5

Candidates may be asked to find the LCM and/or HCF of either two of three numbers. As
the use of Venn diagrams to represent sets is on the Foundation tier, centres may wish to
combine these topics along with writing a number of the product of its prime factors.

Example assessment of this topic from SAMs

SAMs Paper 2F Q16 / Paper 4H Q1

Find the lowest common multiple (LCM) of 20, 30 and 45 (3)

1.5 Set language and D understand and use the complement of a set
notation
E use Venn diagrams to represent sets

At Foundation tier, candidates are now expected to be able to use Venn diagrams to
represent sets. The use of set language and notation has been extended to include, for
example, the use of A’ for the complement of set A.

1.6 Percentages F use reverse percentages

G use compound interest and depreciation

Work on percentages at Foundation tier has been extended to include compound interest
and depreciation as well as reverse percentages.

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Example assessment of this topic from SAMs

SAMs Paper 2F Q23 / Paper 4H Q8

Kwo invests HK$40 000 for 3 years at 2% per year compound interest.
Work out the value of the investment at the end of 3 years. (3)
The question below is of a type that has featured on Foundation tier papers in the past. More
demanding questions can now be set on this topic. For example, in the question below the sale
price rather than the price reduction could be given with the same demand.

Example assessment of this topic from SAMs

SAMs Paper 1F Q23 / Paper 3H Q8

In a sale, all normal prices are reduced by 15%
The normal price of a mixer is reduced by 22.50 dollars.
Work out the normal price of the mixer. (3)

1.9 Standard A S olve Problems involving calculate with and interpret numbers in the form
form standard form
a × 10n where n is an integer and 1 × a < 10

Standard form is a completely new topic on the Foundation tier. Candidates will be expected to
able to convert between ordinary numbers and numbers in standard form. They will also need
to be able to order numbers in standard form, this could be done by conversion to ordinary
numbers. As candidates have access to a calculator in both examination papers, it would be
appropriate to teach candidates how to use their calculator for calculations in standard form.

Example assessment of this topic from SAMs

SAMs Paper 1F Q24 / Paper 3H Q9

The table shows the diameters, in kilometres, of five planets.

Planet Diameter (km)

Venus 1.2 × 104
Jupiter 1.4 × 105
Neptune 5.0 × 104
Mars 6.8 × 103
Saturn 1.2 × 105

(a) Write 1.4 × 105 as an ordinary number. (1)

(b) Which of these planets has the smallest diameter? (1)
(c) Calculate the difference, in kilometres, between the diameter of Saturn and the diameter of
Neptune.
Give your answer in standard form. (2)

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Equations, formulae and identities (AO1)

This section covers the basics of algebra. Some questions will cover straightforward algebraic
processes and techniques whilst there may be scope for producing solutions to other
questions by forming and solving linear equations.

Content requirement

Students should be taught to: Notes

2.1 Use of A understand that symbols may be used
symbols to represent numbers in equations or
variables in expressions and formulae
B understand that algebraic expressions
follow the generalised rules of arithmetic
C use index notation for positive and
negative integer powers (including zero)

D use index laws in simple cases

2.2 Algebraic A evaluate expressions by substituting
manipulation numerical values for letters
B collect like terms
C multiply a single term over a bracket
D take out common factors
E expand the product of two simple linear
expressions
F understand the concept of a quadratic
expression and be able to factorise such
expressions (limited to x2 + bx + c)

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2.3 A understand that a letter may represent an

Expressions unknown number or a variable
and formulae B 
use correct notational conventions for
algebraic expressions and formulae
C substitute positive and negative integers, Evaluate 2x – 3y when x = 4 and
decimals and fractions for words and y = −5
letters in expressions and formulae
D use formulae from mathematics and other
real-life contexts expressed initially in
words or diagrammatic form and
convert to letters and symbols
E derive a formula or expression
F change the subject of a formula where the Make r the subject of
subject appears once A = r2
Make t the subject of
v = u + at
2.4 Linear A solve linear equations, with integer or 5x + 8 = 12
equations fractional coefficients, in one unknown in
7(x + 3) = 5x – 8
which the unknown appears on either side
or both sides of the equation 4x + 5 = 3
2
B set up simple linear equations from given The three angles of a triangle
data are a°,
(a + 10)°, (a + 20)°.
Find the value of a
2.5 Higher Tier Only
Proportions
2.6 A calculate the exact solution of two x + y = 14, x – y = 2
Simultaneous simultaneous equations in two unknowns
2a + 5b = 12,
linear
equations 3a + b = 5
2.7 Quadratic A solve quadratic equations by factorisation Solve x2 + x – 30 = 0
equations (limited to x2 + bx + c = 0)
2.8 A understand and use the symbols ,,  To include double- ended
Inequalities and  inequalities, e.g. 1  x  5
B understand and use the convention for
open and closed intervals on a number line
C solve simple linear inequalities in one 3x – 2  10, so x  4
variable and represent the solution set on 7 − x  5, so x  2
a number line
3x+25
so 1 < x  3
D represent simple linear inequalities on Shade the region defined by the
rectangular Cartesian graphs inequalities x  0,
y  1, x + y  5
E identify regions on rectangular Cartesian Conventions for the inclusion of
graphs defined by simple linear inequalities boundaries are not required

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Content new to this section

2.1 Use of symbols C use index notation for positive and negative integer powers
(including zero)

The testing of the index laws (see 1.4C) could be through using variables raised to a power as in the
question below.

Example assessment of this topic from SAMs

SAMs Paper 2F Q19 / Paper 4H Q4

(a) Simplify p5 × p4 (1)

(b) Simplify (m4)−3 (1)

(c) Write down the value of c0 (1)

2.2 Algebraic manipulation D take out common factors

F understand the concept of a quadratic expression and be able
to factorise such expressions
(limited to x2 + bx + c)

The previous specification limited taking out common factors to a single common factor,
for example factorise 3x + 12. This restriction has now been removed so candidates could be
required to factorise an expression fully, as shown in the example below.

Example assessment of this topic from SAMs

SAMs Paper 1F Q21a / Paper 3H Q6a

Factorise fully 18e3f + 45e2f 4 (2)

In the previous specification candidates were expected to be able to expand the product of
two linear brackets. This has now been extended into the requirement to be able to factorise
the resulting quadratic function. This also extends further into solving a quadratic equation
by factorising.

For example, factorise x2 + 2x − 15, factorise x2 − 25

2.3 Expressions and formulae F change the subject of a formula where the subject
appears once

Questions requiring a change of subject will be limited to those where the subject appears
once only. For example, make r the subject of t = 2r + 7; make p the subject of m = 3p2

2.6 Simultaneous linear equations A calculate the exact solution of two simultaneous
equations in two unknowns

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In 2.6, the word ‘simple’ has been deleted, as in the previous specification the requirement
was to ‘solve two simple simultaneous equations’. Therefore, questions such as the one
shown below can now be asked. The requirement to show clear algebraic working will still be
present. This means that candidates will have to use an algebraic approach in their solutions.
Correct answers without any supporting algebraic working will not score any marks.

Example assessment of this topic from SAMs

SAMs Paper 2F Q24 / Paper 4H Q9

Solve the simultaneous equations
3x + y = 13
x – 2y = 9
Show clear algebraic working. (3)

2.7 Quadratic A solve quadratic equations by factorisation

expressions (limited to x2 + bx + c = 0)

In conjunction with the requirement in 2.2F to factorise quadratic expressions, candidates

are expected to able to use this technique to solve quadratic equations.

Example assessment of this topic from SAMs

SAMs Paper 1F Q21b / Paper 3H Q6b

Solve x2 – 4x – 12 = 0

Show clear algebraic working. (3)

Sequences, functions and graphs (AO1)

This section covers the basics of sequences. Some questions will cover straightforward
algebraic processes and techniques whilst there may be scope for producing solutions to
other questions by forming and solving linear equations.

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Content requirement

Students should be taught to: Notes

3.1 Sequences A generate terms of a sequence using term-to-term and Including odd, even, squares,
position-to-term definitions of the sequence multiples and powers
B find subsequent terms of an integer sequence and the 5, 9, 13, 17, …
rule for generating it
(add 4)

1, 2, 4, 8, …
(multiply by 2)
C use linear expressions to describe the nth term of 1, 3, 5, 7, 9…
arithmetic sequences
nth term is 2n – 1
nth term is 4n + 3, write down the
first 3 terms of the sequence
3.2 Function Higher tier only
notation
3.3 Graphs A interpret information presented in a range of linear To include speed/time and
and non-linear graphs distance/time graphs
B understand and use conventions for rectangular
Cartesian coordinates
C plot points (x, y) in any of the four quadrants or
locate points with given coordinates

D determine the coordinates of points identified by

geometrical information
E determine the coordinates of the midpoint of a line
segment, given the coordinates of the two end points
F draw and interpret straight line conversion graphs To include currency conversion
graphs
G find the gradient of a straight line gradient = (increase in y) ÷
(increase in x)

H recognise that equations of the form y = mx + c are Write down the gradient and
straight line graphs with gradient m and intercept on coordinates of the y intercept of
the y-axis at the point (0, c) y = 3x + 5;
Write down the equation of the
straight line with gradient 6 that
passes through the point (0, 2)
I recognise, generate points and plot graphs of linear To include x = k,
and quadratic functions y = c, y = x, y − x = 0
Including completion of values in
tables and equations of the form
ax + by = c
3.4 Calculus Higher Tier only

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Content new to this section

3.1 Sequences C use linear expressions to describe the nth term of arithmetic
sequences

Candidates entering the Foundation tier can now be asked to describe the nth term of
arithmetic sequences. This has long been a requirement on the Higher tier where many
example questions can be found.

Example assessment of this topic from SAMs

SAMs Paper 2F Q17 / Paper 4H Q2

The first four terms of an arithmetic sequence are

2 9 16 23

Write down an expression, in terms of n, for the nth term. (2)

3.3 Graphs H recognise that equations of the form y = mx + c are straight line
graphs with gradient m and intercept on the y-axis at the point (0, c)
I recognise, generate points and plot graphs of linear and quadratic
functions

The requirement in 3.3H has been extended so that candidates could, for example, be
asked to write down the gradient and the coordinates of the y-axis intercept of the graph
of y = 3x + 4. The inclusion of the word ‘recognise’ in 3.3I means that candidates could, for
example, be given the graphs of several linear functions and then be asked to identify which
of these is the graph of y = 2x + 1

Geometry and trigonometry (AO2)

This section covers the basics of geometry and trigonometry. Some questions will cover
straightforward processes and techniques whilst there may be more challenging problem-
solving style questions or some involving mathematical reasoning.

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Content requirement
Students should be taught to: Notes
4.1 Angles, lines A distinguish between acute, obtuse, reflex
and triangles and right angles
B use angle properties of intersecting lines, Angles at a point, vertically
parallel lines and angles on a straight line opposite angles, alternate
angles, corresponding angles,
allied angles
C understand the exterior angle of a triangle
property and the angle sum of a triangle
property
D understand the terms ‘isosceles’,
‘equilateral’ and ‘right-angled triangles’ and
the angle properties of these triangles
4.2 Polygons A recognise and give the names of polygons To include parallelogram,
rectangle, square, rhombus,
trapezium, kite, pentagon,
hexagon and octagon
B understand and use the term ‘quadrilateral’ The four angles of a
and the angle sum property of quadrilateral are 90°,
quadrilaterals (x + 15)°, (x +25)° and
(x + 35)°
Find the value of x
C understand and use the properties of the
parallelogram, rectangle, square, rhombus,
trapezium and kite
D understand the term ‘regular polygon’ and
calculate interior and exterior angles of
regular polygons
E understand and use the angle sum of For a polygon with n sides,
polygons the sum of the interior angles
is (2n – 4) right angles
F 
understand congruence as meaning the
same shape and size
G understand that two or more polygons
with the same shape and size are said to be
congruent to each other
4.3 Symmetry A identify any lines of symmetry and the Name a quadrilateral with no
order of rotational symmetry of a given lines of symmetry and order
two-dimensional figure of rotational symmetry of 2

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Students should be taught to: Notes

4.4 Measures A interpret scales on a range of measuring
instruments
B calculate time intervals in terms of the 24- Use am and pm
hour and the 12-hour clock
C make sensible estimates of a range of
measures
D understand angle measure including three-
figure bearings
E measure an angle to the nearest degree

F 
understand and use the relationship
between average speed, distance and time
G use compound measure such as speed, Formula for pressure will be
density and pressure given
4.5 Construction A measure and draw lines to the nearest
millimetre
B construct triangles and other two-
dimensional shapes using a combination of
a ruler, a protractor and compasses
C solve problems using scale drawings

D use straight edge and compasses to:

(i) c onstruct the perpendicular bisector of
a line segment
(ii) c onstruct the bisector of an angle
4.6 Circle A recognise the terms ‘centre’, ‘radius’, ‘chord’,
properties ‘diameter’, ‘circumference’, ‘tangent’, ‘arc’,
‘sector’ and ‘segment’ of a circle
B understand chord and tangent properties Two tangents from a point
of circles to a circle are equal in length
Tangents are perpendicular
to the radius at the point of
contact.
The line from the centre of a
circle which is perpendicular
to a chord bisects the chord
(and the converse)
4.7 Geometrical A give informal reasons, where required, Reasons will only be required
reasoning when arriving at numerical solutions to for geometrical calculations
geometrical problems based on lines (including
chords and tangents),
triangles or polygons

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Students should be taught to: Notes

4.8 A know, understand and use Pythagoras’
Trigonometry theorem in two dimensions
and Pythagoras’ B know, understand and use sine, cosine
theorem and tangent of acute angles to determine
lengths and angles of aright-angled triangle
C apply trigonometrical methods to solve To include bearings
problems in two dimensions
4.9 Mensuration A convert measurements within the metric e.g. cm2 to m2 and vice versa
of 2-D shapes system to include linear and area units
B find the perimeter of shapes made from
triangles and rectangles
C find the area of simple shapes using the
formulae for the areas of triangles and
rectangles
D find the area of parallelograms and trapezia
E find circumferences and areas of circles
using relevant formulae; find perimeters
and areas of semicircles
4.10 3-D shapes A recognise and give the names of solids To include cube, cuboid,
and volume prism, pyramid, cylinder,
sphere and cone
B understand the terms ‘face’, ‘edge’ and
‘vertex’ in the context of 3-D solids
C find the surface area of simple shapes
using the area formulae for triangles and
rectangles
D find the surface area of a cylinder
E find the volume of prisms, including
cuboids and cylinders, using an appropriate
formula
F convert between units of volume within e.g. cm3 to m3 and vice versa
the metric system and 1 litre = 1000 cm3
4.11 Similarity A understand and use the geometrical
properties that similar figures have
corresponding lengths in the same
ratio but corresponding angles remain
unchanged
B use and interpret maps and scale drawings

Content new to this section

4.4 Measure G use compound measure such as speed, density and pressure

The use of density and pressure are new additions to the specification. The formula for
pressure will be given in any question where this is needed; the formulae for speed and
density will not be given. The question from the SAMs shown below is a more demanding
question testing knowledge of density in a problem.

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Example assessment of this topic from SAMs

SAMs Paper 2F Q18 / Paper 4H Q3

Diagram NOT accurately drawn

The diagram shows a solid prism.

The cross section of the prism is a trapezium.
The prism is made from wood with density 0.7 g/cm3
Work out the mass of the prism. (4)

4.8 Trigonometry and Pythagoras’ A know, understand and use Pythagoras’ theorem in
theorem two dimensions
B know, understand and use sine, cosine and tangent
of acute angles to determine lengths and angles of a
right-angled triangle

The inclusion of the word ‘know’ in both 4.8A and 4.8B is an indication that all reference to
Pythagoras’ theorem and the trigonometric ratios has been deleted from the formula sheet;
candidates are now expected to know and be able to use the relevant formulae. The style
of question shown below is consistent with that seen in the previous specification.
Question 25 from Paper 1F, shown in the following section, shows how the use of
Pythagoras’ theorem can be incorporated into a problem solving type question.

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Example assessment of this topic from SAMs

SAMs Paper 1F Q22 / Paper 3H Q7

Calculate the length of PR. Diagram NOT accurately drawn

Give your answer correct to 3 significant figures. (3)

4.9 Mensuration of 2-D shapes E find circumferences and areas of circles using relevant
formulae; find perimeters and areas of semicircles

The work on circles expected in the previous specification has been extended at Foundation
tier to include semicircles. The example question below shows the need to find the area of a
semicircle where the radius has first to be calculated.

Example assessment of this topic from SAMs

Paper 1F Q25 / Paper 3H Q10

Diagram NOT accurately drawn

The diagram shows a shape made from triangle ABC and a semicircle with diameter BC.
Triangle ABC is right-angled at B.
AB = 7.6 cm and AC = 9.5 cm.
Calculate the area of the shape.
Give your answer correct to 3 significant figures. (5)

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Vectors and transformation geometry (AO2)

Content requirement
Students should be taught to: Notes
5.1 Vectors Higher Tier only
5.2 Transformation A understand that rotations are specified
geometry by a centre and an angle
B rotate a shape about a point through a
given angle
C recognise that an anticlockwise rotation
is a positive angle of rotation and a
clockwise rotation is a negative angle of
rotation
D understand that reflections are specified Such as x = 1, y = 2, y = x,
by a mirror line y–x=0
E construct a mirror line given an object e.g. reflect a triangle in the
and reflect a shape given a mirror line line y = x
F understand that translations are specified
by a distance and direction
G translate a shape
H understand and use column vectors in
translations
I understand that rotations, reflections
and translations preserve length and
angle so that a transformed shape under
any of these transformations remains
congruent to the original shape
J understand that enlargements are Positive scale factor only
specified by a centre and a scale factor (including fractions)
K understand that enlargements preserve
angles and not lengths
L enlarge a shape given the scale factor With or without a centre
given
M identify and give complete descriptions
of transformations

Content new to this section

5.2 Transformation geometry H understand and use column vectors in translations

In the previous specification use of column vectors was not expected when describing or
carrying out translations. In this specification, candidates are now expected to understand
and use vectors in such circumstances.

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Example assessment of this topic from SAMs

Paper 2F Q21 / Paper 4H Q6

21

y
5
4
3
2
B
1

–6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6 x
–1
–2
–3
–1
–4
–5
A
–6

–7

(5)
a) On the grid, translate triangle A by the vector 2 (1)

Statistics and probability (AO3)

Content requirement
Students should be taught to: Notes
6.1 Graphical A use different methods of presenting data Pictograms, bar charts and
representation pie charts, and only two-
of data way tables
B use appropriate methods of tabulation
to enable the construction of statistical
diagrams
C interpret statistical diagrams
6.2 Statistical A understand the concept of average Data could be in a list or
measures tabulated form
B calculate the mean, median, mode and Includes simple problems
range for a discrete data set using these measures
C calculate an estimate for the mean for
grouped data

D identify the modal class for grouped data

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6.3 Probability A understand the language of probability Outcomes, equal likelihood,

events, random
B understand and use the probability scale P(certainty) = 1
P(impossibility) = 0
C understand and use estimates or measures
of probability from theoretical models

D find probabilities from a Venn diagram

E understand the concepts of a sample space For the tossing of two coins,
and an event, and how the probability of an the sample space can be
event happening can be determined from listed as:
the sample space
Heads (H), Tails (T): (H, H),
(H, T), (T, H), (T, T)
F list all the outcomes for single events and
for two successive events in a systematic
way
G estimate probabilities from previously
collected data
H calculate the probability of the complement P(A’)= 1– P(A)
of an event happening

I use the addition rule of probability for P(Either A or B occurring)

mutually exclusive events
= P(A) + P(B) when A and B
are mutually exclusive
J 
understand and use the term ‘expected Determine an estimate of
frequency’ the number of times an
event with a probability of
0.4 will happen over 300
tries

Higher tier
It is important to note that the Higher tier assumes knowledge of the Foundation tier and
all content included in the Foundation tier could be assessed in the Higher tier papers,
provided that the question is targeting at least grade 4.

A formulae sheet will still be provided on page 2 of the examination paper. Please note that
any reference to Pythagoras’ theorem and the trigonometric ratios has been deleted from
the formula sheet; candidates are expected to know these. The formula for the sum to n
terms of an arithmetic series has been added.

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Numbers and the number system (AO1)

Content requirement
Students should be taught to: Notes
1.1 Integers See Foundation Tier
1.2 Fractions See Foundation Tier
1.3 Decimals A convert recurring decimals into fractions 0.32 = 0.322... 29
90
1.4 Powers and A understand the meaning of surds Simplify:
roots √8 + 3√32
B manipulate surds, including rationalising Express in the form
a denominator a + b √2 : (3 + 5√2)2
Rationalise:
2 ; 1
√8 2 – √3
C use index laws to simplify and evaluate Evaluate:
numerical expressions involving integer,
(1)
–
1 3
3
fractional and negative powers √82, 625 2 , 25 2

1.5 Set language A understand sets defined in algebraic If A is a subset of B, then

and notation terms, and understand and use subsets A⊂B
B use Venn diagrams to represent sets and
the number of elements in sets
C use the notation n(A) for the number of
elements in the set A
D use sets in practical situations
1.6 Percentages A use repeated percentage change Calculate the total
percentage increase when an
increase of 30% is followed
by a decrease of 20%
B solve compound interest problems
1.7 Ratio and See Foundation tier
proportion
1.8 Degree of A solve problems using upper and lower The dimensions of a
accuracy bounds where values are given to a rectangle are 12 cm and 8
degree of accuracy cm to the nearest cm
Calculate, to 3 significant
figures, the smallest possible
area as a percentage of the
largest possible area
1.9 Standard form A solve problems involving standard form

1.10 Applying See Foundation Tier

number
1.11 Electronic See Foundation Tier
calculators

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New content
1.4 Powers and roots B manipulate surds, including rationalising a denominator

In the previous specification, rationalising a denominator was restricted to the denominator being a
pure surd; this is no longer the case as can be seen in the example question shown below. Candidates
are expected to understand and be able to use the ‘difference of two squares’ to eliminate surds from
the denominator. As calculators can be used on both papers, it is important that the instruction to
‘show your working clearly’ is followed and candidates show all steps, including the method used to
simplify surds as required. For example, √12 = √4 × 3 = 2√3

Example assessment of this topic from SAMs

SAMs Paper 4H Q24

√12 – 1
Show that 2 – √3 can be written as 4 + 3 √3

Show your working clearly. (4)

Equations, formulae and identities (AO1)

Content requirement
Students should be taught to: Notes
2.1 Use of A use index notation involving
symbols fractional, negative and zero powers
2.2 Algebraic A expand the product of two or more Expand and simplify
manipulation linear expressions (x + 2)(x + 3)(x – 1)
B understand the concept of a Factorise
quadratic expression and be able to
6x2 – 5x – 6
factorise such expressions
C manipulate algebraic fractions Express as a single fraction
where the numerator and/or the 3x + 1 – x – 2
denominator can be numeric, linear x+2 x+1
or quadratic
Simplify
2x2 + 3x
4x2 – 9
D complete the square for a given Write 2x2 + 6x – 1 in the form
quadratic expression
a(x + b)2 + c
E use algebra to support and
construct proofs

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2.3 Expressions A understand the process of

Make r the subject of V = 4  r3
and formulae manipulating formulae or equations 3
to change the subject, to include
cases where the subject may appear Make a the subject of
twice or a power of the subject 3a + 5 = 4 – a
occurs r
Make l the subject of
l
T = 2
g
2.4 Linear See Foundation Tier Notes
equations
For example
2x – 3 + x + 2 = 5
6 3 2
2.5 Proportion A set up problems involving direct To include only the following:
or inverse proportion and relate
algebraic solutions to graphical y ∝ x, y ∝ 1
x
representation of the equations
y ∝ x2, y ∝ 12
x
y ∝ x3, y ∝ 13
x
y ∝ √x, y ∝ 1
√x
2.6 Simultaneous A calculate the exact solution of two 2x + 3y = 17
linear equations simultaneous equations in two
3x – 5y = 35
unknowns
B interpret the equations as lines and
the common solution as the point
of intersection
2.7 Quadratic A solve quadratic equations by 2x2 – 3x + 1 = 0,
equations factorisation
x(3x – 2) = 5
B solve quadratic equations by using
the quadratic formula or completing
the square
C form and solve quadratic equations
from data given in a context
D solve simultaneous equations in y = 2x – 11 and
two unknowns, one equation being
x2 + y2 = 25
linear and the other being quadratic

y = 11x – 2 and
y = 5x2

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2.8 Inequalities A solve quadratic inequalities in one unknown x2  25, 4x2 > 25
and represent the solution set on a number
line x2 + 3x + 2 > 0
B identify harder examples of regions defined Shade the region defined
by linear inequalities by the inequalities x  4,
y  2x + 1,
5x + 2y  20

Content changes
2.2 Algebraic manipulation A expand the product of two or more linear expressions
D complete the square for a given quadratic expression
E use algebra to support and construct proofs

The standard technique of expanding the product of linear expressions has been extended
so that more than two linear expressions can be expanded. In practice, this is likely to be
limited to three linear expressions as shown below.

Example assessment of this topic from SAMs

SAMs Paper 3H Q11

Expand and simplify (x + 5) (x – 3) (x + 3) (3)

The inclusion of 2.2E explicitly states that the use of algebra to support and construct
proofs will be assessed. In the previous specification, questions requiring this type of
skill were set but using the word ‘show’ rather than ‘prove’. Past papers from the GCSE
Mathematics 1MA0 specification are a good source for questions of this type.

KMAO June 2015 Paper 4H Q20b

Show, using algebra, that the sum of any 4 consecutive odd numbers is always a multiple of 8.

1MA0 June 2014 Paper 2H Q14b

Prove algebraically that

(2n + 1)2 – (2n + 1) is an even number

for all positive integer values of n.

2.7 Quadratic equations B solve quadratic equations by using the quadratic formula or
completing the square

The requirement to solve quadratic equations by completing the square is new to this
specification. Candidates may also be asked, as shown below, to complete the square as a
stand-alone process and possibly then use this to help them answer a subsequent question.

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Example assessment of this topic from SAMs

SAMs Paper 4H Q22
(a) Write 2x2 − 8x + 9 in the form a(x + b)2 + c (3)
(b) Hence, or otherwise, explain why the graph of the curve with equation
y = 2x2 − 8x + 9 = 0 does not intersect the x-axis.(1)

Sequences, functions and graphs (AO1)

Content requirement
Students should be taught to: Notes
3.1 Sequences A understand and use common difference (d) e.g. given 2nd term is 7 and
and first term (a) in an arithmetic sequence 5th term is 19, find a and d
B know and use nth term = a + (n – 1)d

C find the sum of the first n terms of an e.g. given

arithmetic series (Sn) 4 + 7 + 10 + 13 + ..
find sum of first 50 terms
3.2 Function A understand the concept that a function is a
notation mapping between elements of two sets
B use function notations of the form f(x) = …
and f : x a …
C understand the terms ‘domain’ and ‘range’ and 1
f(x) =
which values may need to be excluded from a x–2
domain exclude x = 2

D understand and find the composite function fg ‘fg’ will mean ‘do g first,
and the inverse function f-1 then f’
3.3 Graphs A recognise, plot and draw graphs with equation: y = x3
y = Ax3 + Bx2 + Cx + D in which:
y = 3x3 – 2x2 + 5x – 4
(i) the constants are integers and some could
be zero y = 2x3 – 6x + 2
(ii) the letters x and y can be replaced with V = 60w(60 – w)
any other two letters or:
y = 1, x ≠ 0,
y = Ax3 + Bx2 + Cx + D + E + F x
in which:
x x
y = 2x2 = 3x + 1 ,
(i) the constants are numerical and at least x
three of them are zero
x ≠ 0,
(ii) the letters x and y can be replaced with
any other two letters or: y = 1 (3x2 – 5),
x

y = sin x, y = cos x, y = tan x for angles of any
size (in degrees) x ≠ 0,
w = 52 , d ≠ 0
d

B apply to the graph of y = f(x) the transformations

y = f(x) + a, y = f(ax), y = f(x + a),
 y = af(x) for linear, quadratic, sine and cosine
functions

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C interpret and analyse transformations of

functions and write the functions algebraically
D find the gradients of non-linear graphs By drawing a tangent
E find the intersection points of two graphs, The x values of the
one linear (y1) and one non-linear (y2), and intersection of the two
recognise that the solutions correspond to the graphs:
solutions of (y1 – y2) = 0
y = 2x + 1
y = x2 + 3x – 2
are the solutions of:
x2 + x – 3 = 0
Similarly, the x values of
the intersection of the
two graphs:
y=5
y = x3 – 3x2 + 7
are the solutions of:
x3 – 3x2 + 2 = 0
F calculate the gradient of a straight line given Find the equation of the
the coordinates of two points straight line through
(1, 7) and (2, 9)
G find the equation of a straight line parallel to a Find the equation of the
given line; find the equation of a straight line line perpendicular to
perpendicular to a given line
y = 2x + 5 through the
point (3, 7)
3.4 Calculus A understand the concept of a variable rate of
change
B differentiate integer powers of x
C determine gradients, rates of change, stationary Find the coordinates
points, turning points (maxima and minima) by of the maximum and
differentiation and relate these to graphs minimum points
D distinguish between maxima and minima by
considering the general shape of the graph only
E apply calculus to linear kinematics and to other The displacement, s
simple practical problems metres, of a particle from
a fixed point O after t
seconds is given by:
s = 24t2 – t3,
0  t  20
Find expressions for
the velocity and the
acceleration

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Changes to content
3.1 Sequences A understand and use common difference (d) and first term (a) in an
arithmetic sequence
B know and use nth term = a + (n – 1)d
C find the sum of the first n terms of an arithmetic series (Sn)

The requirement to be able to write down an expression for the nth term of an arithmetic
sequence was a feature of the previous specification and continues in this specification,
although this will now be assessed on both tiers. Additional to the Higher tier only is
understanding the various terminology and formulae needed to take this topic further. The
formula for the sum of the first n terms of an arithmetic series will be given on the formulae
sheet but the formula for the nth term will not.

Example assessment of this topic from SAMs

SAMs Paper 3H Q23

The 4th term of an arithmetic series is 17
The 10th term of the same arithmetic series is 35
Find the sum of the first 50 terms of this arithmetic series. (5)

3.3 Graphs A recognise, plot and draw graphs with equation:

y = Ax3 + Bx2 + Cx + D in which:
(i) the constants are integers and some could be zero
(ii) the letters x and y can be replaced with any other two letters or:

y = Ax3 + Bx2 + Cx + D + E + F in which:

x x2
(i) the constants are numerical and at least three of them are zero
(ii) the letters x and y can be replaced with any other two letters or:
y = sin x, y = cos x, y = tan x for angles of any size (in degrees)
B apply to the graph of y = f(x) the transformations
y = f(x) + a, y = f(ax), y = f(x + a),
y = af(x) for linear, quadratic, sine and cosine functions
C interpret and analyse transformations of functions and write the functions
algebraically
G find the equation of a straight line parallel to a given line; find the
equation of a straight line perpendicular to a given line

The inclusion of the word ‘recognise’ in 3.3A enables questions like the one shown below to
be set. Additionally, candidates are now required to be able to recognise, plot and draw the
graphs of the three trigonometric functions.

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Example assessment of this topic from SAMs

SAMs Paper 4H Q19

Here are nine graphs.

Complete the table below with the letter of the graph that could represent each given equation.

Equation Graph

y = sinx

y = 2 − 3x

y = x2 + x − 6

y = x3 + 3x2 − 2
(3)
The introduction of 3.3B and 3.3C means that questions will now be set assessing
knowledge of the transformation of functions. The question below shows one way of doing
this. Instead of being asked to give specific coordinates, candidates could also be asked to
sketch say y = f(x + 3) given the graph of y = f(x). Examples of this type of question can be
found in past papers for GCSE Mathematics 1MA0.

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Example assessment of this topic from SAMs

SAMs Paper 3H Q20

The diagram shows part of the curve with equation y = f(x)

The coordinates of the maximum point of the curve are (3, 5)

(a) Write down the coordinates of the maximum point of the curve with equation

(i) y = f(x + 3) (1)

(ii) y = 2f(x) (1)

(iii) y = f(3x) (1)

The curve with equation y = f(x) is transformed to give the curve with

equation y = f(x) – 4

(b) Describe the transformation. (1)

The work on coordinates geometry has been extended in 3.3G to perpendicular lines, in the
previous specification work was restricted to parallel lines only. Candidates may be asked,
for example, to write down the equation of a line parallel to or perpendicular to y = 3x + 5
that passes through the point (0,2). The example question shown below from the SAMs
shows a variation on this theme.

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Example assessment of this topic from SAMs

SAMs Paper 3H Q13b

Line L1 has equation y = 3x + 5
Line L2 has equation 6y + 2x = 1

(b) Show that L1 is perpendicular to L2 (2)

Geometry and trigonometry (AO2)

Content requirement
Students should be taught to: Notes
4.1 Angles, lines See Foundation Tier
and triangles
4.2 Polygons See Foundation Tier
4.3 Symmetry See Foundation Tier
4.4 Measures See Foundation Tier

4.5 Construction See Foundation Tier

4.6 Circle A understand and use the internal and external
properties intersecting chord properties
B recognise the term ‘cyclic quadrilateral’
C understand and use angle properties of the Formal proof of these
circle including: theorems is not required
(i) angle subtended by an arc at the centre
of a circle is twice the angle subtended
at any point on the remaining part of the
circumference
(ii) angle subtended at the circumference by a
diameter is a right angle
(iii) angles in the same segment are equal
(iv) the sum of the opposite angles of a cyclic
quadrilateral is 180°
(v) the alternate segment theorem
4.7 Geometrical A provide reasons, using standard geometrical
reasoning statements, to support numerical values for
angles obtained in any geometrical context
involving lines, polygons and circles

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4.8 A understand and use sine, cosine and tangent of

Trigonometry obtuse angles
and Pythagoras’ B understand and use angles of elevation and
theorem depression
C understand and use the sine and cosine rules
for any triangle
D use Pythagoras’ theorem in three dimensions
1
E understand and use the formula ab sin C for
2
the area of a triangle

F apply trigonometrical methods to solve The angle between

problems in three dimensions, including finding two planes will not be
the angle between a line and a plane required
4.9 Mensuration A find perimeters and areas of sectors of circles Radian measure is
excluded
4.10 3-D shapes A find the surface area and volume of a sphere and
and volume a right circular cone using relevant formulae
4.11 Similarity A understand that areas of similar figures are in
the ratio of the square of corresponding sides
B understand that volumes of similar figures are
in the ratio of the cube of corresponding sides
C use areas and volumes of similar figures in
solving problems

No new content

There is no additional content to this section but it should be noted that any reference to
Pythagoras’ theorem and the trigonometric ratios has been deleted from the formula sheet;
candidates are expected to know these.

Vectors and transformation geometry (AO2)

This section covers the basics of vectors and transformation geometry. Some questions
will cover straightforward processes and techniques whilst there may be scope for some
questions to test mathematical reasoning by asking for a description of a transformation.

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Content requirement

Students should be taught to: Notes

5.1 Vectors A understand that a vector has both
magnitude and direction
B understand and use vector notation ➝
The notations OA and a
including column vectors
will be used
C multiply vectors by scalar quantities
D add and subtract vectors
E calculate the modulus (magnitude) of a Find the magnitude:
vector
( )
of –3
5

F find the resultant of two or more vectors ➝ ➝

OA = 3a, AB = 2b,
➝
BC = c
so:
➝
OC = 3a + 2b + c
➝
CA = –3 –2 b
G apply vector methods for simple
geometrical proofs
5.2 Transformation See Foundation Tier
geometry

5.1 Vectors C understand and use vector notation including column vectors

The use of column vectors was assessed in the previous specification, the inclusion of the
words ‘including column vectors’ adds clarity to this part of the specification.

Example assessment of this topic from SAMs

SAMs Paper 4H Q23

23 ABCD is a parallelogram.
➝ 2
( )
➝ 9
AB = 3   AC = 4 ( )
➝
Find the magnitude of BC
(3)

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Statistics and probability (AO3)

Content requirement
Students should be taught to: Notes
6.1 Graphical A construct and interpret histograms For continuous variables with
representation unequal class intervals
of data B construct cumulative frequency diagrams
from tabulated data
C use cumulative frequency diagrams
6.2 Statistical A estimate the median from a cumulative
measures frequency diagram
B understand the concept of a measure of
spread
C find the interquartile range from a discrete The terms ‘upper quartile’ and
data set ‘lower quartile’ may be used
D estimate the interquartile range from a
cumulative frequency diagram
6.3 A draw and use tree diagrams
Probability B determine the probability that two or more
independent events will occur
C use simple conditional probability when Picking two balls out of a
combining events bag, one after the other,
without replacement
D apply probability to simple problems
No new content

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Delivery of the qualification – transferable skills

Why transferable skills?

Ensuring students have opportunities to acquire transferable skills, as well as subject specific
knowledge, understanding and skills to improve learners’ progression outcomes is a central
part of Pearson Edexcel’s International GCSE qualifications.
In recent years, higher education institutions and employers have consistently flagged the
need for students to develop a range of transferable skills to enable them to respond with
confidence to the demands of undergraduate study and the world of work.
We have developed our teaching materials and support to:
1) Increase awareness of transferable skills that are already being assessed (for both
learners and teachers) and
2) Indicate where, for teachers, there are opportunities to teach additional skills that won’t
be formally assessed, but that would be of benefit to learners.

What are transferable skills?

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

[1] (OECD (2012), Better Skills, Better Jobs, Better Lives (2012):http://skills.oecd.org/documents/
OECDSkillsStrategyFINALENG.pdf)
[2] Koenig, J. A. (2011) Assessing 21st Century Skills: Summary of a Workshop, National Research Council)

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What can I do if I want to see improved student outcomes through

the development of transferable skills?
For each of our International GCSE subjects we will provide a subject-specific interpretation
of each of the identified skills and a comprehensive mapping as to how these elements can
be developed and where they link to assessment.

The skills have been interpreted for this qualification to ensure they are appropriate for the
subject. All of the skills identified are evident or accessible in the teaching, learning and/
or assessment of the qualification. Some skills are directly assessed. Pearson materials will
support you in identifying these skills and developing them in your students.

Please refer to the ‘Teaching and Learning Materials’ section of the qualification webpage
for more Pearson materials to support you in identifying and developing these skills
in students.

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Course planner
You will find a course planner at the front of each tier of entry in the Scheme of Work
document, which gives suggested teaching times for each unit. This is broken down by
Assessment Objective and is editable so that you can customise it to meet your own needs.

Suggested Resources
We recognise that new resources will become available throughout the lifetime of a
qualification. We will therefore supply a version of this resource list on our website, which
will be updated on an ongoing basis.

Name of resource Link and info

Edexcel International GCSE Print and online student resource, 100% matched to the new Edexcel
(9-1) Maths A: Student Book International GCSE (9-1) Mathematics A curriculum, featuring comprehensive
coverage of all topics. Specifically developed for international students, it
includes signposted skills and teacher guidance on the application of the
Pearson Progression Scale, as well as online teacher support.
Maths Emporium This free website is intended for the use of teachers of mathematics in
secondary schools http://www.edexcelmaths.com/
Sample assessment material http://qualifications.pearson.com/en/qualifications/edexcel-
and specimen papers international-gcses-and-edexcel-certificates/international-gcse-
mathematics-a-2016.coursematerials.html#filterQuery=category:Pearson-
UK:Category%2FSpecification-and-sample-assessments
Dedicated Maths Subject [email protected]
Advisor
examWizard examWizard is a free online resource for teachers containing a huge bank
of past paper questions and support materials to help you create your own
mock exams and tests. http://qualifications.pearson.com/en/support/
Services/examwizard.html
ResultsPlus ResultsPlus is a free online results analysis tool for teachers that gives you a
detailed breakdown of your students’ performance in Edexcel exams. http://
qualifications.pearson.com/en/support/Services/ResultsPlus.html

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Student guide
Why study the Pearson Edexcel International GCSE in Mathematics A?
This course will enable you to:
• develop your problem-solving skills by translating problems in mathematical or non-
mathematical contexts at both Higher and Foundation tiers
• develop reasoning skills through exercises such as presenting arguments and proofs, and
making deductions and drawing conclusions from mathematical information.

What do I need to know, or be able to do, before taking this course?

We recommend that students are able to read and write in English at Level B2 of the
Common European Framework of Reference for Languages, otherwise there are no prior
learning requirements for this qualification.

Is this the right subject for me?

Have a look at our qualification overview to get an idea of what’s included in this
qualification. Then, why not get in touch with our student services, students@pearson.
com, to discuss any outstanding questions you might have?
You could also have a look at http://qualifications.pearson.com/en/campaigns/pearson-
qualifications-around-the- world.html#tab-Edexcel to find out what students and education
experts around the world think about our qualifications.
We also offer a Mathematics specification B and you may feel that the approach used in
this specification is more suitable for you.

How will I be assessed?

This qualification is 100% examination.

What can I do after I’ve completed the course?

You can progress from this qualification to:
• the Pearson Edexcel International GCSE in Further Pure Mathematics
• the GCE Advanced Subsidiary (AS) and Advanced Level in Mathematics, Further
Mathematics or Pure Mathematics
• the International Advanced Subsidiary (AS) and Advanced Level in Mathematics, Further
Mathematics or Pure Mathematics
• other equivalent Level 3 Mathematics qualifications
• further study in other areas where mathematics is required
• further training or employment where numeracy skills and knowledge are required.

What next?
Talk to your subject teacher at school or college for further guidance, or if you are a private
candidate you should visit http://qualifications.pearson.com/en/support/support-for you/
students.html

Getting Started – Pearson Edexcel International GCSE Maths – Issue 1 – May 2016 57
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