AS Order with two teachers

October/
1 Pure and Mechanics November Practice
assessment questions
opportunity Ch 1 to 5
2 Pure and Statistics

3 Quadratic 9 Binomial
Teacher 1 2 Surds equations 4 Equations 7 Polynomials 5 Coordinate Geometry expansion

16
Teacher 2 1 Problem solving Probability 6 Trigonometry 8 Graphs 10 Di

Hours 5 5 5 5 5 5 5

Where the two lines match up gives an opportunity to swap topics between the two teachers.

Mechanics and statistics are separated so the teachers choose which to do.

The topics are ordered to facilitate the co-teaching of AS Further Mathematics, whilst preserving the precedence requirement

The topics take up approximately 150 hours of teaching time of the suggested 180 guided learning hours for an AS qualificatio

There is therefore time for revision and formal assessment.

 December/
January March/April
Practice Practice assessment Practice
questions questions questions assessment
opportunity opportunity
Ch 1 to 5 Ch 6 to 9 Ch 10 to 13

9 Binomial 20 Forces and Newton's law

expansion 13 Exponentials 12 Vectors 19 Kinematics motion

15 Data Processing,
14 Data presentation
10 Differentiation 11 Integration Collection and interpretation

5 5 5 5 5 5 5 5

recedence requirements of AS Mathematics.

urs for an AS qualification.

 Practice
questions
Ch 19 to 21

March/April Practice
assessment questions
opportunity Ch 14 to 18

0 Forces and Newton's laws of 21 Variable

motion acceleration

ocessing,
ation 17 Binomial 18 Hypothesis
retation distribution testing

5 5 5
AS book Sections Learning Outcomes Precedences Teaching points Technology Integral resources (courte

Title

Ch1 1.1 Solving • Understand the problem solving cycle None Starting is the hardest part - give plenty of time Use graphing Problem solving posters
Problem solving

problems • Know that simplifying a problem can help to and opportunity for collaboration. software to explore
6 hours begin in problem solving Mini-whiteboards can help with trying out ideas. problems.
• Use algebra to formulate and solve problems Give suggestions but make sure students can
explain why they are helpful.

1.2 Writing • Write your Mathematics using appropriate The phrase 'necessary and sufficient' is difficult to Use dynamic
mathematics language and symbols interpret, particularly when translating it into the geometry software
o necessary and sufficient Þ, Ü, Û notation. to construct shapes
o “If…” and “then…” The implication arrows are straightforward to use to explore their
o Þ, Ü, Û and \ and interpret. properties.
o Converse of a statement

• Prove statements by deduction The presentation of a proof requires some 'work'

• Prove statements by exhaustion from the spectator, particularly to interpret
1.3 Proof • Disprove statements by finding a counter- notation.
example Separate the argument from its presentation to
• Interpret your solution in the context of the make it more accessible for students.
problem
• Generalise your solution to extend your
understanding of a wider problem
Ch2 2.1 Using and • Simplify surds of single numbers leaving the None Covered at Higher GCSE, except for expressions Explore rules for Surds arithmagons
Surds and indices
manipulating smallest possible number under the square root involving surds in the denominator. manipulating surds
4 hours surds • Simplify surd expressions Students may be vague about working with using a scientific /
o requiring addition and subtraction square root signs so exploring the 'rules' using a graphical calculator.
o requiring multiplying out brackets calculator is worth doing.
• Simplify fractions Use 'Surds arithmagons' to revisit and reinforce
o with a surd in the denominator techniques.
o with an expression including a surd in the
denominator

2.2 Working with • Use the laws of indices to simplify expressions Covered at Higher GCSE.
indices • Understand the use of fractional indices for Show/explore the patterns that lead to the
roots conventional interpretation of negative and
• Understand the use of negative indices for fractional indices.
reciprocals

Ch3 3.1 Quadratic • Draw and sketch quadratic graphs Ch2 Covered at Higher GCSE. Use graphing Quadratics two-way table
Quadratic functions

graphs and • Factorise quadratic expressions Explore the connection between the factorised software to explore
6 hours equations • Solve quadratic equations by factorising form of a quadratic function and the y = a(x - b)(x - c)
• Use quadratic equations in problem solving y = ax2 + bx + c form.

3.2 The • Complete the square, and use it to find the Covered at Higher GCSE. Use graphing
completed vertex and line of symmetry of a quadratic graph Link the completed square form to software to explore
square form • Solve quadratic equations by completing the transformations of y = x2 (translations and y = a(x - b)2 + c
square reflections of graphs are covered at Higher GCSE)
Fluency with manipulating fractions and
extracting common factors is needed when a ¹ 1.

3.3 The quadratic • Solve quadratic equations by using the formula The formula is covered at Higher GCSE. Use graphing
formula • Use the discriminant to investigate roots of a Students tend to struggle substituting negative software to explore
quadratic equation values for b into the formula, a focus on y = ax2 + bx + c
substituting into the formula is helpful.
Ch4 4.1 Simultaneous • Solve linear simultaneous equations Ch3 Covered at Higher GCSE. Use graphing
Equations and inequalities
equations o using a substitution method Students should practise selecting the most software to save
4 hours o using an elimination method efficient method for solving simultaneous the labour-intensive
• Solve simultaneous equations where one equations as they occur in many topics at A level. plotting.
equation is quadratic and the other linear Working with graphs alongside equations helps
understanding. Establish a link between
'intersection' and 'simultaneous equations'.

4.2 Inequalities • Solve linear inequalities and illustrate the Solving linear inequalities and representing the Use graphing Categorising quadratic ine
solution on a number line solution on a number line is covered at GCSE and software to
• Solve quadratic inequalities quadratic inequalities are covered at Higher illustrate the
• Represent inequalities such as y < ax + b or GCSE. inequalities.
y > ax² + bx + c graphically Make sure students are confident representing
inequalities graphically to support understanding.

Ch5 5.1 Working with • Solve problems involving finding the midpoint of Ch3 Ch4 Covered at Higher GCSE, except for the distance Construct diagrams Tilted squares
Coordinate geometry

straight lines two points between two points. using graphing

10 hours • Solve problems involving finding the distance It is essential to sketch diagrams in this topic. Add software to
between two points lines where appropriate; this often involves consolidate
• Understand gradient as the rate of change creating a right-angled triangle with shorter sides understanding.
• Be able to find the gradient of a line joining two parallel to the axes. Use graphing
points Pythagoras theorem and gradients can then be software to show
• Recall and use the relationships between used in solving the problem. y- y1 = m(x- x1) as a
gradients for parallel and perpendicular lines Relate all of the formulae to their graphical translation of
• Solve problems with parallel and perpendicular representation to avoid errors in recall. y = mx
lines Encourage students to use the form
• Draw or sketch a line, given its equation y - y1 = m(x - x1) for the equation of a straight line.
• Find the equation of a line

5.2 The · Find the intersection of two lines Covered at Higher GCSE. Graphing software
intersection of Again, link intersection with simultaneous makes graphing this
two lines equations. very quick.
5.3 Straight line • Solve real-life problems that can be modelled by Students should find this straightforward.
models a linear function

5.4 The circle • Find the centre and radius of a circle from its Relate this to translations of the circle, centre the Graphing software
equation when the equation of the circle origin, x2 + y2 = r2 (met at GCSE Higher). can be used to
o is given in its standard form Explore with graphing software to facilitate the explore the
o needs to be rewritten in completed square sketching of circles and lines when solving structure of the
form geometrical problems involving circles. equation of a circle
• Find the equation of a circle Include more open questions such as: and how it relates
o given the radius and the centre "Which of these points lie inside, outside or on a to a circle centred
o using circle theorems to find out the centre given circle? at the origin.
and radius Can you suggest a condition on the coordinates
• Find the equation of a tangent to a circle using so that you know they must be outside the
the circle theorems circle?"
The equation of a tangent to a circle is covered at
Higher GCSE by finding the perpendicular
gradient to the radius.

5.5 The • Find the points of intersection of a line and a Emphasise the link between the visual, graphical Use graphing
intersection of a curve representation and the algebraic representation. software to
line and a curve • Understand the significance of a repeated root Graphing software with the facility for varying compare what is
in the case of a line which is a tangent to the constants in equations is invaluable for happening with the
curve understanding this link. equation and the
• Understand the significance of having no roots graph as the
in the case of a line which does not intersect the coefficients in the
curve equation vary.
• Find the intersection points of curves in simple
cases
Ch6 6.1 • Recall exact values for sine, cosine and tangent Ch2 Ch 3 It is more efficient to learn the triangles from

Trigonometry
Trigonometric of 30°, 60° and 90° and use them in surd which these are derived, and understand what
10 hours functions questions the sine, cosine and tangent ratios are.

6.2 • Use sine, cosine and tangent of any angle Some students will have covered the graphs of Graphing software
Trigonometric • Use identities in solving problems and in proofs trig functions at Higher GCSE. can be used to
functions for • Understand the properties of the graphs of sine, It is worth spending time plotting the graph of represent the
angles of any size cosine and tangent and be able to sketch them y = sin x for values of x from 0° to 360° so that graphs quickly and
students have a deep sense of the symmetry of accurately.
the graph.
Using knowledge of the shape of the graphs is the
best way to work with the sine, cosine and
tangent of any angle.

6.3 Solving • Solve trigonometric equations giving all the Students will have met the idea of identities at Use a scientific Solving trigonometric equ
equations using solutions in a given range, including GCSE and this extends the idea to trigonometry. calculator or
graphs of o quadratic equations Make sure the identity is derived from the right- graphing software
trigonometric o equations involving multiples of the unknown angled triangle with hypotenuse 1 as this is the to check solutions.
functions angle best way to remember it.
o the use of identities Use the graphs of the trig functions to find
additional solutions in the required range.

6.4 Triangles • Use the sine rule Students will have met the sine and cosine rules
without right o to find an unknown side at Higher GCSE but may be vague about the
angles o to find an unknown angle, including the cases ambiguous case of the sine rule.
where there are two possible values Students tend to find the use of bearings in these
• Use the cosine rule questions particularly challenging. As always, a
o to find an unknown side clear diagram is invaluable.
o to find an unknown angle
• Use sine rule and cosine rule in real life contexts
including bearings, elevation and depression

6.5 The area of a • Use the formula Area = yabsin C for area of a Students will have met this at Higher GCSE.
triangle triangle
Ch7 7.1 Polynomial • Understand the terms polynomial and the order Ch3 The manipulation here is familiar and students Results can be Equations of cubic curves
Polynomials
expressions of the polynomial tend to find it straightforward. Using the grid checked using
6 hours • Add and subtract polynomials method for expanding brackets underpins ideas graphing software.
• Multiply polynomials by expanding brackets about which terms combine to give the different
• Understand the key features of a graph of a terms of the answer as well as giving a 'pictorial'
polynomial aspect.
o points where the graph crosses axes Sketching a polynomial is about finding 'clues'
o turning points such as the intercepts with the axes, turning
o behaviour for large values of x points and its behaviour for large values of x, and
• Sketch a polynomial from its factorised form then 'joining the dots' to give the sketch.

7.2 Dividing · Divide a polynomial by a linear expression Students find the long division method
polynomials challenging, however it is worth persevering as
they will need to have mastered it for next year.
At AS there will be no remainder so finding the
quotient 'by inspection' is sufficient.

7.3 Polynomial • Use the factor theorem to identify a factor of a Discuss the possibilities for factors by inspecting Use graphing
equations polynomial equation the constant term. Once the first factor of a cubic software to show
• Solve polynomial equations by factorising has been found students should factorise as that graphs of the
• Use the factor theorem to find unknown is a more efficient method. factorised form as
coefficients in an expression given a factor well as the 'powers'
form of the
function.

Ch8 8.1 The shapes of • Understand and use function notation Ch3 Ch6 Ch7 Students will be familiar with the notation, Use calculators
Graphs and transformations

curves • Recognise and sketch reciprocal graphs and reciprocal graphs and proportion from Higher and/or graphing
8 hours • Understand asymptotes GCSE though they will require further experiences software to explore
• Understand direct, inverse and other proportion of these topics and a more rigorous treatment. values as they
Asymptotes can be explored numerically approach
alongside the graph - the idea of approaching a asymptotes.
limiting value is met in many topics later in the
course.
 Graphs an
8.2 Using • Sketch the image of any graph shown after the Use the dynamic facility of graphing software to Explore the effect of Understanding transforma
transformations following transformations develop a feel for the effect of transformations; it various
to sketch curves o reflections in the axes can be used to cover many examples in a short transformations
o translations time. using graphing
o stretches Reflections and translations of graphs will have software.
been met at Higher GCSE.

8.3 Using • Link changes in the equation of graphs to the As above, use graphing software, but make sure Explore the effect of
transformations transformations they produce the equation is visible beside the graph. various
o to write the equation of a transformed graph Relate to y - y1 = m(x - x1) form which is a transformations
o to sketch the transformed graph from its translation of y = mx. Here translations in both using graphing
equation the x and y directions have a subtraction sign software.
• Use completed square form to translate because the y change has been incorporated with
quadratic graphs the 'y'. The same is found with the circle
equation.
Apply to other functions so y - 3 = (x - 5)2 is a
translation of y = x2 of 3 units up and 5 units
across. This avoids confusion about translations in
the x and y directions.

8.4 • Sketch transformations of the trigonometric Again, use graphing software making sure the Explore the effect of
Transformations graphs equation is visible beside the graph. various
and graphs of o understand changes to period transformations
trigonometric o understand changes to maximum and using graphing
functions minimum values software.

Ch9 9.1 Binomial • Use the binomial expansion to expand brackets Ch7 There are several notations for the binomial Use graphing
The binomial expansion

expansions to a positive integer power coefficients and students should see all of them. software to
4 hours o using Pascal’s triangle Expanding binomial products to explore the compare the
o using binomial coefficients coefficients as seen in Pascal's triangle is worth binomial expansion
• Use the beginning of a binomial expansion to doing; look at how each term is 'assembled' to with its
give an approximation form the final answer. approximations to
Draw the attention of students to the limiting different numbers
process involved when using the binomial of terms.
expansion to approximate values.
Ch10 10.1 The gradient • Understand that the gradient of a curve at a Ch2 Ch3 Ch5 The idea of a limit is used to consider a sequence Use a spreadsheet With or without calculus (
Differentiation
of the tangent as point is the gradient of the tangent at that point Ch8 of chords to approximate the gradient of the to calculate the
16 hours a limit • Understand that the gradient of the tangent can curve at a point. Drawing the curve and tangents gradient of chords
be found as the limit of a sequence of gradients of at different points to explore the gradient of decreasing
chords of decreasing length by looking at data on function emphasises the derivative as gradient length.
a table or spreadsheet function and reminds students about calculating
gradients.

10.2 • Differentiate polynomial functions to find the The general form for the derivative of an integer
Differentiation gradient function power should have been conjectured in the
using standard o using dy/dx notation previous section. In this section, students practise
results o using f'(x) notation to gain fluency in the technique and the notations
o using other variables than y and x and vocabulary involved.
• Differentiate functions that need first to be Calculus is an immensely powerful idea used in an
rewritten as polynomials enormous range of applications.

10.3 Tangents • Use the gradient function to find the gradient at Calculus is a way to find the gradient of a curve in
and normals a given point order to find the equation of a tangent or normal,
• Find the equation of the tangent at a given point building on the work in Chapter 5.
• Find the equation of the normal at a given point

10.4 Increasing • Use dy/dx to investigate increasing and Refer to the gradient function whenever Use graphing
and decreasing decreasing functions appropriate and encourage students to do the software to look at
functions, and • Use dy/dx to find turning points same as this can be a key link for solving many the graph and link it
turning points • Distinguish maximum and minimum points problems. with the value of
o by looking at the gradient either side of the Students need to use the idea of looking at the the gradient
turning point gradient either side of a turning points for points function at key
of inflexion as well as to contextualise the role of points.
the second derivative in 10.7.

10.5 Sketching · Sketch gradient functions This can be challenging and counter-intuitive but Check sketches
the graphs of great for developing a rigorous and analytical using graphing
gradient approach. software.
functions
 10.6 Extending · Differentiate functions involving fractional or This should be straightforward, but make sure
the rule negative powers students are fluent at manipulating fractions.
• Differentiate functions that need first to be
rewritten as polynomials

10.7 Higher order • Distinguish maximum and minimum points by This again is something students tend to find Use graphing
derivatives looking at d2y/dx2 straightforward. software to check
results.

10.8 Practical · Use differentiation to solve practical problems Students tend to cope well with the techniques
problems involving maximum and minimum values here but struggle with a strategy of how to
'arrange' the different variables involved.

10.9 Finding the • Understand that the gradient of the tangent can Revisit the ideas in 10.1 now that students have Use graphing
gradient from be found as the limit of a sequence of gradients of worked on calculus. Draw out the importance of software to show
first principles chords of decreasing length from first principles the argument about h approaching zero and the this process
using limiting process involved rather than just the happening.
manipulation of the algebra.
f ′(𝑥)= lim_(ℎ→0)⁡〖 (f(𝑥+ℎ)−f(𝑥))/ℎ 〗

Ch11 11.1 Integration • Understand integration as the reverse of Ch10 Start by asking 'If this is the answer, what is the Use graphing Calculus curve match
Integration

as the reverse of differentiation question?' where the answer is dy/dx = 2x. software to explore
9 hours differentiation • Understand that indefinite integration involves Plot small 'tangents' for various values of x and the effect on the
an arbitrary constant conjecture what the curve might be then embark gradient function of
• Use standard results to integrate polynomials on Activity 11.1. changing the
• Use additional information in the question to Refer to the family of curves with the same constant term of a
find the value for the arbitrary constant gradient function. quadratic.
• Use the gradient function and one point on a
curve to find the equation of a curve

11.2 Finding • Evaluate definite integrals Encourage students to set their work out Graphing software
areas • Use definite integration to find the area carefully, and with the proper notation, to avoid can be used for
between a curve and the x axis the trap of not actually integrating when drawing the
evaluating definite integrals. functions.
Sketching the curve with the area to be found
marked is a good habit to form.
 11.3 Areas below • Understand that area below the axis is negative This should be straightforward if students are Graphing software
the x axis • Find the total area of a region which is partly accustomed to sketching the functions. can be used to
above and partly below the axis calculate integrals
and exploring the
effect of areas
below the axis.

11.4 Further • Integrate using negative or fractional powers of The ability to manipulate fractions is particularly
integration x important here.
• Integrate functions that need first to be
rewritten as the sum of powers of x

Ch12 12.1 Vectors • Understand the terms vector and scalar Ch5 Vectors expressed in column form will be familiar Graphing software Properties
displays vectors
of vectors
and the v
Vectors

• Understand vectors in two dimensions, and from GCSE .

5 hours express them Students need to be fluent in converting between
o in magnitude-direction form the magnitude-direction form and the
o using i and j vectors component form to prepare for the use of vectors
o using column vectors in mechanics.
o using notation This also links with complex numbers and polar
• Convert from component form to magnitude- coordinates in further maths.
direction(𝑂𝑃) ⃗
form and vice versa

12.2 Working • Understand equal vectors Much of this has been covered at GCSE.
with vectors • Understand the link between the coordinates of Give students time and opportunities to make
a point and its position vector sense of this for themselves as it is mainly 'as you
• Multiply a vector by a scalar would expect'.
• Add and subtract vectors
• Find a unit vector in the direction of a given
vector
• Understand that vectors are parallel when one
is a scalar multiple of the other
 12.3 Vector • Use vectors in geometry problems Considering vectors as a journey can be powerful
geometry in understanding how to use them to solve
problems. Diagrams are particularly helpful.

Ch13 13.1 Exponential • Understand the terms exponential growth and Ch2 Exponential growth and decay have been met at Use graphing
Exponentials and logarithms

functions exponential decay Higher GCSE and the shape of the graph should software to show
10 hours • Sketch graphs of exponential functions be familiar. the shape of
o showing where the graph crosses the axes A more rigorous approach is required here, but it exponential
o showing the horizontal asymptote is straightforward. growth/decay.
• Use exponential models for real life situations

13.2 Logarithms • Understand that the logarithm function is the Although logarithms are a straightforward idea,
inverse of the exponential function students find the relationship between them and
• Use the laws of logarithms the exponential function challenging. They are
o to rewrite combinations of logs as the log of a simply inverse functions and this idea should be
single expression mentioned explicitly whenever appropriate.
o to split up a single log into a combination of Applying the two functions in succession will take
logs you back where you started.
• Sketch the graphs of logarithmic functions
• Use logarithms to solve equations with an
unknown power

13.3 The • Use the number e and the exponential function This should prove to be straightforward. Use graphing
exponential in context software to show
function • Sketch the transformation of the graph of y = ex transformations of
• Differentiate y = ekx and use dy/dx in problems y = ex.
 13.4 The natural • Understand and use the natural logarithm Converting between log statements and Use graphing
logarithm function exponential statements is particularly challenging software to show
function • Rewrite log statements as exponential for students. Give time and plenty of practice for transformations of
statements and vice versa this important technique. Remind students that y = ln x.
• Sketch transformations of the graph of y = ln x they are inverse functions and applying them in
succession will cancel them out.

13.5 Modelling • Model curves by plotting ln y against ln x for Students should rewrite the original equations Graphing software
curves curves of the form y = kxn using the gradient and using logs and then explicitly match each variable can be used to plot
intercept of the new graph to find the values of k to those in y = mx + c to avoid errors in estimating the points and
and n key constants in the equation. check the linearised
• Model curves by plotting ln y against x for form.
curves of the form y = kax using the gradient and
intercept of the new graph to find the values of k
and a

Ch14 14.1 Using • Understand the problem solving cycle in None Some experience actually collecting data is useful Use spreadsheets to Sampling techniques
Data collection

statistics to solve Statistics here as students can experience first hand some record and
5 hours problems • Know how to clean a data set by dealing with of the problems. manipulate data.
outliers and errors Time spent looking carefully at a large data set in Use graphing
• Understand and use the term outlier order to notice the features is time well spent as software to
a quick look at any sort of data is no help at all. represent data.
 Dat
• Understand and use the terms There is a lot of vocabulary to grasp in this section Use a large data set
14.2 Sampling o population and it is important for students to be clear about as the population
o census what the terms mean. Ask questions like 'What is and take samples
o sample the difference between a sampling frame and a from it using just
o sampling frame sampling fraction?' to check understanding. one method initially
o sampling fraction The sampling methods can also be confusing. and then a variety
o bias Spend time with students exploring how the of methods.
o sample error different methods could be used in the Compare some
o random variable school/college and in the wider population. summary statistics
o parameter for the samples
• Understand sampling techniques, and know using a spreadsheet
their advantages and disadvantages or statistical
o simple random sampling package.
o stratified sampling and proportional stratified
sampling
o cluster sampling
o systematic sampling
o quota sampling
o opportunity sampling
o self-selecting sample
• Calculate the numbers from each group in a
stratified sample

Ch15 15.1 Presenting • Draw and interpret graphs to display categorical Ch14 Students should be familiar with these techniques A variety of
Data processing, presentation and interpretation

different types of data from GCSE. presentations can

10 hours data o bar charts including compound bar charts and Interpretation rather than calculation or quickly be
multiple bar charts construction is the focus here. generated using
o dot plots appropriate
o pie charts software.
Data processing, presentation and int
15.2 Ranked data • Draw and interpret stem and leaf diagrams Students should be familiar with these techniques Using a calculator
including ordered stem and leaf diagrams and from GCSE. to work out these
back to back diagrams Interpretation rather than calculation or measures is
• Process ranked data to find and interpret construction is the focus here. essential.
o range Graphing software
o median can quickly produce
o quartiles the graphs.
o interquartile range and semi-interquartile
range
• Draw and interpret a boxplot

15.3 Discrete • Process and interpret discrete data All this is covered at Higher GCSE. Using a calculator
numerical data o using a frequency table to work out these
o using a vertical line graph measures is
o using the mean, median, mid-range and mode required.
o using range

15.4 Continuous • Process and interpret grouped continuous data All this is covered at Higher GCSE. Use graphing Histogram reconstruction
numerical data o using frequency charts Interpretation rather than calculation or software to
o using histograms construction is the focus here. produce the graphs.
o using modal class and estimates for the mean
and median
o using cumulative frequency curves
15.5 Bivariate • Process and interpret bivariate data Scatter diagrams and correlation are familiar from Use graphing
data o understanding dependent and independent GCSE, as is the idea that correlation does not software to
variables imply causation. produce the graphs
o using scatter diagrams Interpreting the results from software packages is to investigate
o using line of best fit new and emphasises that interpretation rather potential
• Understand association and correlation than calculation or construction is the focus. association
• Understand that correlation does not imply between items in a
causation large data set.
• Interpret information that software packages
can produce
o least squares regression line for the line of
best fit
o product moment correlation coefficient to
measure correlation
o spearman’s rank correlation coefficient to
measure association

15.6 Standard • Process and interpret discrete data using Standard deviation is new here. Use a calculator to
deviation standard deviation Emphasise that it is a measure of spread like the work out standard
• Process and interpret grouped continuous data range and inter-quartile range, but sensitive to all deviation.
using an estimate for standard deviation items of data. It is linked with the mean.
• Calculate the variance and standard deviation Interpretation rather than calculation is the focus.

𝑠𝑑=√variance=√(𝑆_𝑥𝑥/𝑛)=√((∑▒𝑥^2 )/𝑛−𝑥 ̅^2 )
from raw data and from grouped data
• Identify possible outliers using the boundary of
2 standard deviations from the mean or
1.5 × interquartile range beyond the quartiles
Ch16 16.1 Working • Measure probability using the number of ways None Much of this has been covered at GCSE. Thinking about probability

Probability
with probability an event can happen and the number of equally The idea of probability distributions is new but
4 hours likely outcomes accessible.
• Estimate probability using a number of trials The language of risk is also new.
• Interpret probabilities of 0 and 1 Challenge students with more demanding
• Find the probability of the complement of an problems rather than spending time re-teaching
event known content.
• Calculate expected frequency using np
• Use set notation and Venn diagrams in
probability problems
• Understand the term mutually exclusive
• Use P(A ∪ B) = P(A) + P(B) for mutually exclusive
events
• Use a sample space diagram to solve probability
problems with two events
• Use a tree diagram to solve probability
problems with two events
• Understand risk notation as 1 in …
• Work with simple probability distributions

Ch17 17.1 Introduction • Understand the term probability distribution Ch9 Ch16 The idea of a probability distribution is quite Calculators should Binomial experiment
The binomial distribution

to binomial • Recognise a situation which gives a random accessible to students. They find the formula for be used to work out
5 hours distribution variable which can be modelled by a binomial the probability quite challenging and time should the probabilities
distribution be spent looking at it carefully and noticing the although awareness
o X is the number of successes patterns in it. of the tables and
o there are n independent trials how they work
o each trial has an equal probability p of success helps
• Use the formula P(X = r) = nCrprqn−r to calculate understanding.
the probabilities for r
 The
17.2 Using the • Know that for a binomial distribution E(X) = np E(X) is straightforward.
binomial • Calculate the number of trials needed to give a Students find the work on finding the number of
distribution particular probability for at least one success trials very challenging. Working with an equation
to start with, rather than an inequality, and
deciding which way to go is helpful as it also
deepens understanding of the structure of the
situation.

Ch18 18.1 The • Perform an hypothesis test by Ch16 Ch17 This can be challenging for students. Careful Calculators should
Statistical hypothesis testing using the binomial distribution

principles and o defining a null hypothesis identification of the value of p, the probability of be used to work out
6 hours language of o choosing an alternative hypothesis success for the event, as opposed to the p-value the probabilities
hypothesis o choosing a significance level that is calculated to compare with the significance although awareness
testing o calculating the p-value, the probability of the level is essential. of the tables and
outcome of the test or a more extreme value Knowing the steps required and being able to how they work
o comparing the p-value with the significance replicate them is also essential. helps
level understanding.
o stating the conclusion of the test
• Use a calculator or cumulative probability tables
to find P(X ⩽ r) for X ∼ B(n, p)

18.2 Extending • Understand and use the terms critical values A two-tailed test is when there is no means of Calculators should Matching critical regions
the language of and critical region in hypothesis testing identifying from the question which tail should be be used to work out
hypothesis • Recognise a situation which gives a 2-tailed considered. Otherwise, this part is more the probabilities
testing hypothesis test and perform the test as above straightforward for students. although awareness
of the tables and
how they work
helps
understanding.
Ch19 19.1 The • Understand and use the terms Ch3 Ch4 Understanding the difference between distance
Kinematics
language of o distance (scalar) and displacement (vector) is essential.
12 hours motion o displacement The distance travelled, as opposed to distance
• Understand and use the SI units for these from, is an important distinction.
quantities Awareness of the SI units and their significance is
also important.

19.2 Speed and • Understand and use the terms Understanding the difference between speed Use the traffic
velocity o speed (scalar) and velocity (vector) is essential. software from
o velocity Drawing and interpreting distance-time and 'Improving Learning
• Understand and use the SI units for these displacement-time graphs supports in Mathematics' to
quantities understanding and reinforces that speed/velocity explore graphs
• Calculate average speed by dividing distance by is the rate of change of distance/displacement. involving distance,
time Ask 'What information can you get from a speed and
• Draw and interpret distance–time graphs and distance-time or displacement-time graph?', acceleration.
displacement–time graphs using the gradient to 'What questions can you answer?'
find speed and velocity Beware or overly-intuitive interpretations of
graphs.

• Understand and use the term acceleration The same word 'acceleration' is used for both the PHET Moving Man simulation
19.3 Acceleration • Understand and use the SI units for acceleration scalar and vector quantity in mechanics. Since
• Draw and interpret speed–time graphs and acceleration is constant in this chapter it does
velocity–time graphs using the gradient to find not matter, but it will in Chapter 21.
acceleration Drawing and interpreting speed-time and
velocity-time graphs supports understanding and
reinforces that acceleration is the rate of change
of speed/velocity.
Ask 'What information can you get from a speed-
time or velocity-time graph?', 'What questions
can you answer?'
Beware overly-intuitive interpretations of graphs.
19.4 Using areas • Draw and interpret speed–time graphs and Discuss what negative displacement means; this
to find distances velocity–time graphs links to later work in pure maths on integration.
and o using the area under the graph to find The actual calculation usually proves to be
displacement distance and displacement straightforward.
o using area below the axis for negative Drawing a sketch helps to avoid the common
displacement pitfalls.

19.5 The · Recall and use the constant acceleration Encourage students to draw a minimal diagram Constant acceleration acti
constant equations (suvat equations) and use them in with the information available included.
acceleration problem solving List s, u, v, a and t; give values where available
formulae • Solve problems for vertical motion under gravity and identify what is to be found. Choose the
using g appropriate equation and calculate.
o using u = 0 when the object is dropped Encourage looking for clues such as 'at rest' (u = 0
o using v = 0 at the highest point or v = 0) and 'initially' (t = 0).
o using s = 0 when the object returns to its Emphasise that t is always a scalar and s is
original position displacement not distance.

19.6 Further • Use simultaneous equations with the suvat Strategies such as drawing a minimal diagram are
examples equations to solve problems with two unknowns particularly helpful here. Knowing which values of
• Deal with problems with a non-zero initial variables apply at different points in the motion is
displacement also key and can be added to the diagram.
• Understand and use the idea of a mathematical Any problems in mechanics are simplified in order
model to make them solvable. Awareness and
o making simplifying assumptions consideration of this is a significant part of the
o defining variables and setting up the equations process and should be given due class time.
o solving the equations to predict the outcome Examination of the assumptions before and after
o comparing the model with the actual outcome solution is an important aspect - use this as a
and if necessary thinking again group discussion activity to get the debate going.
Include discussion of what those assumptions
are.
Ch20 20.1 Force • Draw and label force diagrams Ch12 Drawing a diagram is essential for work with Watch clips from Feeling forces
Forces and Newton's laws of motion
diagrams • Understand and use the terms forces. 'Total Wipeout' or
12 hours o resultant force Drafting the diagrams on mini whiteboards is similar shows, and
o equilibrium powerful as mistakes can be quickly remedied. discuss what forces
o centre of mass Students should develop a sense of when there are acting at
o friction are no forces, or components of forces, pulling in different points and
o smooth a particular direction so the body cannot be in how they could be
o normal reaction equilibrium or they have omitted a force. The managed to make
• Understand and use Newton's third law need for 'balancing forces' and how that looks is a the contestant
key understanding for this work. more successful.

20.2 Force and • Understand and use Newton's first law This is counter-intuitive. Graphing software
motion When a force is acting it produces a change in can be used to
size and/or direction of motion. A body can still model forces using
move, despite having no force applied to it, in a vectors.
straight line at a constant speed.

20.3 Types of • Understand and use different types of force A key understanding is that it is helpful if the PHET Forces and motion basics
forces o driving force forces in diagrams are in the right direction.
o braking force It is not essential since the algebra used in solving
o resistance the equations will yield a negative result if a force
o tension is pointing the wrong way. However, thinking
o thrust or compression about the problem is easier if they are pointing in
• Understand and use Newton's second law the right direction.
• Understand and use the connection between Comparing and contrasting mass and weight is
mass and weight (W = mg) essential to avoid inappropriate use of g in
• Form and solve the equations of motion (objects Newton's second law when mass is involved.
are in equilibrium) Choosing a direction for positive and sticking with
it avoids some common pitfalls.
20.4 Pulleys • Form and solve the equations of motion for Tension arrows in the 'light inextensible strings'
connected particles where the objects are point towards each other whereas
connected via a pulley and move in different thrust/compression arrows in a bar/rod point
directions away from each other.
Visualising what is happening is important,
though some students struggle hugely with this.
The equations take care of the directions but
knowing what forces are acting and what forces
and accelerations are the same is challenging for
them. A slow, deliberate pace is helpful and
mostly it becomes clear eventually.

20.5 Applying • Form and solve the equations of motion for Always draw a diagram, with relevant forces and
Newton’s second connected particles other details, before trying to solve the problem.
law along a line o where the objects are in equilibrium Be clear about the assumptions made in order to
o where both objects travel in the same evaluate the solutions.
direction
• Understand the modelling assumptions needed
for the model used in a problem

20.6 Newton’s • Form and solve the equations of motion for Always draw a diagram, with relevant forces and
second law connected particles other details, before trying to solve the problem.
applied o where the objects are in equilibrium Be clear about the assumptions made in order to
to connected o where both objects travel in the same evaluate the solutions.
objects direction 'Scope' the problem, considering what parts of a
o by looking at the system as a whole and by system (including the system as a whole) to use
looking at each of the particles separately to produce the equations. This is about selecting
• Solve problems which combine information a strategy based on the algebraic issues.
about forces and information about travel, using As always, discuss the assumptions made and
acceleration to link the two aspects their effect.
• Understand the modelling assumptions needed
for the model used in a problem
Ch21 21.1 Using • Sketch displacement–time graphs and velocity– Ch10 Ch11 Link this to work at the start of the chapter on Graphing Motion graphs
Variable acceleration
differentiation time graphs where acceleration is not constant gradient and rates of change. This is generally calculators can be
6 hours • Differentiate an expression in t for displacement straightforward for students. used to sketch
s to obtain an expression for velocity v Sketching a graph is always helpful to support graphs.
• Differentiate an expression in t for velocity v to interpreting and checking results.
obtain an expression for acceleration a

21.2 Finding • Sketch velocity–time graphs where acceleration Integrating can present a few challenges due to
displacement is not constant the constant of integration that can get forgotten.
from velocity • Integrate an expression in t for velocity to Sketching the graph is even more important
obtain an expression for displacement because of the possibility of negative
o using the additional information in the displacement during some of the motion.
question to obtain a value for the constant of Knowing which out of distance/displacement,
integration speed/velocity and acceleration to use to solve a
o or using limits of integration problem is challenging - providing opportunities
• Integrate an expression in t for acceleration to to work collaboratively and discuss strategies will
obtain an expression for velocity help with this.
o using the additional information in the
question to obtain a value for the constant of
integration
o or using limits of integration

21.3 The • Solve problems where the motion has variable Use the problem solving strategies discussed so
constant acceleration far.
acceleration
formulae
revisited
Free resources Language and proof
Problem solving
Modelling

Problem solving.

Nrich Iff Language of proof.

Nrich Can you proveProof.

it?
Nrich Quick Sum Surds are used in
proofs because they
express amounts
exactly.

Nrich Power countdown

Prove that a power of a
half means square root.

Nrich Factorisable quadratics

Quadratic functions are
used to model motion
under gravity.

Nrich Which quadratic?

Derive the quadratic
formula.

Nrich Direct logic Prove that a given

quadratic equation has
equal roots.
Nrich Intersections These are often used in
manipulating models in
order to solve
problems.

Many real world

problems can be
expressed using
inequalities.

Nrich Gradient match

Geometric problems
such as those in this
topic are an excellent
way to practise
problem solving
strategies such as
'drawing a diagram and
adding to it'.

Nrich Negatively triangular

The intersection of two
lines can indicate the
solution of a real-life
problem that is
modelled by linear
functions.
 Linear relationships can
be modelled and
manipulated to solve
real-life problems such
as comparing tariffs.

Nrich Finding circlesGeometric problems

such as those in this
topic are an excellent
way to practise
problem solving
strategies such as
'drawing a diagram and
adding to it'.
 Exact values can be
used to prove results.

Nrich Tangled trig graphs

Trigonometric
functions are used to
model many real-life
phenomena.

Many proofs involve

using or proving
identities.

Nrich Cosines rule Show the proofs of the

sine and cosine rules.

Derive this result.

Nrich Painting by functions
Polynomial curves are
used to model both
within pure
mathematics and in
real-life situations. The
key features of the
curve are chosen to fit
the situation being
modelled.

This is used to rewrite

rational functions for
proofs of identities and
integrating some
functions.

Nrich Root to Poly

Nrich Two way functions

Reciprocal graph model
many familiar real-life
situations.
 Transformations of
graphs are useful in
modelling.

Nrich Sketching graphs - transformations

Transformations of
graphs of standard
functions can be used
to model various real-
life situations.

Sine and cosine curves

are used to model a
vast number of
naturally occurring
phenomena.

Nrich Spinners This is the basis for the

binomial distribution in
Ch17 which models
many probabilistic
situations.
 The language of
calculus, both the
vocabulary and
notation, is important
for working with the
concepts involved.

Gradient represents
rate of change and so is
important in modelling
real-life situations.

Nrich Turning to calculus

The maxima and
minima of functions are
important aspects of
modelling.

Nrich Patterns of inflection

There are many
opportunities to reason
here.
Nrich Calculus analogies

Modelling real-life
situations requiring
maxima and minima.

It is the argument that

proves the results, not
just the manipulation.

Nrich Integration matcher

Prove that the integral

of a function
represents the area
between it and the x-
axis
Nrich Integral chasing

Nrich Vector walk Vectors are used in

mechanics to model
motion and forces.

Nrich From point to point

 Many of the questions
involve problem solving
and proof.

Nrich How fast doesThere

it grow?
are many uses of
the exponential
function in modelling
real-life processes.

Nrich Log lattice Used to manipulate

many of the models of
real-life processes.

Use graphing software

to compare y = ax with
its gradient function for
values of a between 2
and 3 to establish the
existence of e.
y = Pert models an
investment using
continuously
compounded
compound interest,
where P is the
investment and r is the
decimal version of the
interest rate.

Working with models

expressed using
exponential functions,
often produced as the
solutions to differential
equations.
Nrich Which list is which
The vocabulary of
sampling enables
accurate
communication of the
ideas that permeate
the study of statistics.
Nrich Possible range

Nrich Boxplot match

Nrich Olympic triathlon
Nrich Dicey dice Probability underpins
distributions used to
model data sets.

Probability distributions
are used to model real-
life populations.
A hypothesis test is not
a proof. It can only be
used to support
decision-making by
showing how unlikely
an event is.
 Simplifying
assumptions are used
for work in kinematics,
such as constant speed
or velocity to give
graphs with straight
lines.

Nrich Speed-time problems at the

Interpreting the Olympics
graphs
involves relating the
mathematical model to
the real-life context.
Interpreting negative
areas involves relating
the mathematical
model to the situation
it is intended to
represent.

Problem solving
strategies such as
'What do I know?',
What can I find out?'
are helpful here.

Modelling assumptions
should be discussed
both before and after
problems are solved.
Ask 'What if …?'
questions about the
assumptions.
Modelling forces as
vectors.

Modelling motion using

the classical model.

Creating the model.

Manipulating the
model.
Interpreting the
solution.

Manipulating the
model.
Evaluating
assumptions.

Problem solving to
establish an effective
approach to the
problem.
Manipulating the
model.

Manipulating the
model.

Problem solving.