NOTE

CCEA will NOT be accepting entries

from English centres for GCSE courses
that begin in or after September 2012 CCEA GCSE Specification in
Further Mathematics
For first teaching from September 2013

For first assessment from Summer 2014

For first award in Summer 2014

Subject Code: 2335

Version 2 18 August 2015

Foreword
This booklet contains CCEA’s General Certificate of Secondary Education (GCSE)
Further Mathematics for first teaching from September 2013. We have updated this
specification to meet the requirements of the following:
• GCSE Qualifications Criteria; and
• Common Criteria for all Qualifications.

We will make the first full award based on this specification in summer 2014.

We are now offering this specification as a unitised course. This development increases
flexibility and choice for teachers and learners.

The first assessment will be available in 2014 for:

• Unit 1: Pure Mathematics; and
• Unit 2: Mechanics and Statistics.

We will notify centres in writing of any major changes to this specification. We will also
publish changes on our website at www.ccea.org.uk

The version on our website is the most up-to-date version. Please note that the web
version may be different from printed versions.
 Subject Code 2335
QAN 600/9508/8

A CCEA Publication © 2013

You may download further copies of this publication from www.ccea.org.uk

Contents

1 Introduction 3
1.1 Aims 3
1.2 Key features 3
1.3 Prior attainment 4
1.4 Classification codes and subject combinations 4

2 Specification at a Glance 5

3 Subject Content 6
3.1 Unit 1: Pure Mathematics 6
3.2 Unit 2: Mechanics and Statistics 10

4 Scheme of Assessment 14
4.1 Assessment opportunities 14
4.2 Assessment objectives 14
4.3 Assessment objective weightings 14
4.4 Reporting and grading 14

5 Grade Descriptions 15

6 Links 17
6.1 Support 17
6.2 Curriculum objectives 17
6.3 Skills development 18
6.4 Examination entries 18
6.5 Equality and inclusion 19
6.6 Contact details 19

Appendix 1 20
Formula Sheets

Appendix 2 22
Assumed Knowledge

Summary of Changes since First Issue 23

CCEA GCSE Further Mathematics from September 2013

1 Introduction
This specification sets out the content and assessment details for our GCSE Further
Mathematics course. First teaching begins from September 2013, and we will make the
first awards for this specification in 2014. You can view and download the latest version
of this specification on our website at www.ccea.org.uk

The specification builds on the broad objectives of the Northern Ireland Curriculum.

This GCSE Further Mathematics specification replaces our Additional Mathematics

specification and retains much of the same content. It provides a sound basis for further
study of mathematics at AS/A2 level and related subjects at a more advanced level.

As with all GCSEs, the guided learning hours for this specification are 120–140 hours.

1.1 Aims
This specification aims to encourage students to:
• develop further their mathematical knowledge, skills and understanding;
• select and apply mathematical techniques and methods in mathematical, everyday and
real-world situations;
• reason mathematically, interpret and communicate mathematical information, make
deductions and inferences, and draw conclusions;
• extend the base in mathematics from which they can progress to:
− higher studies in mathematics; and/or
− studies such as science, geography, technology or business which contain a significant
requirement in mathematics beyond Higher Tier GCSE Mathematics; and
• design and develop mathematical models that allow them to use problem solving
strategies and apply a broader range of mathematics to a variety of situations.

1.2 Key features

The key features of the specification appear below:
• This course offers opportunities to build on the skills and capabilities developed
through the delivery of the Key Stage 3 curriculum in Northern Ireland.
• It caters for students who require knowledge of mathematics beyond GCSE Higher
Tier Mathematics and who are capable of working beyond the limits of the GCSE
Mathematics specification.
• It is designed to broaden the experience of students whose mathematical ability is
above average and who:
− will follow mathematical courses at AS/A Level;
− will follow other courses at AS/A Level that require mathematics beyond GCSE
Higher Tier; or
− would like to extend their knowledge of mathematics.
• This is now a unitised specification. This means that students have the opportunity to
sit one or both units in the first year of teaching.

Version 2: 18 August 2015

3
CCEA GCSE Further Mathematics from September 2013

1.3 Prior attainment

Students taking this GCSE Further Mathematics specification should ideally have
covered all of the content in the CCEA GCSE Mathematics specification at Higher Tier,
including all of the content of units T3, T4 and T6. See Appendix 2 for a full list of
assumed knowledge.

1.4 Classification codes and subject combinations

Every specification is assigned a national classification code that indicates the subject area
to which it belongs. The classification code for this qualification is 2330.

Progression to another school/college

Should a student take two qualifications with the same classification code, schools and
colleges that they apply to may take the view that they have achieved only one of the two
GCSEs. The same view may be taken if students take two GCSE qualifications that have
different classification codes but have content that overlaps significantly. Students who
have any doubts about their subject combinations should check with the schools and
colleges that they wish to attend before embarking on their planned study.

Version 2: 18 August 2015

4
CCEA GCSE Further Mathematics from September 2013

2 Specification at a Glance
The table below summarises the structure of this GCSE Further Mathematics course:

Content Assessment Weighting Availability

Unit 1: Written examination in the 50% Summer

Pure form of a single question-and- (beginning in
Mathematics answer booklet that includes a Summer 2014)
formula sheet

2 hours

Unit 2: Written examination in the 50% Summer

Mechanics and form of a single question-and- (beginning in
Statistics answer booklet that includes a Summer 2014)
formula sheet

2 hours

At least 40 percent of the assessment (based on unit weightings) must be taken at

the end of the course as terminal assessment.

Version 2: 18 August 2015

5
CCEA GCSE Further Mathematics from September 2013

3 Subject Content
We have divided the course into two units. The content of each unit, as well as the
respective learning outcomes, appears below.

3.1 Unit 1: Pure Mathematics

In this unit students investigate algebra, trigonometry, differentiation, integration,
logarithms, matrices and vectors.

Content Learning Outcomes Elaboration

1.1 Students should be able to: Example:

Algebra 1.1.1 add, subtract, multiply and simplify
Algebraic divide rational algebraic
Fractions fractions with linear and x 2 − 3x 9
× 2
quadratic numerators and/or 3 x − x−6
denominators;
Completing the 1.1.2 write x2 + bx + c in the form The coefficient of x2
Square will always be 1 for
𝑏 2 𝑏 2 completing the square.
�𝑥 + � + �𝑐 − � � �
2 2
Example:
If f (x) = x2+5x+1,
rewrite this in the form
(x+a)2+b and use this
to find the minimum
value of f (x) and the
value of x for which it
occurs.
Equations 1.1.3 form and solve equations, Example:
sometimes given in context, in:
solve x2 − 5x = 1 by
− one variable: completing the square,
linear: including fractional giving the answer in
terms; and
quadratic: using the methods the form x = a ± b
of factorising, formula and
completing the square; and The coefficient of x2
will always be 1 for
− two or three variables, completing the square.
including:
up to three linear equations
in three unknowns; and Equations may be
one linear and one quadratic given, or students may
equation in two unknowns. be asked to form the
equations and interpret
the results.

Version 2: 18 August 2015

6
CCEA GCSE Further Mathematics from September 2013

Content Learning Outcomes Elaboration

1.2 Students should be able to: Example:

Trigonometry 1.2.1 solve simple trigonometric solve sin 2 x = 0.5
Trigonometric equations in a given range (in in the range
Equations degrees only) with a maximum
of two solutions; 0° ≤ x ≤ 180°
Example:
solve
1
cos � 𝑥 − 30°� = −0.7
2
in the range
− 360° ≤ x < 360°
A variety of ranges will
be used.
Solution of 1.2.2 use trigonometry in practical Excluding the
Triangles examples to solve triangles ambiguous case of the
including their areas by using sine rule
the sine rule, cosine rule and
1
Area = ab sin C
2
1.3 1.3.1 differentiate powers and sums Including negative
Differentiation of powers of x to find indices but excluding
d𝑦 d2 𝑦 fractional indices
Differentiation of and
d𝑥 d𝑥 2 Excluding
a Basic Function
differentiation from
first principles
Applications of 1.3.2 apply the method of Excluding points of
Differentiation differentiation to: inflexion
− gradients, tangents, normals,
maximum and minimum
turning points;
− simple optimisation Excluding 3D
problems; and optimising problems
− elementary curve sketching A cubic function will
of a quadratic or cubic have x as a common
function; and factor. Axes will be
drawn but not on
squared paper.
1.4 1.4.1 integrate powers and sums of Including negative
Integration powers of x, including definite indices but excluding
integration.
∫ x dx
−1
Integration of a
Basic Function and excluding
fractional indices

Version 2: 18 August 2015

7
CCEA GCSE Further Mathematics from September 2013

Content Learning Outcomes Elaboration

Application of Students should be able to: Area enclosed between

Integration a curve, x-axis and two
1.4.2 apply the method of integration
to find the area under a curve; given ordinates x = a
and x = b
Excluding
combinations of
positive and negative
areas
1.5 1.5.1 understand logarithms as a Example:
Logarithms natural evolution from indices; understand that
Laws of 8 = 2 3 ⇔ log 2 8 = 3
1.5.2 use the three basic laws of
Logarithms
logarithms in simplifying and
manipulating expressions
involving logarithms:
log ab = log a + log b
a Excluding change of
log = log a − log b
b base
log a n = n log a
Solution of Index 1.5.3 solve equations of the form Example:
Equations
a f ( x) = b g ( x) f ( x) = 2 x + 3
for simple functions g (x) = x
f (x) and g (x) ; Excluding quadratic
functions
1.6 1.6.1 add and subtract matrices; Including non-square
Matrices matrices, for example:
Matrix [2 3 4] + [5 − 2 − 7]
Calculations 1.6.2 multiply matrices – only
matrices of size 2×2, 2×1 or Example:
1×2 will be used; and
[2 − 3] �−4�
1
1.6.3 find det A and A −1 for 2×2
matrices.

Version 2: 18 August 2015

8
CCEA GCSE Further Mathematics from September 2013

Content Learning Outcomes Elaboration

Matrix Equations Students should be able to: Example:

1.6.4 solve for matrix X, equations of −2 4
A=� �
the form 1 3
A ± X=B 1 −2
B=� �
AX = B −4 7

Solve for matrix X:

(i) A + X = B
(ii) AX = B
Simultaneous 1.6.5 solve two linear simultaneous
Equations equations using matrices;
1.7 1.7.1 understand the concept of a Excluding vectors in the
Vectors vector and use the notations form xi + yj
Concept of a �����⃗ , a, column vectors and
𝐴𝐴 in Unit 1
Vector representation by a directed line
segment;
Vector Geometry 1.7.2 calculate and represent Prove that two lines are
graphically the sum of two parallel by showing that
vectors and a scalar multiple of one vector is a scalar
a vector; multiple of another.

1.7.3 understand and use the

commutative and associative
properties of vector addition;
and

1.7.4 solve simple geometrical

problems in 2D using vector
methods.

Version 2: 18 August 2015

9
CCEA GCSE Further Mathematics from September 2013

3.2 Unit 2: Mechanics and Statistics

In this unit, students explore kinematics, vectors, forces, Newton’s Laws of Motion,
friction, moments, understanding and using statistical terminology, measures of central
tendency and measures of dispersion, probability, and bivariate analysis.

Content Learning Outcomes Elaboration

2.1 Students should be able to: Including graphs

Kinematics showing two journeys,
2.1.1 demonstrate a knowledge of
for example one
Displacement displacement/time and
vehicle meeting/
and Velocity velocity/time graphs and their
overtaking another
Time Graphs applications;

Constant 2.1.2 demonstrate a knowledge of Including vertical and

Acceleration and use constant acceleration horizontal motion
Formulae formulae;

2.2 2.2.1 understand the definition of a

Vectors vector:
Vector − force, velocity and
Introduction acceleration are vectors; and
− mass and time are scalars;

Introduction to i 2.2.2 know that a vector has Including angle

and j Vectors magnitude and direction; between xi + yj and
either i or j
2.2.3 use i and j vectors in
calculations;

2.3 2.3.1 understand that force is a

Forces vector and know the units of
force;
Units of Force

Resolving Forces 2.3.2 resolve a force into components Resolving problems

and find the resultant of a set of involve a maximum of
forces; and four separate forces.

Equilibrium 2.3.3 know and apply the concept of Equilibrium problems

equilibrium of a particle. involve a maximum of
four separate forces.

Version 2: 18 August 2015

10
CCEA GCSE Further Mathematics from September 2013

Content Learning Outcomes Elaboration

2.4 Students should be able to: Straight line motion

Newton’s Laws only
2.4.1 apply Newton’s Laws of
of Motion
Motion, including F = ma; Including motion of
a body on an inclined
plane
Connected 2.4.2 solve problems involving Both bodies move
Particles motion of two connected horizontally, both
bodies; vertically, or one
moves horizontally and
the other vertically.

2.5 2.5.1 demonstrate a knowledge of the

Friction concept of friction and the
normal reaction R;
Friction and
Normal Reaction
Limiting Friction 2.5.2 demonstrate a knowledge of Any externally applied
the concept of forces acting on a body
on an inclined plane
limiting friction = 𝜇R, (for example the tension
where R is the normal reaction in a string) will be
and 𝜇 is the coefficient of parallel to the plane.
friction; and Excluding the ‘angle of
friction’ concept

2.6 2.6.1 understand the principle of Turning effects of

Moments moments and equilibrium of a coplanar forces;
rigid body. problems will involve
uniform rods only, no
hinge or ladder
questions.

Version 2: 18 August 2015

11
CCEA GCSE Further Mathematics from September 2013

Content Learning Outcomes Elaboration

2.7 Students should be able to:

Understanding 2.7.1 demonstrate knowledge and
and Using understanding of the terms:
Statistical
Terminology − population;
− sample;
Statistical − discrete variable; and
Language
− continuous variable;

Limits and 2.7.2 distinguish between class limits

Boundaries and class boundaries;

Class Widths and 2.7.3 calculate the class width and

Mid-Values mid-value of classes;

Age Distribution 2.7.4 demonstrate a knowledge and Example:

understanding of age 5–9 years means
distribution; 5 ≤ age < 10 years.

Histograms 2.7.5 draw and use histograms of

various widths using frequency
density;

2.8 2.8.1 demonstrate knowledge and use

Measures of of standard deviation;
Central Tendency
and Measures of 2.8.2 calculate an estimate for the Excluding calculation
Dispersion mean, median and standard of interquartile range,
deviation from data, which may but including finding
Standard
be given in the form of a the mean and standard
Deviation, Mean
grouped frequency distribution; deviation for combined
and Median
and sets of data
Formula for the
median is:
N 
 − (Σf )1 c
Median = L +  2 
1
f med

Results for 2.8.3 transform sets of data. Know that if a data set
Transformed is transformed such
Data that:
Y = aX + b , then
Y = a X + b and
σ y = 𝑎𝑎𝑋

Version 2: 18 August 2015

12
CCEA GCSE Further Mathematics from September 2013

Content Learning Outcomes Elaboration

2.9 Students should be able to:

Probability 2.9.1 demonstrate a knowledge of
Independent and independent and mutually
Mutually exclusive events;
Exclusive Events

Tree Diagrams 2.9.2 construct tree diagrams with up

to three branches;

Venn Diagrams 2.9.3 construct Venn diagrams; Understand and use

P(A∪B) or P(A∩B)

Conditional 2.9.4 understand conditional The calculation of a

Probability probability; conditional probability
may be from tree
diagrams or Venn
diagrams.

2.10 2.10.1 demonstrate a knowledge of

Bivariate Analysis scatter diagrams and
correlation;
Scatter Diagrams
and Correlation

Line of Best Fit 2.10.2 draw a line of best fit by eye, The plotting of original
passing through the point ( x , y ) ; data will be given.

2.10.3 find the equation of a line of

best fit in the form y = a + bx ;
and

Spearman’s Rank 2.10.4 calculate and interpret 6Σd 2

Correlation Spearman’s Rank Correlation r = 1−
Coefficient Coefficient.
n(n 2 − 1)
will be given.

Know that –1 ≤ r ≤ 1
and that, for this
specification, values
–0.4 ≤ r ≤ 0.4 will be
taken as weak or no
correlation.

Version 2: 18 August 2015

13
CCEA GCSE Further Mathematics from September 2013

4 Scheme of Assessment
4.1 Assessment opportunities
You can see the availability of the examinations in Section 2 of this specification.

Candidates studying unitised GCSE qualifications must complete at least 40 percent of

the overall assessment requirements as terminal assessment.

Candidates may resit each individual assessment unit once. If candidates resit a unit, they
are free to count the better of the two marks they achieve unless the resit makes up part
of their 40 percent terminal assessment. If the resit does make up part of the terminal
assessment, the resit mark will count towards the final grade.

Results for individual assessments units remain available to count towards a GCSE
qualification until we withdraw the specification.

4.2 Assessment objectives

Below are the assessment objectives for this specification. Candidates must:
• recall and select mathematical facts, concepts and techniques in a variety of contexts
(AO1);
• use their knowledge of standard mathematical models and apply mathematical
methods in a range of contexts (AO2); and
• interpret and analyse problems and generate strategies to solve them (AO3).

4.3 Assessment objective weightings

The table below sets out the assessment objectives for each assessment component:

Component Weighting %
Assessment Objective
Unit 1 Unit 2

AO1 25–35 25–35

AO2 40–50 40–50

AO3 20–30 20–30

4.4 Reporting and grading

We report the results of individual assessment units on a uniform mark scale that reflects
the assessment weighting of each unit. We determine the grades awarded by aggregating
the uniform marks that candidates obtain on individual assessment units.

We award GCSE qualifications on an eight-grade scale A*–G, with A* being the highest.
If candidates fail to attain a grade G or higher, we report their results as unclassified (U).

The grades that we award match the grade descriptions in Section 5.

Version 2: 18 August 2015

14
CCEA GCSE Further Mathematics from September 2013

5 Grade Descriptions
Grade descriptions are provided to give a general indication of the standards of
achievement likely to have been shown by candidates awarded particular grades. The
descriptions must be interpreted in relation to the content in the specification; they are
not designed to define that content.

The grade awarded depends in practice upon the extent to which the candidate has met
the assessment objectives overall. Shortcomings in some aspects of candidates’
performance in the assessment may be balanced by better performances in others.

Grade Description

A Candidates use a wide range of mathematical techniques, terminology,

diagrams and symbols consistently, appropriately and accurately.
Candidates are able to use different representations effectively and they
recognise equivalent representations: for example numerical, graphical and
algebraic representations. Candidates use complex graphs, sketches and
diagrams, all with accuracy and skill.

Candidates manipulate complex algebraic expressions concisely, and use

algebra to solve problems with fluency and accuracy. They use
trigonometry to solve complex problems. Candidates demonstrate a
comprehensive understanding of logarithms, vector geometry, matrices,
differentiation, integration, kinematics, forces and equilibrium, Newton’s
laws, friction, moments, statistical language, measures of central tendency
and spread, probability and bivariate analysis. They evaluate the
appropriateness, effectiveness and efficiency of different approaches to
problem solving through their knowledge and understanding.

Candidates tackle problems that bring together different aspects of

mathematics that involve multiple variables, often in non-standard
situations. They can identify variables and investigate them systematically,
and use the outcomes to solve a problem.

Candidates communicate their chosen strategy concisely. They can

construct a rigorous argument and engage in multi-step reasoning, making
inferences and drawing conclusions. They use mathematical language
correctly and proceed logically through extended arguments or proofs.

Version 2: 18 August 2015

15
CCEA GCSE Further Mathematics from September 2013

Grade Description

C Candidates use a range of mathematical techniques, terminology, diagrams

and symbols consistently and appropriately. Candidates are able to use
different representations effectively and they recognise equivalent
representations: for example numerical, graphical and algebraic
representations. Candidates use graphs, sketches and diagrams, all with
reasonable accuracy and skill.

Candidates manipulate algebraic expressions concisely, and use algebra to

solve problems with reasonable accuracy. They use trigonometry to solve
problems. Candidates demonstrate an understanding of logarithms, vector
geometry, matrices, differentiation, integration, kinematics, forces and
equilibrium, Newton’s laws, friction, moments, statistical language,
measures of central tendency and spread, probability and bivariate analysis.

Candidates identify relevant information, select appropriate

representations and apply appropriate methods and knowledge. They are
able to move from one representation to another in order to make sense
of a situation. Candidates tackle problems that bring aspects of
mathematics together and use some algebraic, trigonometric, mechanical
and statistical properties to understand problems and begin to seek
solutions. They identify strategies to solve problems involving a limited
number of variables. Candidates communicate their chosen strategy. They
can construct a mathematical argument, although there may be gaps in
their reasoning.

F Candidates use some mathematical techniques, terminology, diagrams and

symbols appropriately. Candidates are able to use some representations
effectively and they recognise some equivalent representations: for
example numerical, graphical and algebraic representations. Candidates
use graphs, sketches and diagrams, all with some accuracy.

Candidates manipulate algebraic expressions, and use algebra to solve

problems with some accuracy. They attempt to use trigonometry to solve
problems. Candidates demonstrate a limited knowledge of logarithms,
vector geometry, matrices, differentiation, integration, kinematics, forces
and equilibrium, Newton’s laws, friction, moments, statistical language,
measures of central tendency and spread, probability and bivariate
analysis.

Candidates identify some relevant information, select appropriate

representations and apply appropriate methods and knowledge. They
attempt to move from one representation to another, in order to make
sense of a situation. Candidates attempt to tackle problems that bring
aspects of mathematics together and use some algebraic, trigonometric,
mechanical and statistical properties to understand problems and begin to
seek solutions. They attempt to identify strategies to solve problems
involving a limited number of variables. Candidates attempt to
communicate their chosen strategy.

Version 2: 18 August 2015

16
CCEA GCSE Further Mathematics from September 2013

6 Links
6.1 Support
We provide the following resources to support this specification:
• our website;
• a subject microsite within our website;
• specimen papers and mark schemes; and
• Topic Tracker.

Topic Tracker allows teachers to produce their own test papers using past paper
examination questions and generates a mark scheme to match.

Some support material from the previous specification may also remain useful.

We intend to expand our range of support to include the following:

• past papers;
• mark schemes;
• Chief Examiner’s reports;
• schemes of work;
• centre support visits;
• support days for teachers; and
• a resource list.

You can find our annual support programme of events and materials for GCSE Further
Mathematics on our website at www.ccea.org.uk

6.2 Curriculum objectives

This specification addresses and builds upon the broad curriculum objectives for
Northern Ireland. In particular, it enables students to:
• develop as individuals and contributors to the economy, society and environment by
providing opportunities to:
− create personal meaning through problem-solving, applying rules and developing
numeracy skills;
− express their own logic through working out problems;
− build an appreciation of the diverse branches of mathematics; and
− explore and experiment creatively in a variety of situations;
• develop the skills that are central to their understanding of and response to
mathematical problems;
• increase awareness of how mathematics influences behaviour and the world around
them;
• develop their own understanding of mathematics from situations and experiences that
are different from their own;
• develop their understanding of the theoretical and practical nature of mathematics;
• improve their mathematical competence, financial capabilities and responsibilities;
• develop their awareness and understanding of the skills required to be successful in
employment and business (and how these skills are transferable to the world of work);

Version 2: 18 August 2015

17
CCEA GCSE Further Mathematics from September 2013

• progress from the Key Stage 3 Northern Ireland Curriculum requirements through:
− knowledge and understanding of number, algebra, shape, space and measures, and
handling data;
− knowledge and understanding of personal finance issues;
− skills that enable competent and responsible financial decision-making;
− the application of mathematical skills to real-life and work situations; and
− the creative use of technology to enhance mathematical understanding;
• develop an understanding of spiritual, moral, ethical, social, legislative, economic and
cultural issues by providing opportunities to:
− explore and understand the underlying mathematical principles behind some of the
natural forms and patterns in the world around us;
− recognise how logical reasoning can be used to consider the consequences of
particular decisions and choices;
− work together on complex mathematical tasks and see that the collaborative result is
often better than what they could achieve individually;
• appreciate that mathematical thought contributes to the development of our culture
and is becoming increasingly central to our highly technological future;
• recognise the ways in which mathematicians from many cultures have contributed to
modern day mathematics; and
• develop an understanding of sustainable development, health and safety
considerations and European developments.

6.3 Skills development

This specification provides opportunities for students to develop the following key skills:
• application of number;
• communication;
• improving their own learning and performance;
• information and communication technology;
• problem-solving; and
• working with others.

You can find details of the current standards and guidance for each of these skills on the
CCEA website at www.ccea.org.uk

6.4 Examination entries

Entry codes for this subject and details on how to make entries are available on our
Qualifications Administration Handbook microsite, which you can access at
www.ccea.org.uk

Alternatively, you can telephone our Examination Entries, Results and Certification team
using the contact details provided in this section.

Version 2: 18 August 2015

18
CCEA GCSE Further Mathematics from September 2013

6.5 Equality and inclusion

We have considered the requirements of equality legislation in developing this
specification.

GCSE qualifications often require the assessment of a broad range of competences. This
is because they are general qualifications and, as such, prepare students for a wide range
of occupations and higher level courses.

During the development process, an external equality panel reviewed the specification to
identify any potential barriers to equality and inclusion. Where appropriate, we have
considered measures to support access and mitigate barriers.

Reasonable adjustments are made for students with disabilities. For this reason very few
students, if any, should have difficulty accessing the assessment.

It is important to note that where access arrangements are permitted, they must not be
used in any way that undermines the integrity of the assessment. You can find
information on reasonable adjustments in the Joint Council for Qualifications’ document
Access Arrangements, Reasonable Adjustments and Special Consideration: General and Vocational
Qualifications, available at www.jcq.org.uk

6.6 Contact details

The following list provides contact details for relevant staff members and departments:
• Specification Support Officer: Joan Jennings
(telephone: (028) 9026 1200, extension 2552, email: [email protected])

• Officer with Subject Responsibility: Eleanore Thomas

(telephone: (028) 9026 1200, ext. 2209, email: [email protected])

• Examination Entries, Results and Certification

(telephone: (028) 9026 1262, email: [email protected])

• Examiner Recruitment
(telephone: (028) 9026 1243, email: [email protected])

• Distribution
(telephone: (028) 9026 1242, email: [email protected])

• Support Events Administration

(telephone: (028) 9026 1401, email: [email protected])

• Information Section (including Freedom of Information requests)

(telephone: (028) 9026 1200, email: [email protected])

• Business Assurance (Complaints and Appeals Manager: Heather Clarke)

(telephone: (028) 9026 1244, email: [email protected]).

Version 2: 18 August 2015

19
CCEA GCSE Further Mathematics from September 2013

Appendix 1
Formula Sheets

Unit 1: Pure Mathematics

This page will be on the inside cover of the question-and-answer booklet for Unit 1.

Version 2: 18 August 2015

20
CCEA GCSE Further Mathematics from September 2013

Unit 2: Mechanics and Statistics

This page will be on the inside cover of the question-and-answer booklet for Unit 2.

Version 2: 18 August 2015

21
CCEA GCSE Further Mathematics from September 2013

Appendix 2
Assumed Knowledge
Students should have thorough knowledge of:
• using calculators effectively and efficiently, including trigonometrical functions
• factorising quadratic expressions
• simplifying algebraic fractions
• the use of the quadratic formula
• setting up and solving simple equations, including simple simultaneous linear
equations in two unknowns
• the rules of indices
• the gradient of a straight line, parallel and perpendicular lines
• the equation of a straight line
• graphs of:
− sin, cos and tan functions
− reciprocal function
− exponential function y = ax where a = 2, 3, 4 and x ε Z
− quadratic and simple cubic functions
• Pythagoras’ theorem
• trigonometry
• the use of sine rule, cosine rule and area of triangle rule
• three figure bearings
• understanding and using compound measures
• finding areas of a rectangle, triangle and trapezium
• mean, mode, median and range for ungrouped and grouped data
• drawing scatter graphs
• drawing lines of best fit by eye
• distinguishing between positive, negative and zero correlation
• probability
− probability scale
− independent events
− mutually exclusive events
− illustrating combined probability of several events using tabulation or a tree diagram
− producing a tree diagram to illustrate the combined probability of several events
which are not independent.

Version 2: 18 August 2015

22
CCEA GCSE Further Mathematics from September 2013

Summary of Changes since First Issue

(most recent changes are marked in red)

Revision History Date of Change Page Number Change Made

Number

Version 2 18 August 2015 5 Deletion of text

19 Change to Contact
Details

Version 2: 18 August 2015

23