A-Level Maths

Specification
Pearson Edexcel Level 3 Advanced GCE in Mathematics (9MA0)
First teaching from September 2017
First certification from 2018
A Level
Mathematics
Issue 4

Summary of Pearson Edexcel Level 3 Advanced GCE
in Mathematics Specification Issue 4 changes
Summary of changes made between previous issue and this current
issue
Page number
Paper 1 and Paper 2: Pure Mathematics, Section 1.1 – Example of proof by
exhaustion in guidance replaced with better example.
11
Paper 1 and Paper 2: Pure Mathematics, Section 1.1 – Square root symbol
changed to include bar over 2.
11
Paper 1 and Paper 2: Pure Mathematics, Section 2.3 – Text in guidance changed
from ‘use of a calculator and completing the square’ to ‘use of calculator or
completing the square’ to clarify wording.
12
Paper 1 and Paper 2: Pure Mathematics, Section 2.4 – Text in guidance changed
from ‘The quadratic may involve powers of 2...’ to ‘This may involve powers of
2...’ for clarity.
12
Paper 1 and Paper 2: Pure Mathematics, Section 2.5 – Three inequality symbols
in guidance changed to not bold.
13
Paper 1 and Paper 2: Pure Mathematics, Section 2.6 – Text in the guidance
changed to clarify that roots can be fractional.
13
Paper 1 and Paper 2: Pure Mathematics, Section 2.7 – ‘graphs’ changed to
‘graph’.
14
Paper 1 and Paper 2: Pure Mathematics, Section 2.7 – Text ‘Direct proportion
between two variables’ removed from guidance to avoid misinterpretation that it
suggests only direct proportion is included.
14
Paper 1 and Paper 2: Pure Mathematics, Section 3.3 – Fixed typo – deleted ‘5’
before ‘describes’.
17
Paper 1 and Paper 2: Pure Mathematics, Section 4.2 – Bracket in equation
changed from italic to roman.
18
Paper 1 and Paper 2: Pure Mathematics, Section 5.3 – / 2
π removed from list of
exact values required for tan, to match DfE content.
19
Paper 1 and Paper 2: Pure Mathematics, Section 5.5 – Inserted space before
‘and’.
20
Paper 1 and Paper 2: Pure Mathematics, Section 6.4 – Plus sign made not
subscript.
21
Paper 1 and Paper 2: Pure Mathematics, Section 6.4 – Fixed typo – deleted
inequality symbol from ‘k ≤logax’.
21
Paper 1 and Paper 2: Pure Mathematics, Section 6.7 – Deleted ‘second’ from
‘Consideration of a second improved model may be required’ to make
expectation clearer.
22
Paper 1 and Paper 2: Pure Mathematics, Section 7.1 – First sentence of guidance
made bold.
23
Paper 1 and Paper 2: Pure Mathematics, Section 7.3 – Line removed from
content and guidance column.
23

Paper 1 and Paper 2: Pure Mathematics, Section 7.6 – Text ‘which may include
direct proportion’ deleted from guidance. Example added.
24
Paper 1 and Paper 2: Pure Mathematics, Section 8.2 – Fixed typo – deleted ‘x’
from end of first sentence in guidance.
24
Paper 1 and Paper 2: Pure Mathematics, Section 8.3 – Two parts of guidance text
made bold.
25
Paper 1 and Paper 2: Pure Mathematics, Section 8.5 – Integration by substitution
text deleted from guidance as it was a repetition of text in content column.
25
Paper 1 and Paper 2: Pure Mathematics, Section 10.1 – Full stop made not bold. 27
Paper 1 and Paper 2: Pure Mathematics, Section 10.2 – Vector ‘a’ changed to
roman.
27
Paper 1 and Paper 2: Pure Mathematics, Section 10.4 – Formula for distance
between two points in three dimensions added to guidance (not bold).
27
Paper 1 and Paper 2: Pure Mathematics, Section 10.5 – Text about use of ratio
theorem deleted to avoid confusion over ‘ratio theorem’.
28
Assessment information – ‘Mathematical Formulae and Statistical Tables’
italicised.
29
Synoptic assessment – ‘assesses’ corrected to ‘assess’. 29
Paper 3: Statistics and Mechanics, Section 2.2 – Paragraphs reordered, some
text deleted to avoid repetition.
31
Paper 3: Statistics and Mechanics, Section 5.2 – Line deleted from across
Content and Guidance columns.
35
Paper 3: Statistics and Mechanics, Section 6.1 – Guidance made bold. 35
Paper 3: Statistics and Mechanics, Section 7.1 – Guidance made bold. 36
Paper 3: Statistics and Mechanics, Section 7.3 – Sentence starting ‘Understand
and use suvat formulae...’ made not bold and moved down a row.
36
Paper 3: Statistics and Mechanics, Section 7.4 – ‘r’, ‘v’, ‘a’ and ‘t’ italicised in
integrals.
36
Paper 3: Statistics and Mechanics, Section 7.4 – Cross-reference corrected in
guidance.
36
Paper 3: Statistics and Mechanics, Section 8.2 – Order of paragraphs changed in
guidance.
37
Paper 3: Statistics and Mechanics, Section 8.3 – Section starting ‘The inverse
square law...’ moved from guidance to content, as it is part of DfE wording.
37
Paper 3: Statistics and Mechanics, Section 8.4 – Text ‘restricted to forces in two
perpendicular directions or simple cases of forces given as 2-D vectors’ added to
content to match DfE wording.
38
Breakdown of Assessment Objectives – Ranges for AO2 and AO3 changed. 41
Earlier issues show previous changes.
If you need further information on these changes or what they mean, contact us via our website
at: qualifications.pearson.com/en/support/contact-us.html.

Contents
1 Introduction 2
Why choose Edexcel A Level Mathematics? 2
Supporting you in planning and implementing this qualification 3
Qualification at a glance 5
2 Subject content and assessment information 7
Paper 1 and Paper 2: Pure Mathematics 11
Paper 3: Statistics and Mechanics 30
Assessment Objectives 40
3 Administration and general information 42
Entries 42
Access arrangements, reasonable adjustments, special consideration and malpractice 42
Student recruitment and progression 45
Appendix 1: Formulae 49
Appendix 2: Notation 53
Appendix 3: Use of calculators 59
Appendix 4: Assessment Objectives 60
Appendix 5: The context for the development of this qualification 62
Appendix 6: Transferable skills 64
Appendix 7: Level 3 Extended Project qualification 65
Appendix 8: Codes 67

Pearson Edexcel Level 3 Advanced GCE in Mathematics
Specification – Issue 4 – February 2020 – © Pearson Education Limited 2020
2
1 Introduction
Why choose Edexcel A Level Mathematics?
We have listened to feedback from all parts of the mathematics subject community, including
higher education. We have used this opportunity of curriculum change to redesign a
qualification that reflects the demands of a wide variety of end users, as well as retaining
many of the features that have contributed to the increasing popularity of GCE Mathematics
in recent years.
We will provide:
● Simple, intuitive specifications that enable co-teaching and parallel delivery. Increased
pressure on teaching time means that it’s important you can cover the content of different
specifications together. Our specifications are designed to help you co-teach A and
AS Level, as well as deliver maths and further maths in parallel.
● Clear, familiar, accessible exams. Our new exam papers will deliver everything you’d
expect from us as the leading awarding body for maths. They’ll take the most
straightforward and logical approach to meet the government’s requirements. They’ll use
the same clear design that you’ve told us makes them so accessible, while also ensuring a
range of challenge for all abilities.
● A wide range of exam practice to fully prepare students and help you track progress.
With the new linear exams your students will want to feel fully prepared and know how
they’re progressing. We’ll provide lots of exam practice to help you and your students
understand and prepare for the assessments, including secure mock papers, practice
papers and free topic tests with marking guidance.
● Complete support and free materials to help you understand and deliver the
specification. Change is easier with the right support, so we’ll be on hand to listen and
give advice on how to understand and implement the changes. Whether it’s through our
Launch, Getting Ready to Teach, and Collaborative Networks events or via the renowned
Maths Emporium, we’ll be available face to face, online or over the phone throughout the
lifetime of the qualification. We’ll also provide you with free materials such as schemes of
work, topic tests and progression maps.
● The published resources you know and trust, fully updated for 2017. Our new A Level
Maths and Further Maths textbooks retain all the features you know and love about the
current series, while being fully updated to match the new specifications. Each textbook
comes packed with additional online content that supports independent learning and they
all tie in with the free qualification support, giving you the most coherent approach to
teaching and learning.

3
Supporting you in planning and implementing
this qualification
Planning
● Our Getting Started guide gives you an overview of the new A Level qualification to help
you to get to grips with the changes to content and assessment, as well as helping you
understand what these changes mean for you and your students.
● We will give you a course planner and scheme of work that you can adapt to suit your
department.
● Our mapping documents highlight the content changes between the legacy modular
specification and the new linear specifications.
Teaching and learning
There will be lots of free teaching and learning support to help you deliver the new
qualifications, including:
● topic guides covering new content areas
● teaching support for problem solving, modelling and the large data set
● a student guide containing information about the course to inform your students and their
parents.
Preparing for exams
We will also provide a range of resources to help you prepare your students for the
assessments, including:
● specimen papers written by our senior examiner team
● practice papers made up from past exam questions that meet the new criteria
● secure mock papers
● marked exemplars of student work with examiner commentaries.
ResultsPlus and exam Wizard
ResultsPlus provides the most detailed analysis available of your students’ exam
performance. It can help you identify the topics and skills where further learning would
benefit your students.
Exam Wizard is a data bank of past exam questions (and sample paper and specimen paper
questions) allowing you to create bespoke test papers.

4
Get help and support
Mathematics Emporium – support whenever you need it
The renowned Mathematics Emporium helps you keep up to date with all areas of maths
throughout the year, as well as offering a rich source of past questions and, of course,
access to our in-house maths experts Graham Cumming and his team.
Sign up to get Emporium emails
Get updates on the latest news, support resources, training and alerts for entry deadlines
and key dates direct to your inbox. Just email mathsemporium@pearson.com to sign up.
Emporium website
Over 12 000 documents relating to past and present Edexcel mathematics qualifications
available free. Visit www.edexcelmaths.com to register for an account.

5
Qualification at a glance
Content and assessment overview
The Pearson Edexcel Level 3 Advanced GCE in Mathematics consists of three
externally-examined papers.
Students must complete all assessment in May/June in any single year.
Paper 1: Pure Mathematics 1 (*Paper code: 9MA0/01)
Paper 2: Pure Mathematics 2 (*Paper code: 9MA0/02)
Each paper is:
2-hour written examination
33.33% of the qualification
100 marks
Content overview
● Topic 1 – Proof
● Topic 2 – Algebra and functions
● Topic 3 – Coordinate geometry in the (x, y) plane
● Topic 4 – Sequences and series
● Topic 5 – Trigonometry
● Topic 6 – Exponentials and logarithms
● Topic 7 – Differentiation
● Topic 8 – Integration
● Topic 9 – Numerical methods
● Topic 10 – Vectors
Assessment overview
● Paper 1 and Paper 2 may contain questions on any topics from the Pure Mathematics
content.
● Students must answer all questions.
● Calculators can be used in the assessment.

6
Paper 3: Statistics and Mechanics (*Paper code: 9MA0/03)
2-hour written examination
33.33% of the qualification
100 marks
Content overview
Section A: Statistics
● Topic 1 – Statistical sampling
● Topic 2 – Data presentation and interpretation
● Topic 3 – Probability
● Topic 4 – Statistical distributions
● Topic 5 – Statistical hypothesis testing
Section B: Mechanics
● Topic 6 – Quantities and units in mechanics
● Topic 7 – Kinematics
● Topic 8 – Forces and Newton’s laws
● Topic 9 – Moments
Assessment overview
● Paper 3 will contain questions on topics from the Statistics content in Section A and
Mechanics content in Section B.
*See Appendix 8: Codes for a description of this code and all other codes relevant to
this qualification.

7
2 Subject content and assessment
information
Qualification aims and objectives
The aims and objectives of this qualification are to enable students to:
● understand mathematics and mathematical processes in a way that promotes confidence,
fosters enjoyment and provides a strong foundation for progress to
further study
● extend their range of mathematical skills and techniques
● understand coherence and progression in mathematics and how different areas of
mathematics are connected
● apply mathematics in other fields of study and be aware of the relevance of mathematics
to the world of work and to situations in society in general
● use their mathematical knowledge to make logical and reasoned decisions in solving
problems both within pure mathematics and in a variety of contexts, and communicate the
mathematical rationale for these decisions clearly
● reason logically and recognise incorrect reasoning
● generalise mathematically
● construct mathematical proofs
● use their mathematical skills and techniques to solve challenging problems that require
them to decide on the solution strategy
● recognise when mathematics can be used to analyse and solve a problem in context
● represent situations mathematically and understand the relationship between problems in
context and mathematical models that may be applied to solve them
● draw diagrams and sketch graphs to help explore mathematical situations and interpret
solutions
● make deductions and inferences and draw conclusions by using mathematical reasoning
● interpret solutions and communicate their interpretation effectively in the context of the
problem
● read and comprehend mathematical arguments, including justifications of methods and
formulae, and communicate their understanding
● read and comprehend articles concerning applications of mathematics and communicate
their understanding
● use technology such as calculators and computers effectively and recognise when their
use may be inappropriate
● take increasing responsibility for their own learning and the evaluation of their own
mathematical development.

8
Overarching themes
The overarching themes should be applied along with associated mathematical thinking and
understanding, across the whole of the detailed content in this specification.
These overarching themes are inherent throughout the content and students are required to
develop skills in working scientifically over the course of this qualification. The skills show
teachers which skills need to be included as part of the learning and assessment of the
students.
Overarching theme 1: Mathematical argument, language and proof
A Level Mathematics students must use the mathematical notation set out in the booklet
Mathematical Formulae and Statistical Tables and be able to recall the mathematical
formulae and identities set out in Appendix 1.
Knowledge/skill
OT1.1 Construct and present mathematical arguments through appropriate use of
diagrams; sketching graphs; logical deduction; precise statements involving
correct use of symbols and connecting language, including: constant,
coefficient, expression, equation, function, identity, index, term, variable.
OT1.2 Understand and use mathematical language and syntax as set out in the
content.
OT1.3 Understand and use language and symbols associated with set theory, as set
out in the content. Apply to solutions of inequalities and probability.
OT1.4 Understand and use the definition of a function; domain and range of
functions.
OT1.5 Comprehend and critique mathematical arguments, proofs and justifications
of methods and formulae, including those relating to applications of
mathematics.

9
Overarching theme 2: Mathematical problem solving
Knowledge/skill
OT2.1 Recognise the underlying mathematical structure in a situation and simplify
and abstract appropriately to enable problems to be solved.
OT2.2 Construct extended arguments to solve problems presented in an
unstructured form, including problems in context.
OT2.3 Interpret and communicate solutions in the context of the original problem.
OT2.4 Understand that many mathematical problems cannot be solved analytically,
but numerical methods permit solution to a required level of accuracy.
OT2.5 Evaluate, including by making reasoned estimates, the accuracy or limitations
of solutions, including those obtained using numerical methods.
OT2.6 Understand the concept of a mathematical problem-solving cycle, including
specifying the problem, collecting information, processing and representing
information and interpreting results, which may identify the need to repeat
the cycle.
OT2.7 Understand, interpret and extract information from diagrams and construct
mathematical diagrams to solve problems, including in mechanics.
Overarching theme 3: Mathematical modelling
Knowledge/skill
OT3.1 Translate a situation in context into a mathematical model, making
simplifying assumptions.
OT3.2 Use a mathematical model with suitable inputs to engage with and explore
situations (for a given model or a model constructed or selected
by the student).
OT3.3 Interpret the outputs of a mathematical model in the context of the original
situation (for a given model or a model constructed or selected
by the student).
OT3.4 Understand that a mathematical model can be refined by considering its
outputs and simplifying assumptions; evaluate whether the model is
appropriate.
OT3.5 Understand and use modelling assumptions.

10
Use of data in statistics
Pearson has provided a large data set, which will support the assessment of Statistics in
Paper 3: Statistics and Mechanics. Students are required to become familiar with the data
set in advance of the final assessment.
Assessments will be designed in such a way that questions assume knowledge and
understanding of the data set. The expectation is that these questions should be likely to
give a material advantage to students who have studied and are familiar with the data set.
They might include questions/tasks that:
● assume familiarity with the terminology and contexts of the data, and do not explain them
in a way that gives students who have not studied the data set the same opportunities to
access marks as students who have studied them
● use summary statistics or selected data from, or statistical diagrams based on, the data
set – these might be provided in the question or task, or as stimulus materials
● are based on samples related to the contexts in the data set, where students’ work with
the data set will help them understand the background context and/or
● require students to interpret data in ways that would be too demanding in an unfamiliar
context.
Students will not be required to have copies of the data set in the examination, nor will they
be required to have detailed knowledge of the actual data within the data set.
The data set can be downloaded from our website, qualifications.pearson.com. This data set
should be appropriate for the lifetime of the qualification. However we will review the data
set on an annual basis to ensure it is appropriate. If we need to make changes to the data
set, we will notify centres before the beginning of the two-year course before students
complete their examination.

11
Paper 1 and Paper 2: Pure Mathematics
To support the co-teaching of this qualification with the AS Mathematics qualification,
common content has been highlighted in bold.
Topics
What students need to learn:
Content Guidance
1
Proof
1.1 Understand and use the
structure of mathematical
proof, proceeding from
given assumptions
through a series of logical
steps to a conclusion; use
methods of proof,
including: Examples of proofs:
Proof by deduction Proof by deduction
e.g. using completion of the square,
prove that n2
− 6n + 10 is positive for
all values of n or, for example,
differentiation from first principles for
small positive integer powers of x or
proving results for arithmetic and geometric
series. This is the most commonly used
method of proof throughout this
specification
Proof by exhaustion Proof by exhaustion
Given that p is a prime number such
that 3 < p < 25, prove by exhaustion,
that (p – 1)(p + 1) is a multiple of 12.
Disproof by counter
example
Disproof by counter example
e.g. show that the statement
“n2
– n + 1 is a prime number for all
values of n” is untrue
Proof by contradiction
(including proof of the
irrationality of 2 and the
infinity of primes, and
application to unfamiliar
proofs).

12
Topics
Content Guidance
2
Algebra and
functions
laws of indices for all
rational exponents.
am
× an
= am + n
, am
÷ an
= am − n
, (am
)n
= amn
The equivalence of
m
n
a and
n m
a should
be known.
2.2 Use and manipulate surds,
including rationalising the
denominator.
Students should be able to simplify
algebraic surds using the results
( )
x x xy x y
2
,
= = and
( )( )
x y x y x y
+ − =−
2.3 Work with quadratic
functions and their graphs.
The notation f(x) may be used
The discriminant of a
quadratic function,
including the conditions
for real and repeated
roots.
Need to know and to use
b2
– 4ac > 0, b2
– 4ac = 0 and
b2
– 4ac < 0
Completing the square. ax2
+ bx + c =
b
a x
a
2
2
 
+
 
 
+
2
4
b
c
a
 
−
 
 
 
Solution of quadratic
equations
Solution of quadratic equations by
factorisation, use of the formula, use
of a calculator or completing the
square.
including solving quadratic
equations in a function of
the unknown.
These functions could include powers
of x, trigonometric functions of x,
exponential and logarithmic functions
of x.
2.4 Solve simultaneous
equations in two variables
by elimination and by
substitution, including one
linear and one quadratic
equation.
This may involve powers of 2 in one
unknown or in both unknowns,
e.g. solve y = 2x + 3, y = x2
– 4x + 8
or
2x – 3y = 6, x2
– y2
+ 3x = 50

13
Topics
Content Guidance
2
Algebra and
functions
continued
2.5 Solve linear and quadratic
inequalities in a single
variable and interpret such
inequalities graphically,
e.g. solving
ax + b > cx + d,
px2
+ qx + r ≥ 0,
px2
+ qx + r < ax + b
and interpreting the third inequality
as the range of x for which the curve
y = px2
+ qx + r is below the line with
equation y = ax + b
including inequalities with
brackets and fractions.
These would be reducible to linear or
quadratic inequalities
e.g.
x
a
< b becomes ax < bx2
Express solutions through
correct use of ‘and’ and
‘or’, or through set
notation.
So, e.g. x < a or x > b is equivalent to
{ x : x < a } ∪ { x : x > b }
and { x : c < x } ∩ { x : x < d } is
equivalent to x > c and x < d
Represent linear and
quadratic inequalities such
as y > x + 1 and
y > ax2
+ bx + c graphically.
Shading and use of dotted and solid
line convention is required.
2.6 Manipulate polynomials
algebraically, including
expanding brackets and
collecting like terms,
factorisation and simple
algebraic division; use of
the factor theorem.
Only division by (ax + b) or (ax – b) will
be required.
Students should know that if f(x) = 0
when x =
b
a
, then (ax – b) is a factor of
f(x).
Students may be required to factorise
cubic expressions such as
x3
+ 3x2
– 4 and 6x3
+ 11x2
– x – 6.
Simplify rational expressions,
including by factorising and
cancelling, and algebraic
division (by linear expressions
only).
Denominators of rational expressions will
be linear or quadratic,
e.g.
1
ax b
+
,
2
ax b
px qx r
+
+ +
,
3 3
2 2
x a
x a
+
−

14
Topics
Content Guidance
2
Algebra and
functions
continued
2.7 Understand and use
graphs of functions; sketch
curves defined by simple
equations including
polynomials
Graph to include simple cubic and
quartic functions,
e.g. sketch the graph with equation
y = x2
(2x – 1)2
The modulus of a linear
function.
Students should be able to sketch the
graph of y =ax + b
They should be able to use their graph.
For example, sketch the graph with
equation y = 2x – 1 and use the graph to
solve the equation 2x – 1 = x or the
inequality 2x – 1 > x
y =
a
x
and y = 2
a
x
(including their vertical
and horizontal
asymptotes)
The asymptotes will be parallel to the
axes e.g. the asymptotes of the curve
with equation y =
2
x a
+
+ b are the
lines with equations y = b and x = − a
Interpret algebraic
solution of equations
graphically; use
intersection points of
graphs to solve equations.
Understand and use
proportional relationships
and their graphs.
Express relationship between two
variables using proportion “∝”
symbol or using equation involving
constant
e.g. the circumference of a semicircle
is directly proportional to its diameter
so C ∝ d or C = kd and the graph of C
against d is a straight line through the
origin with gradient k.

15
Topics
Content Guidance
2
Algebra and
functions
continued
composite functions; inverse
functions and their graphs.
The concept of a function as a one-one or
many-one mapping from ℝ (or a subset of
ℝ) to ℝ. The notation f : x  and f(x) will
be used. Domain and range of functions.
Students should know that fg will mean
‘do g first, then f’ and that if f−1
exists,
then
f−1
f(x) = ff −1
(x) = x
They should also know that the graph of
y = f−1
(x) is the image of the graph of
y = f(x) after reflection in the line y = x
2.9 Understand the effect of
simple transformations on
the graph of y = f(x),
including sketching
associated graphs:
y = af(x), y = f(x) + a,
y = f(x + a), y = f(ax)
and combinations of these
transformations
Students should be able to find the graphs
of y = f(x) and y = f(–x), given the
graph of y = f(x).
Students should be able to apply a
combination of these transformations to
any of the functions in the A Level
specification (quadratics, cubics, quartics,
reciprocal,
2
a
x
, x , sin x, cos x, tan x, ex
and ax
) and sketch the resulting graph.
Given the graph of y = f(x), students
should be able to sketch the graph of, e.g.
y = 2f(3x), or y = f(−x) + 1,
and should be able to sketch
(for example)
y = 3 + sin 2x, y = − cos( )
4
x
π
+
2.10 Decompose rational functions
into partial fractions
(denominators not more
complicated than squared
linear terms and with no
more than 3 terms,
numerators constant or
linear).
Partial fractions to include denominators
such as
(ax + b)(cx + d)(ex + f) and
(ax + b)(cx + d)2
.
Applications to integration, differentiation
and series expansions.

16
Topics
Content Guidance
2
Algebra and
functions
continued
2.11 Use of functions in modelling,
including consideration of
limitations and refinements of
the models.
For example, use of trigonometric
functions for modelling tides, hours of
sunlight, etc. Use of exponential functions
for growth and decay (see Paper 1,
Section 6.7). Use of reciprocal function for
inverse proportion (e.g. pressure and
volume).
3
Coordinate
geometry in
the (x,y) plane
equation of a straight line,
including the forms
y – y1 = m(x – x1) and
ax + by + c = 0;
To include the equation of a line
through two given points, and the
equation of a line parallel (or
perpendicular) to a given line through
a given point.
Gradient conditions for
two straight lines to be
parallel or perpendicular.
m′ = m for parallel lines and m′ =
1
m
−
for perpendicular lines
Be able to use straight line
models in a variety of
contexts.
For example, the line for converting
degrees Celsius to degrees
Fahrenheit, distance against time for
constant speed, etc.
coordinate geometry of the
circle including using the
equation of a circle in the
form (x – a)2
+ (y – b)2
= r2
Students should be able to find the
radius and the coordinates of the
centre of the circle given the equation
of the circle, and vice versa.
Students should also be familiar with
the equation x2
+ y2
+ 2fx + 2gy + c = 0
Completing the square to
find the centre and radius
of a circle; use of the
following properties:
● the angle in a semicircle
is a right angle
● the perpendicular from
the centre to a chord
bisects the chord
equation of a circumcircle of a
triangle with given vertices using
these properties.
● the radius of a circle at a
given point on its
circumference is
perpendicular to the
tangent to the circle at
that point.
equation of a tangent at a specified
point, using the perpendicular
property of tangent and radius.

17
Topics
Content Guidance
3
Coordinate
geometry in
the (x, y) plane
continued
parametric equations of
curves and conversion
between Cartesian and
parametric forms.
For example: x = 3cost, y = 3sint
describes a circle centre O radius 3
x = 2 + 5cost, y = −4 + 5sint describes a
circle centre (2, −4) with radius 5
x = 5t, y =
5
t
describes the curve xy = 25
(or y =
25
x
)
x = 5t, y = 3t2
describes the quadratic curve
25y = 3x2
and other familiar curves covered
in the specification.
Students should pay particular attention to
the domain of the parameter t, as a specific
section of a curve may be described.
3.4 Use parametric equations in
modelling in a variety of
contexts.
A shape may be modelled using
parametric equations or students may be
asked to find parametric equations for a
motion. For example, an object moves
with constant velocity from (1, 8) at
t = 0 to (6, 20) at t = 5. This may also be
tested in Paper 3, section 7 (kinematics).
4
Sequences
and series
binomial expansion of
(a + bx)n
for positive
integer n; the notations n!
and r
n
C link to binomial
probabilities.
Use of Pascal’s triangle.
Relation between binomial
coefficients.
Also be aware of alternative notations
such as
n
r
 
 
 
and r
n
C
Considered further in Paper 3
Section 4.1.
Extend to any rational n,
including its use for
approximation; be aware that
the expansion is valid for
bx
a
< 1 (proof not required)
May be used with the expansion of
rational functions by decomposition into
partial fractions
May be asked to comment on the range of
validity.

18
Topics
Content Guidance
4
Sequences
and series
continued
4.2 Work with sequences
including those given by a
formula for the nth term and
those generated by a simple
relation of the form
xn + 1 = f(xn);
increasing sequences;
decreasing sequences;
periodic sequences.
For example
1
3 1
=
+
n
u
n
describes a
decreasing sequence as un + 1 < un for all
integer n
un = 2n
is an increasing sequence as
un + 1 > un for all integer n
un + 1 =
n
u
1 for n > 1 and u1 = 3 describes a
periodic sequence of order 2
4.3 Understand and use sigma
notation for sums of series. Knowledge that
1
1
n
∑ = n is expected
4.4 Understand and work with
arithmetic sequences and
series, including the formulae
for nth term and the sum to n
terms
The proof of the sum formula for an
arithmetic sequence should be known
including the formula for the sum of the
first n natural numbers.
4.5 Understand and work with
geometric sequences and
series, including the formulae
for the nth term and the sum
of a finite geometric series;
the sum to infinity of a
convergent geometric series,
including the use of |r| < 1;
modulus notation
The proof of the sum formula should be
known.
Given the sum of a series students should
be able to use logs to find the value of n.
The sum to infinity may be expressed
as S∞
4.6 Use sequences and series in
modelling.
Examples could include amounts paid into
saving schemes, increasing by the same
amount (arithmetic) or by the same
percentage (geometric) or could include
other series defined by a formula or a
relation.

19
Topics
Content Guidance
5
Trigonometry
definitions of sine, cosine
and tangent for all
arguments;
Use of x and y coordinates of points
on the unit circle to give cosine and
sine respectively,
the sine and cosine rules;
the area of a triangle in the
form
1
2
absinC
including the ambiguous case of the
sine rule.
Work with radian measure,
including use for arc length
and area of sector.
Use of the formulae s = rθ and
A =
1
2
r2
θ for arc lengths and areas of
sectors of a circle.
standard small angle
approximations of sine, cosine
and tangent
sin ,
θ θ
≈
2
,
cos 1
2
θ
θ ≈ − tanθ θ
≈
Where θ is in radians.
Students should be able to approximate,
e.g.
cos 3 1
sin 4
−
x
x x
when x is small, to
9
8
−
sine, cosine and tangent
functions; their graphs,
symmetries and
periodicity.
Knowledge of graphs of curves with
equations such as y = sinx,
y = cos(x + 30°), y = tan2x is expected.
Know and use exact values of
sin and cos for
0
6 4 3 2
, , , , ,
π π π π
π and
multiples thereof, and exact
values of tan for
0
6 4 3
π π π
π
, , , , and multiples
thereof.
definitions of secant, cosecant
and cotangent and of arcsin,
arccos and arctan; their
relationships to sine, cosine
and tangent; understanding of
their graphs; their ranges and
domains.
Angles measured in both degrees and
radians.

20
Topics
Content Guidance
5
Trigonometry
continued
sin
tan
cos
=
θ
θ
θ
Understand and use
sin2
θ + cos2
θ = 1
sec2
θ = 1 + tan2
θ and
cosec2
θ = 1+ cot2
θ
These identities may be used to solve
trigonometric equations and angles
may be in degrees or radians. They may
also be used to prove further
identities.
5.6 Understand and use double
angle formulae; use of
formulae for sin (A ± B),
cos (A ± B), and tan (A ± B),
understand geometrical
proofs of these formulae.
To include application to half angles.
Knowledge of the tan 1
2
( )
θ formulae will
not be required.
Understand and use
expressions for
a cosθ + bsinθ in the
equivalent forms of
rcos (θ α
± ) or rsin (θ α
± )
Students should be able to solve
equations such as a cos θ + b sin θ = c in
a given interval.
5.7 Solve simple trigonometric
equations in a given
interval, including
quadratic equations in sin,
cos and tan and equations
involving multiples of the
unknown angle.
Students should be able to solve
equations such as
sin (x + 70°) = 0.5 for 0 < x < 360°,
3 + 5 cos 2x = 1 for −180° < x < 180°
6 cos2
x + sin x − 5 = 0, 0  x < 360°
These may be in degrees or radians and
this will be specified in the question.
5.8 Construct proofs involving
trigonometric functions and
identities.
Students need to prove identities such as
cos x cos 2x + sin x sin 2x ≡ cos x.
5.9 Use trigonometric functions to
solve problems in context,
including problems involving
vectors, kinematics and
forces.
Problems could involve (for example)
wave motion, the height of a point on a
vertical circular wheel, or the hours of
sunlight throughout the year. Angles may
be measured in degrees or in radians.

21
Topics
Content Guidance
6
Exponentials
and
logarithms
6.1 Know and use the function
ax
and its graph, where a
is positive.
Understand the difference in shape
between a < 1 and a > 1
Know and use the function
ex
and its graph.
To include the graph of y = eax + b
+ c
6.2 Know that the gradient of
ekx
is equal to kekx
and
hence understand why the
exponential model is
suitable in many
applications.
Realise that when the rate of change
is proportional to the y value, an
exponential model should be used.
6.3 Know and use the
definition of loga x as the
inverse of ax
, where a is
positive and x  0.
Know and use the function
ln x and its graph.
a ≠ 1
Know and use ln x as the
inverse function of ex
Solution of equations of the form
eax + b = p and ln (ax + b) = q is
expected.
laws of logarithms:
loga x +loga y = loga (xy)
loga x − loga y = loga 







y
x
k loga x = loga xk
(including, for example,
k = −1 and k = –
1
2
)
Includes logaa = 1
6.5 Solve equations of the
form a x
= b
Students may use the change of base
formula. Questions may be of the
form, e.g. 23x – 1
= 3
6.6 Use logarithmic graphs to
estimate parameters in
relationships of the form
y = axn
and y = kbx
, given
data for x and y
Plot log y against log x and obtain a
straight line where the intercept is
log a and the gradient is n
Plot log y against x and obtain a
straight line where the intercept is
log k and the gradient is log b

22
Topics
Content Guidance
6
Exponentials
and
logarithms
continued
exponential growth and
decay; use in modelling
(examples may include the
use of e in continuous
compound interest,
radioactive decay, drug
concentration decay,
exponential growth as a
model for population
growth); consideration of
limitations and
refinements of exponential
models.
Students may be asked to find the
constants used in a model.
They need to be familiar with terms
such as initial, meaning when t = 0.
They may need to explore the
behaviour for large values of t or to
consider whether the range of values
predicted is appropriate.
Consideration of an improved model
may be required.
7
Differentiation
derivative of f(x) as the
gradient of the tangent to
the graph of y = f(x) at a
general point (x, y); the
gradient of the tangent as
a limit; interpretation as a
rate of change
Know that
d
d
y
x
is the rate of change of
y with respect to x.
The notation f′(x) may be used for the
first derivative and f″(x) may be used
for the second derivative.
sketching the gradient
function for a given curve
second derivatives
Given for example the graph of
y = f (x), sketch the graph of y = f ′(x)
using given axes and scale. This could
relate speed and acceleration for
example.
differentiation from first
principles for small
positive integer powers of
x and for sin x and cos x
For example, students should be able
to use, for n = 2 and n = 3, the
gradient expression
0
( )
lim
n n
h
x h x
h
→
 
+ −
 
 
Students may use δx or h

23
Topics
Content Guidance
7
Differentiation
continued
7.1
cont.
Understand and use the
second derivative as the
rate of change of gradient;
connection to convex and
concave sections of curves
and points of inflection.
Use the condition f″(x) > 0 implies a
minimum and f″(x) < 0 implies a
maximum for points where f′(x) = 0
Know that at an inflection point
f″(x) changes sign.
Consider cases where f″(x) = 0 and
f′(x) = 0 where the point may be a
minimum, a maximum or a point of
inflection (e.g. y = xn
, n > 2)
7.2 Differentiate x
n
, for
rational values of n, and
related constant multiples,
sums and differences.
For example, the ability to
differentiate expressions such as
(2x + 5)(x – 1) and
x x
x
2
1
2
3 5
4
+ −
, x > 0,
is expected.
Differentiate ekx
and akx
,
sinkx, coskx, tan kx and
related sums, differences and
constant multiples.
derivative of ln x
Knowledge and use of the result
d
( )
d
kx
a
x
= kakx
ln a is expected.
7.3 Apply differentiation to
find gradients, tangents
and normals
Use of differentiation to find
equations of tangents and normals at
specific points on a curve.
maxima and minima and
stationary points.
points of inflection
To include applications to curve
sketching. Maxima and minima
problems may be set in the context of
a practical problem.
Identify where functions
are increasing or
decreasing.
To include applications to curve
sketching.

24
Topics
Content Guidance
7
Differentiation
continued
7.4 Differentiate using the
product rule, the quotient rule
and the chain rule, including
problems involving connected
rates of change and inverse
functions.
Differentiation of cosec x, cot x and sec x.
Differentiation of functions of the form
x = sin y, x = 3 tan 2y and the use of
d 1
d d
d
y
x x
y
=
 
 
 
Use of connected rates of change in
models, e.g.
d d d
d d d
V V r
t r t
= ×
Skill will be expected in the differentiation
of functions generated from standard forms
using products, quotients and composition,
such as 2x4
sin x,
3
e x
x
, cos2
x and tan2
2x.
7.5 Differentiate simple functions
and relations defined implicitly
or parametrically, for first
derivative only.
The finding of equations of tangents and
normals to curves given parametrically or
implicitly is required.
7.6 Construct simple differential
equations in pure
mathematics and in context,
(contexts may include
kinematics, population growth
and modelling the relationship
between price and demand).
Set up a differential equation using given
information.
For example:
In a simple model, the rate of decrease of
the radius of the mint is inversely
proportional to the square of the radius.
8
Integration
8.1 Know and use the
Fundamental Theorem of
Calculus
Integration as the reverse process of
differentiation. Students should know
that for indefinite integrals a constant
of integration is required.
8.2 Integrate xn
(excluding
n = −1) and related sums,
differences and constant
multiples.
For example, the ability to integrate
expressions such as
−
−
1
2
2
1
3
2
x x and
( )
+
x
x
2
1
2
2
is expected.
Given f ′(x) and a point on the curve,
students should be able to find an
equation of the curve in the form
y = f (x).
Integrate ekx
,
1
x
, sinkx ,
cos kx and related sums,
differences and constant
multiples.
To include integration of standard functions
such as sin 3x, sec2
2x, tan x, e5x
,
1
2x
.
Students are expected to be able to use
trigonometric identities to integrate, for
example, sin2
x, tan2
x, cos2
3x.

25
Topics
Content Guidance
8
Integration
continued
8.3 Evaluate definite integrals;
use a definite integral to
find the area under a curve
and the area between two
curves
Students will be expected to be able
to evaluate the area of a region
bounded by a curve and given straight
lines, or between two curves. This
includes curves defined parametrically.
For example, find the finite area
bounded by the curve y = 6x – x2
and
the line y = 2x
Or find the finite area bounded by the
curve y = x2
– 5x + 6 and the curve
y = 4 – x2
.
integration as the limit of a
sum.
Recognise
0
f ( )d lim f ( )
δ
δ
→
=
= ∑
∫
b
b
a x
x a
x x x x
8.5 Carry out simple cases of
integration by substitution
and integration by parts;
understand these methods as
the inverse processes of the
chain and product rules
respectively
(Integration by substitution
includes finding a suitable
substitution and is limited to
cases where one substitution
will lead to a function which
can be integrated; integration
by parts includes more than
one application of the method
but excludes reduction
formulae.)
Students should recognise integrals of the
form
f ( )
d
f( )
⌠


⌡
′ x
x
x
= ln f(x) + c.
The integral ln d
∫ x x is required
8.6 Integrate using partial
fractions that are linear in the
denominator.
Integration of rational expressions such as
those arising from partial fractions,
e.g.
2
3 5
+
x
Note that the integration of other rational
expressions, such as
2
5
x
x +
and
4
2
(2 1)
x −
is also required (see previous paragraph).

26
Topics
Content Guidance
8
Integration
continued
8.7 Evaluate the analytical
solution of simple first order
differential equations with
separable variables, including
finding particular solutions
(Separation of variables may
require factorisation involving
a common factor.)
Students may be asked to sketch
members of the family of solution curves.
8.8 Interpret the solution of a
differential equation in the
context of solving a problem,
including identifying
limitations of the solution;
includes links to kinematics.
The validity of the solution for large values
should be considered.
9
Numerical
methods
9.1 Locate roots of f (x) = 0 by
considering changes of sign of
f (x) in an interval of x on
which f (x) is sufficiently well
behaved.
Students should know that sign change is
appropriate for continuous functions in a
small interval.
Understand how change of
sign methods can fail.
When the interval is too large sign may
not change as there may be an even
number of roots.
If the function is not continuous, sign may
change but there may be an asymptote
(not a root).
9.2 Solve equations approximately
using simple iterative
methods; be able to draw
associated cobweb and
staircase diagrams.
Understand that many mathematical
problems cannot be solved analytically,
but numerical methods permit solution to
a required level of accuracy.
Use an iteration of the form xn + 1 = f (xn) to
find a root of the equation x = f (x) and
show understanding of the convergence in
geometrical terms by drawing cobweb and
staircase diagrams.
9.3 Solve equations using the
Newton-Raphson method and
other recurrence relations of
the form
xn+1= g(xn)
Understand how such
methods can fail.
For the Newton-Raphson method,
students should understand its working in
geometrical terms, so that they
understand its failure near to points where
the gradient is small.

27
Topics
Content Guidance
9
Numerical
methods
continued
numerical integration of
functions, including the use of
the trapezium rule and
estimating the approximate
area under a curve and limits
that it must lie between.
For example, evaluate
1
0
(2 1)
x
⌠


⌡
+ dx
using the values of (2 1)
+
x at x = 0,
0.25, 0.5, 0.75 and 1 and use a sketch on
a given graph to determine whether the
trapezium rule gives an over-estimate or
an under-estimate.
9.5 Use numerical methods to
solve problems in context.
Iterations may be suggested for the
solution of equations not soluble by
analytic means.
10
Vectors
10.1 Use vectors in two
dimensions and in three
dimensions
Students should be familiar with
column vectors and with the use of i
and j unit vectors in two dimensions
and i, j and k unit vectors in three
dimensions.
10.2 Calculate the magnitude
and direction of a vector
and convert between
component form and
magnitude/direction form.
Students should be able to find a unit
vector in the direction of a, and be
familiar with the notationa.
10.3 Add vectors
diagrammatically and
perform the algebraic
operations of vector
addition and multiplication
by scalars, and understand
their geometrical
interpretations.
The triangle and parallelogram laws
of addition.
Parallel vectors.
position vectors; calculate
the distance between two
points represented by
position vectors.
OB OA AB b a
− = = −

 
 

The distance d between two points
(x1
, y1
) and (x2
, y2
) is given by
d 2
= (x1
– x2
)2
+ (y1
– y2
)2
In three dimensions, the distance d
between two points (x1
, y1
, z1
) and
(x2
, y2
, z2
) is given by
d 2
= (x1
– x2
)2
+ (y1
– y2
)2
+ (z1
– z2
)2

28
Topics
Content Guidance
10
Vectors
continued
10.5 Use vectors to solve
problems in pure
mathematics and in
context (including forces).
For example, finding position vector
of the fourth corner of a shape
(e.g. parallelogram) ABCD with three
given position vectors for the corners
A, B and C.
Contexts such as velocity,
displacement, kinematics and forces
will be covered in Paper 3, Sections
6.1, 7.3 and 8.1 – 8.4

29
Assessment information
● First assessment: May/June 2018.
● The assessments are 2 hours each.
● The assessments are out of 100 marks.
● Calculators can be used in the assessments.
● The booklet Mathematical Formulae and Statistical Tables will be provided for use
in the assessments.
Synoptic assessment
Synoptic assessment requires students to work across different parts of a qualification and to
show their accumulated knowledge and understanding of a topic or subject area.
Synoptic assessment enables students to show their ability to combine their skills, knowledge
and understanding with breadth and depth of the subject.
These papers assess synopticity.
Sample assessment materials
A sample paper and mark scheme for these papers can be found in the Pearson Edexcel
Level 3 Advanced GCE in Mathematics Sample Assessment Materials (SAMs) document.

30
Paper 3: Statistics and Mechanics
All the Pure Mathematics content is assumed knowledge for Paper 3 and may be tested in
parts of questions.
To support the co-teaching of this qualification with the AS Mathematics qualification,
common content has been highlighted in bold.
Topics
Content Guidance
1
Statistical
sampling
terms ‘population’ and
‘sample’.
Use samples to make
informal inferences about
the population.
Students will be expected to comment
on the advantages and disadvantages
associated with a census and a
sample.
Understand and use
sampling techniques,
including simple random
sampling and opportunity
sampling.
Students will be expected to be
familiar with: simple random
sampling, stratified sampling,
systematic sampling, quota sampling
and opportunity (or convenience)
sampling.
Select or critique
sampling techniques in
the context of solving a
statistical problem,
including understanding
that different samples
can lead to different
conclusions about the
population.
2
Data
presentation
and
interpretation
2.1 Interpret diagrams for
single-variable data,
including understanding
that area in a histogram
represents frequency.
Students should be familiar with
histograms, frequency polygons, box
and whisker plots (including outliers)
and cumulative frequency diagrams.
Connect to probability
distributions.

31
Topics
Content Guidance
2
Data
presentation
and
interpretation
continued
2.2 Interpret scatter
diagrams and regression
lines for bivariate data,
including recognition of
scatter diagrams which
include distinct sections
of the population
(calculations involving
regression lines are
excluded).
Students should be familiar with the
terms explanatory (independent) and
response (dependent) variables.
Use of interpolation and the dangers
of extrapolation. Variables other than
x and y may be used.
Use to make predictions within the range
of values of the explanatory variable.
Change of variable may be required, e.g.
using knowledge of logarithms to reduce a
relationship of the form y = axn
or y = kbx
into linear form to estimate a and n or k
and b.
Understand informal
interpretation of
correlation.
Understand that
correlation does not
imply causation.
Use of terms such as positive,
negative, zero, strong and weak are
expected.
2.3 Interpret measures of
central tendency and
variation, extending to
standard deviation.
Data may be discrete, continuous,
grouped or ungrouped. Understanding
and use of coding.
Measures of central tendency: mean,
median, mode.
Measures of variation: variance,
standard deviation, range and
interpercentile ranges.
Use of linear interpolation to calculate
percentiles from grouped data is
expected.
Be able to calculate
standard deviation,
including from summary
statistics.
Students should be able to use the
statistic x
Sxx =
2
( )
x x
−
∑ =
2
2 ( )
x
x
n
−
∑
∑
Use of standard deviation = xx
S
n
(or
equivalent) is expected but the use of
S =
1
xx
n
S
−
(as used on spreadsheets)
will be accepted.

32
Topics
Content Guidance
2
Data
presentation
and
interpretation
continued
2.4 Recognise and interpret
possible outliers in data
sets and statistical
diagrams.
Any rule needed to identify outliers
will be specified in the question.
For example, use of Q1 – 1.5 × IQR and
Q3 + 1.5 × IQR or mean ± 3 × standard
deviation.
Select or critique data
presentation techniques
in the context of a
statistical problem.
Students will be expected to draw
simple inferences and give
interpretations to measures of central
tendency and variation. Significance
tests, other than those mentioned in
Section 5, will not be expected.
Be able to clean data,
including dealing with
missing data, errors and
outliers.
For example, students may be asked
to identify possible outliers on a box
plot or scatter diagram.
3
Probability
mutually exclusive and
independent events when
calculating probabilities.
Venn diagrams or tree diagrams may
be used. Set notation to describe events
may be used.
Use of P(B|A) = P(B), P(A|B) = P(A),
P(A ∩ B) = P(A) P(B) in connection with
independent events.
Link to discrete and
continuous distributions.
No formal knowledge of probability
density functions is required but
students should understand that area
under the curve represents
probability in the case of a continuous
distribution.
conditional probability,
including the use of tree
diagrams, Venn diagrams,
two-way tables.
conditional probability
formula
P(A|B) =
P( )
P( )
A B
B
∩
Understanding and use of
P(A′) = 1 − P(A),
P(A ∪ B) = P(A) + P(B) − P(A ∩ B),
P(A ∩ B) = P(A) P(B|A).

33
Topics
Content Guidance
3
Probability
continued
3.3 Modelling with probability,
including critiquing
assumptions made and the
likely effect of more realistic
assumptions.
For example, questioning the assumption
that a die or coin is fair.
4
Statistical
distributions
simple, discrete
probability distributions
(calculation of mean and
variance of discrete
random variables is
excluded), including the
binomial distribution, as
a model; calculate
probabilities using the
binomial distribution.
Students will be expected to use
distributions to model a real-world
situation and to comment critically on
the appropriateness.
Students should know and be able to
identify the discrete uniform
distribution.
The notation X ∼ B(n, p) may be used.
Use of a calculator to find individual
or cumulative binomial probabilities.
Normal distribution as a
model; find probabilities
using the Normal
distribution
The notation X ∼ N(µ, σ 2
) may be used.
Knowledge of the shape and the
symmetry of the distribution is required.
Knowledge of the probability density
function is not required. Derivation of the
mean, variance and cumulative
distribution function is not required.
Questions may involve the solution of
simultaneous equations.
Students will be expected to use their
calculator to find probabilities connected
with the normal distribution.
Link to histograms, mean,
standard deviation, points of
inflection
Students should know that the points of
inflection on the normal curve are at
x = µ ± σ.
The derivation of this result is not
expected.
and the binomial
distribution.
Students should know that when n is large
and p is close to 0.5 the distribution
B(n, p) can be approximated by
N(np, np[1 – p])
The application of a continuity correction
is expected.

34
Topics
Content Guidance
4
Statistical
distributions
continued
4.3 Select an appropriate
probability distribution for a
context, with appropriate
reasoning, including
recognising when the
binomial or Normal model
may not be appropriate.
Students should know under what
conditions a binomial distribution or a
Normal distribution might be a suitable
model.
5
Statistical
hypothesis
testing
5.1 Understand and apply the
language of statistical
hypothesis testing,
developed through a
binomial model: null
hypothesis, alternative
hypothesis, significance
level, test statistic, 1-tail
test, 2-tail test, critical
value, critical region,
acceptance region,
p-value;
An informal appreciation that the
expected value of a binomial
distribution is given by np may be
required for a 2-tail test.
extend to correlation
coefficients as measures of
how close data points lie to
a straight line.
and
Students should know that the product
moment correlation coefficient r satisfies
r≤ 1 and that a value of r = ±1 means
the data points all lie on a straight line.
be able to interpret a given
correlation coefficient using
a given p-value or critical
value (calculation of
correlation coefficients is
excluded).
Students will be expected to calculate a
value of r using their calculator but use of
the formula is not required.
Hypotheses should be stated in terms of ρ
with a null hypothesis of ρ = 0 where ρ
represents the population correlation
coefficient.
Tables of critical values or a p-value will
be given.

35
Topics
Content Guidance
5
Statistical
hypothesis
testing
continued
5.2 Conduct a statistical
hypothesis test for the
proportion in the
binomial distribution and
interpret the results in
context.
Understand that a sample
is being used to make an
inference about the
population
and
Hypotheses should be expressed in
terms of the population parameter p
appreciate that the
significance level is the
probability of incorrectly
rejecting the null
hypothesis.
A formal understanding of Type I
errors is not expected.
5.3 Conduct a statistical
hypothesis test for the mean
of a Normal distribution with
known, given or assumed
variance and interpret the
results in context.
Students should know that:
If X ∼ N(µ, σ2
) then X ∼ N 







n
2
,
σ
µ and
that a test for µ can be carried out using:
/
X
n
µ
σ
−
∼ N(0, 12
).
No proofs required.
Hypotheses should be stated in terms of
the population mean µ.
Knowledge of the Central Limit Theorem
or other large sample approximations is
not required.
6
Quantities and
units in
mechanics
fundamental quantities
and units in the S.I.
system: length, time,
mass.
Understand and use
derived quantities and
units: velocity,
acceleration, force,
weight, moment.
Students may be required to convert
one unit into another e.g. km h-1
into
m s-1

36
Topics
Content Guidance
7
Kinematics
language of kinematics:
position; displacement;
distance travelled;
velocity; speed;
acceleration.
Students should know that distance
and speed must be positive.
7.2 Understand, use and
interpret graphs in
kinematics for motion in
a straight line:
displacement against
time and interpretation of
gradient; velocity against
time and interpretation of
gradient and area under
the graph.
Graphical solutions to problems may
be required.
7.3 Understand, use and
derive the formulae for
constant acceleration for
motion in a straight line.
Derivation may use knowledge of
sections 7.2 and/or 7.4
Extend to 2 dimensions
using vectors.
Understand and use suvat formulae for
constant acceleration in 2-D,
e.g. v = u + at , r = ut +
2
1
2
at with vectors
given in i − j or column vector form.
Use vectors to solve problems.
7.4 Use calculus in
kinematics for motion in
a straight line:
2
2
d d d
,
d d d
= = =
r v r
v a
t t t
,
d d
⌠
⌠




⌡ ⌡
= =
r v
v t a t
The level of calculus required will be
consistent with that in Sections 7 and
8 in the Pure Mathematics content.
Extend to 2 dimensions
using vectors.
Differentiation and integration of a vector
with respect to time. e.g.
Given
3
2 2
t t
= +
r i j , find r
 and r
 at a
given time.
7.5 Model motion under gravity
in a vertical plane using
vectors; projectiles.
Derivation of formulae for time of flight,
range and greatest height and the
derivation of the equation of the path of a
projectile may be required.

37
Topics
Content Guidance
8
Forces and
Newton’s laws
8.1 Understand the concept
of a force; understand
and use Newton’s first
law.
Normal reaction, tension, thrust or
compression, resistance.
Newton’s second law for
motion in a straight line
(restricted to forces in
two perpendicular
directions or simple cases
of forces given as 2-D
vectors); extend to
situations where forces need
to be resolved (restricted to
2 dimensions).
Problems will involve motion in a
straight line with constant
acceleration in scalar form, where the
forces act either parallel or
perpendicular to the motion.
Problems may involve motion in a
straight line with constant
acceleration in vector form, where the
forces are given in i − j form or as
column vectors.
Extend to problems where forces need to
be resolved, e.g. a particle moving on an
inclined plane.
weight and motion in a
straight line under
gravity; gravitational
acceleration, g, and its
value in S.I. units to
varying degrees of
accuracy.
(The inverse square law
for gravitation is not
required and g may be
assumed to be constant,
but students should be
aware that g is not a
universal constant but
depends on location.)
The default value of g will be 9.8 m s−2
but some questions may specify
another value, e.g. g = 10 m s−2

38
Topics
Content Guidance
8
Forces and
Newton’s laws
continued
Newton’s third law;
equilibrium of forces on a
particle and motion in a
straight line (restricted to
forces in two
perpendicular directions
or simple cases of forces
given as 2-D vectors);
application to problems
involving smooth pulleys
and connected particles;
resolving forces in
2 dimensions; equilibrium of
a particle under coplanar
forces.
Connected particle problems could
include problems with particles in
contact e.g. lift problems.
Problems may be set where forces need to
be resolved, e.g. at least one of the
particles is moving on an inclined plane.
8.5 Understand and use addition
of forces; resultant forces;
dynamics for motion in a
plane.
Students may be required to resolve a
vector into two components or use a
vector diagram, e.g. problems involving
two or more forces, given in magnitude-
direction form.
F ≤ R
µ model for friction;
coefficient of friction; motion
of a body on a rough
surface; limiting friction and
statics.
An understanding of F = µR when a
particle is moving.
An understanding of F ≤ µR in a situation
of equilibrium.
9
Moments
moments in simple static
contexts.
Equilibrium of rigid bodies.
Problems involving parallel and non-
parallel coplanar forces, e.g. ladder
problems.

39
Assessment information
● First assessment: May/June 2018.
● The assessment is 2 hours.
● The assessment is out of 100 marks.
● The booklet ‘Mathematical Formulae and Statistical Tables’ will be provided for use in the
assessment.
Synoptic assessment
Synoptic assessment requires students to work across different parts of a qualification and to
show their accumulated knowledge and understanding of a topic or subject area.
Synoptic assessment enables students to show their ability to combine their skills, knowledge
and understanding with breadth and depth of the subject.
This paper assesses synopticity.
Sample assessment materials
A sample paper and mark scheme for this paper can be found in the Pearson Edexcel Level 3
Advanced GCE in Mathematics Sample Assessment Materials (SAMs) document.

40
Assessment Objectives
Students must:
% in GCE
A Level
AO1 Use and apply standard techniques
Students should be able to:
● select and correctly carry out routine procedures; and
● accurately recall facts, terminology and definitions
48–52
AO2 Reason, interpret and communicate mathematically
● construct rigorous mathematical arguments (including proofs)
● make deductions and inferences
● assess the validity of mathematical arguments
● explain their reasoning; and
● use mathematical language and notation correctly.
Where questions/tasks targeting this Assessment Objective will
also credit candidates for the ability to ‘use and apply standard
techniques’ (AO1) and/or to ‘solve problems within mathematics
and in other contexts’ (AO3) an appropriate proportion of the
marks for the question/task must be attributed to the
corresponding Assessment Objective(s).
23–27
AO3 Solve problems within mathematics and in other contexts
● translate problems in mathematical and non-mathematical
contexts into mathematical processes
● interpret solutions to problems in their original context, and,
where appropriate, evaluate their accuracy and limitations
● translate situations in context into mathematical models
● use mathematical models; and
● evaluate the outcomes of modelling in context, recognise the
limitations of models and, where appropriate, explain how to
refine them.
Where questions/tasks targeting this Assessment Objective will
also credit candidates for the ability to ‘use and apply standard
techniques’ (AO1) and/or to ‘reason, interpret and communicate
mathematically’ (AO2) an appropriate proportion of the marks for
the question/task must be attributed to the corresponding
Assessment Objective(s).
23–27
Total 100%
Further guidance on the interpretation of these assessment objectives is given in Appendix 4.

41
Breakdown of Assessment Objectives
Paper
Assessment Objectives Total for all
Assessment
Objectives
AO1 % AO2 % AO3 %
Paper 1: Pure Mathematics 1 16.00–17.33 8.66–10 6.33–7.67 33.33%
Paper 2: Pure Mathematics 2 16.00–17.33 8.66–10 6.33–7.67 33.33%
Paper 3: Statistics and Mechanics 16.00–17.33 5.66–7.00 10.33–11.67 33.33%
Total for GCE A Level 48-52 23-27 23-27 100%
NB: Totals have been rounded either up or down.

42
3 Administration and general information
Entries
Details of how to enter students for the examinations for this qualification can be found in
our UK Information Manual. A copy is made available to all examinations officers and is
available on our website: qualifications.pearson.com
Discount code and performance tables
Centres should be aware that students who enter for more than one GCE qualification with
the same discount code will have only one of the grades they achieve counted for the
purpose of the school and college performance tables. This will be the grade for the larger
qualification (i.e. the A Level grade rather than the AS grade). If the qualifications are the
same size, then the better grade will be counted (please see Appendix 8: Codes).
Students should be advised that if they take two GCE qualifications with the same discount
code, colleges, universities and employers which they wish to progress to are likely to take
the view that this achievement is equivalent to only one GCE. The same view may be taken if
students take two GCE qualifications that have different discount codes but have significant
overlap of content. Students or their advisers who have any doubts about their subject
combinations should check with the institution they wish to progress to before embarking on
their programmes.
Access arrangements, reasonable adjustments,
special consideration and malpractice
Equality and fairness are central to our work. Our equality policy requires all students to
have equal opportunity to access our qualifications and assessments, and our qualifications
to be awarded in a way that is fair to every student.
We are committed to making sure that:
● students with a protected characteristic (as defined by the Equality Act 2010) are not,
when they are undertaking one of our qualifications, disadvantaged in comparison to
students who do not share that characteristic
● all students achieve the recognition they deserve for undertaking a qualification and that
this achievement can be compared fairly to the achievement of their peers.
Language of assessment
Assessment of this qualification will be available in English. All student work must be
in English.

43
Access arrangements
Access arrangements are agreed before an assessment. They allow students with special
educational needs, disabilities or temporary injuries to:
● access the assessment
● show what they know and can do without changing the demands of the assessment.
The intention behind an access arrangement is to meet the particular needs of an individual
student with a disability, without affecting the integrity of the assessment. Access
arrangements are the principal way in which awarding bodies comply with the duty under the
Equality Act 2010 to make ‘reasonable adjustments’.
Access arrangements should always be processed at the start of the course. Students will
then know what is available and have the access arrangement(s) in place for assessment.
Reasonable adjustments
The Equality Act 2010 requires an awarding organisation to make reasonable adjustments
where a person with a disability would be at a substantial disadvantage in undertaking an
assessment. The awarding organisation is required to take reasonable steps to overcome
that disadvantage.
A reasonable adjustment for a particular person may be unique to that individual and
therefore might not be in the list of available access arrangements.
Whether an adjustment will be considered reasonable will depend on a number of factors,
including:
● the needs of the student with the disability
● the effectiveness of the adjustment
● the cost of the adjustment; and
● the likely impact of the adjustment on the student with the disability and other students.
An adjustment will not be approved if it involves unreasonable costs to the awarding
organisation, or affects timeframes or the security or integrity of the assessment. This is
because the adjustment is not ‘reasonable’.
Special consideration
Special consideration is a post-examination adjustment to a student's mark or grade to
reflect temporary injury, illness or other indisposition at the time of the examination/
assessment, which has had, or is reasonably likely to have had, a material effect on a
candidate’s ability to take an assessment or demonstrate their level of attainment in
an assessment.
Further information
Please see our website for further information about how to apply for access arrangements
and special consideration.
For further information about access arrangements, reasonable adjustments and special
consideration, please refer to the JCQ website: www.jcq.org.uk.

44
Malpractice
Candidate malpractice
Candidate malpractice refers to any act by a candidate that compromises or seeks to
compromise the process of assessment or which undermines the integrity of the
qualifications or the validity of results/certificates.
Candidate malpractice in examinations must be reported to Pearson using a JCQ Form M1
(available at www.jcq.org.uk/exams-office/malpractice). The form should be emailed to
candidatemalpractice@pearson.com. Please provide as much information and supporting
documentation as possible. Note that the final decision regarding appropriate sanctions lies
with Pearson.
Failure to report malpractice constitutes staff or centre malpractice.
Staff/centre malpractice
Staff and centre malpractice includes both deliberate malpractice and maladministration of
our qualifications. As with candidate malpractice, staff and centre malpractice is any act that
compromises or seeks to compromise the process of assessment or which undermines the
integrity of the qualifications or the validity of results/certificates.
All cases of suspected staff malpractice and maladministration must be reported
immediately, before any investigation is undertaken by the centre, to Pearson on a
JCQ Form M2(a) (available at www.jcq.org.uk/exams-office/malpractice). The form,
supporting documentation and as much information as possible should be emailed to
pqsmalpractice@pearson.com. Note that the final decision regarding
appropriate sanctions lies with Pearson.
Failure to report malpractice itself constitutes malpractice.
More detailed guidance on malpractice can be found in the latest version of the document
General and Vocational Qualifications Suspected Malpractice in Examinations and
Assessments Policies and Procedures, available at www.jcq.org.uk/exams-office/malpractice.
Awarding and reporting
This qualification will be graded, awarded and certificated to comply with the requirements of
Ofqual's General Conditions of Recognition.
This A Level qualification will be graded and certificated on a six-grade scale from A* to E
using the total combined marks (out of 300) for the three compulsory papers. Individual
papers are not graded.
Students whose level of achievement is below the minimum judged by Pearson to be of
sufficient standard to be recorded on a certificate will receive an unclassified U result.
The first certification opportunity for this qualification will be 2018.

45
Student recruitment and progression
Pearson follows the JCQ policy concerning recruitment to our qualifications in that:
● they must be available to anyone who is capable of reaching the required standard
● they must be free from barriers that restrict access and progression
● equal opportunities exist for all students.
Prior learning and other requirements
There are no prior learning or other requirements for this qualification.
Students who would benefit most from studying this qualification are likely to have a Level 2
qualification such as a GCSE in Mathematics.
Progression
Students can progress from this qualification to:
● a range of different, relevant academics or vocational higher education qualifications
● employment in a relevant sector
● further training.

46

47
Appendices
Appendix 1: Formulae 49
Appendix 2: Notation 53
Appendix 3: Use of calculators 59
Appendix 4: Assessment Objectives 60
Appendix 5: The context for the development of this qualification 62
Appendix 6: Transferable skills 64
Appendix 7: Level 3 Extended Project qualification 65
Appendix 8: Codes 67

48

49
Appendix 1: Formulae
Formulae that students are expected to know for A Level Mathematics are given below and
will not appear in the booklet Mathematical Formulae and Statistical Tables, which will be
provided for use with the paper.
Pure Mathematics
Quadratic Equations
2
2 4
0
2
− ± −
+ + =
b b ac
ax bx c
a
has roots
Laws of Indices
ax
ay
≡ ax+y
ax
÷ ay
≡ ax−y
(ax
)y
≡ axy
Laws of Logarithms
log
n
a
x a n x
= ⇔ = for a > 0 and x > 0
( )
log log log ( )
log log log
log log
a a a
a a a
k
a a
x y xy
x
x y
y
k x x
+ ≡
 
− ≡  
 
≡
Coordinate Geometry
A straight line graph, gradient m passing through ( )
1 1
,
x y has equation ( )
1 1
− = −
y y m x x
Straight lines with gradients 1
m and 2
m are perpendicular when 1 2
1
= −
m m
Sequences
General term of an arithmetic progression:
( )
1
n
u a n d
= + −
General term of a geometric progression:
1
n
n
u ar −
=

50
Trigonometry
In the triangle ABC
Sine rule:
sin sin sin
= =
a b c
A B C
Cosine rule: a2
= b2
+ c2
– 2 cos
bc A
Area
1
= sin
2
ab C
cos2
A + sin2
A ≡ 1
sec2
A ≡ 1 + tan2
A
cosec2
A ≡ 1 + cot2
A
sin2A ≡ 2 sin A cos A
cos2A ≡ cos2
A − sin2
A
2
2tan
tan 2
1 tan
A
A
A
≡
−
Mensuration
Circumference and area of circle, radius r and diameter d:
2
2
C r d A r
π π π
= = =
Pythagoras’ theorem:
In any right-angled triangle where a, b and c are the lengths of the sides and c is the
hypotenuse, c2
= a2
+ b2
Area of a trapezium =
1
( )
2
a h
b
+ , where a and b are the lengths of the parallel sides and h
is their perpendicular separation.
Volume of a prism = area of cross section × length
For a circle of radius r, where an angle at the centre of θ radians subtends an arc of length s
and encloses an associated sector of area A:
2
1

2
= =
s r A r
θ θ

51
Calculus and Differential Equations
Differentiation
Function Derivative
n
x 1
−
n
nx
sin kx kcoskx
cos kx −ksinkx
ekx
ekx
k
ln x
1
x
f ( ) g( )
+
x x f ( ) g ( )
′ ′
+
x x
f ( )g( )
x x f ( )g( ) f ( )g ( )
′ ′
+
x x x x
f (g( ))
x f (g( ))g ( )
′ ′
x x
Integration
Function Integral
n
x 1
1
, 1
1
n
x c n
n
+
+ ≠ −
+
coskx
1
sin kx c
k
+
sin kx
1
coskx c
k
− +
ekx 1
ekx
c
k
+
1
x
ln , 0
+ ≠
x c x
f ( ) g ( )
′ ′
+
x x f ( ) g( )
+ +
x x c
f (g( ))g ( )
′ ′
x x f (g( )) +
x c
Area under a curve = d ( 0)
b
a
y x y
∫ 

52
Vectors
( )
2 2 2
x y z x y z
+ + = + +
i j k
Statistics
The mean of a set of data:
f
f
x x
x
n
= =
∑ ∑
∑
The standard Normal variable:
X
Z
µ
σ
−
= where ( )
2
    ~ N ,
X µ σ
Mechanics
Forces and Equilibrium
Weight = mass × g
Friction:
F µR

Newton’s second law in the form: F = ma
Kinematics
For motion in a straight line with variable acceleration:
2
2
d d d

d d d
= = =
r v r
v a
t t t
d            d
= =
∫ ∫
r v t v a t

53
Appendix 2: Notation
The tables below set out the notation that must be used in A Level Mathematics
examinations. Students will be expected to understand this notation without need for
further explanation.
1 Set notation
1.1 ∈ is an element of
1.2 ∉ is not an element of
1.3 ⊆ is a subset of
1.4 ⊂ is a proper subset of
1.5 {x1, x2, …} the set with elements x1, x2, …
1.6 { x : …} the set of all x such that 
1.7 n(A) the number of elements in set A
1.8 ∅ the empty set
1.9 ε the universal set
1.10 A′ the complement of the set A
1.11 ℕ the set of natural numbers, {1, 2, 3, …}
1.12 ℤ the set of integers, {0, ±1, ±2, ±3, …}
1.13 ℤ+ the set of positive integers, {1, 2, 3, …}
1.14 ℤ 0
+ the set of non-negative integers, {0, 1, 2, 3, …}
1.15 ℝ the set of real numbers
1.16 ℚ the set of rational numbers, : ,
p
p q
q
+
 
∈ ∈
 
 
 
1.17 ∪ union
1.18 ∩ intersection
1.19 (x, y) the ordered pair x, y
1.20 [a, b] the closed interval {x ∈ ℝ: a ≤ x ≤ b}
1.21 [a, b) the interval {x ∈ ℝ: a ≤ x < b}
1.22 (a, b] the interval {{x ∈ ℝ: a < x ≤ b}
1.23 (a, b) the open interval {x ∈ ℝ: a < x < b}

54
2 Miscellaneous symbols
2.1 = is equal to
2.2 ≠ is not equal to
2.3 ≡ is identical to or is congruent to
2.4 ≈ is approximately equal to
2.5 ∞ infinity
2.6 ∝ is proportional to
2.7 ∴ therefore
2.8  because
2.9 < is less than
2.10 ⩽ , ≤ is less than or equal to, is not greater than
2.11 > is greater than
2.12 ⩾ , ≥ is greater than or equal to, is not less than
2.13 p⇒q p implies q (if p then q)
2.14 p ⇐q p is implied by q (if q then p)
2.15 p⇔ q p implies and is implied by q (p is equivalent to q)
2.16 a first term for an arithmetic or geometric sequence
2.17 l last term for an arithmetic sequence
2.18 d common difference for an arithmetic sequence
2.19 r common ratio for a geometric sequence
2.20 Sn sum to n terms of a sequence
2.21 S∞ sum to infinity of a sequence

55
3 Operations
3.1 a + b a plus b
3.2 a − b a minus b
3.3 a× b, ab, a⋅ b a multiplied by b
3.4
a ÷ b,
a
b
a divided by b
3.5
1
n
i
i
a
=
∑
1 2 n
a a a
+ + +

3.6
1
n
i
i
a
=
∏
1 2 n
a a a
× × ×

3.7 a the non-negative square root of a
3.8 a the modulus of a
3.9 !
n n factorial: n! = n × (n −1) × …× 2 × 1, n∈ℕ; 0! = 1
3.10
, n
r
n
C
r
 
 
 
, n r
C the binomial coefficient !
!( )!
n
r n r
−
for n, r ∊ ℤ0
+
, r ⩽ n
or
( 1) ( 1)
!
n n n r
r
− − +

for n ∈ ℚ, r ∊ ℤ 0
+
4 Functions
4.1 f( )
x the value of the function f at x
4.2 f : x y
 the function f maps the element x to the element y
4.3 1
f − the inverse function of the function f
4.4 gf the composite function of f and g which is defined by
gf( ) g(f( ))
x x
=
4.5 lim f( )
x a
x
→
the limit of f( )
x as x tends to a
4.6 , δ
x x
∆ an increment of x
4.7 d
d
y
x
the derivative of y with respect to x
4.8 d
d
n
n
y
x
the nth derivative of y with respect to x
4.9 ( )
f ( ), f ( ), , f ( )
n
x x x
′ ′′  the first, second, ..., nth
derivatives of f( )
x with
respect to x

56
4 Functions
4.10 , ,
x x
   the first, second, ... derivatives of x with respect to t
4.11 d
y x
∫ the indefinite integral of y with respect to x
4.12
d
b
a
y x
∫
the definite integral of y with respect to x between the
limits x = a and x = b
5 Exponential and Logarithmic Functions
5.1 e base of natural logarithms
5.2 ex
, exp x exponential function of x
5.3 loga x logarithm to the base a of x
5.4 e
ln , log
x x natural logarithm of x
6 Trigonometric Functions
6.1 sin, cos, tan,
cosec, sec, cot
the trigonometric functions
6.2
-1 -1 -1
sin , cos , tan
arcsin, arccos, arctan





the inverse trigonometric functions
6.3 ° degrees
6.4 rad radians
7 Vectors
7.1 a, a,a

the vector a, a, a

; these alternatives apply throughout
section 9
7.2 AB


the vector represented in magnitude and direction by
the directed line segment AB
7.3 â a unit vector in the direction of a
7.4 i, j, k unit vectors in the directions of the cartesian
coordinate axes
7.5 a , a the magnitude of a
7.6 AB , AB


the magnitude of AB



57
7 Vectors
7.7
,
a
a b
b
+
 
 
 
i j
column vector and corresponding unit vector notation
7.8 r position vector
7.9 s displacement vector
7.10 v velocity vector
7.11 a acceleration vector
8 Probability and Statistics
8.1 , , , etc.
A B C events
8.2 A∪ B union of the events A and B
8.3 A∩ B intersection of the events A and B
8.4 P( )
A probability of the event A
8.5 ′
A complement of the event A
8.6 P( | )
A B probability of the event A conditional on the
event B
8.7 , , , etc.
X Y R random variables
8.8 , , , etc.
x y r values of the random variables X, Y, R etc.
8.9 1 2
, ,
x x  observations
8.10 1 2
, ,
f f  frequencies with which the observations 1 2
, ,
x x 
occur
8.11 p(x), P(X = x) probability function of the discrete random
variable X
8.12 1 2
, ,
p p  probabilities of the values 1 2
, ,
x x  of the discrete
random variable X
8.13 E( )
X expectation of the random variable X
8.14 Var( )
X variance of the random variable X
8.15 ~ has the distribution
8.16
B( , )
n p
binomial distribution with parameters n and p, where n
is the number of trials and p is the probability of
success in a trial
8.17 q q =1− p for binomial distribution
8.18 N(µ, σ2
) Normal distribution with mean µ and variance σ2

58
8 Probability and Statistics
8.19 Z ~ N(0,1) standard Normal distribution
8.20
φ
probability density function of the standardised Normal
variable with distribution N(0, 1)
8.21 Φ corresponding cumulative distribution function
8.22 µ population mean
8.23 σ2
population variance
8.24 σ population standard deviation
8.25 x sample mean
8.26 s2
sample variance
8.27 s sample standard deviation
8.28 H0 Null hypothesis
8.29 H1 Alternative hypothesis
8.30 r product moment correlation coefficient for a sample
8.31 ρ product moment correlation coefficient for a population
9 Mechanics
9.1 kg kilograms
9.2 m metres
9.3 km kilometres
9.4 m/s, m s-1
metres per second (velocity)
9.5 m/s2
, m s-2
metres per second per second (acceleration)
9.6 F Force or resultant force
9.7 N Newton
9.8 N m Newton metre (moment of a force)
9.9 t time
9.10 s displacement
9.11 u initial velocity
9.12 v velocity or final velocity
9.13 a acceleration
9.14 g acceleration due to gravity
9.15 µ coefficient of friction

59
Appendix 3: Use of calculators
Students may use a calculator in all A Level Mathematics examinations. Students are
responsible for making sure that their calculators meet the guidelines set out in this
appendix.
The use of technology permeates the study of A Level Mathematics. Calculators used must
include the following features:
● an iterative function
● the ability to compute summary statistics and access probabilities from standard statistical
distributions.
In addition, students must be told these regulations before sitting an examination:
Calculators must be:
● of a size suitable for use on
the desk
● either battery- or solar powered
● free of lids, cases and covers that
have printed instructions or
formulas.
Calculators must not:
● be designed or adapted to offer any of these
facilities
o language translators
o symbolic algebra manipulation
o symbolic differentiation or integration
o communication with other machines or
the internet
● be borrowed from another student during an
examination for any reason*
● have retrievable information stored in them –
this includes
o databanks
o dictionaries
o mathematical formulas
o text.
The student is responsible for
the following:
● the calculator’s power supply
● the calculator’s working condition
● clearing anything stored in the
calculator.
Advice: *an invigilator may give a student a replacement calculator.

60
Appendix 4: Assessment Objectives
The following tables outline in detail the strands and elements of each Assessment Objective
for A Level Mathematics, as provided by Ofqual in the document GCE Subject Level Guidance
for Mathematics.
● A ‘strand’ is a discrete bullet point that is formally part of an assessment objective
● An ‘element’ is an ability that the assessment objective does not formally separate, but
that could be discretely targeted or credited.
AO1: Use and apply standard techniques.
Learners should be able to:
 select and correctly carry out routine
procedures
 accurately recall facts, terminology and
definitions
50% (A Level)
60% (AS)
Strands Elements
1. select and correctly carry out routine procedures 1a – select routine procedures
1b – correctly carry out routine
procedures
2. accurately recall facts, terminology and
definitions
This strand is a single element
AO2: Reason, interpret and communicate
mathematically
 construct rigorous mathematical arguments
(including proofs)
 make deductions and inferences
 assess the validity of mathematical arguments
 explain their reasoning
 use mathematical language and notation
correctly
25% (A Level)
20% (AS)
Strands Elements
1. construct rigorous mathematical arguments
(including proofs)
2. make deductions and inferences 2a – make deductions
1. 2b – make inferences
3. assess the validity of mathematical arguments This strand is a single element
4. explain their reasoning This strand is a single element
5. use mathematical language and notation
correctly

61
AO3: Solve problems within mathematics and in
other contexts
 translate problems in mathematical and non-
mathematical contexts into mathematical
processes
 interpret solutions to problems in their original
context, and, where appropriate, evaluate their
accuracy and limitations
 translate situations in context into
mathematical models
 use mathematical models
 evaluate the outcomes of modelling in context,
recognise the limitations of models and, where
appropriate, explain how to refine them
25% (A Level)
20% (AS)
Strands Elements
1. translate problems in mathematical and
non-mathematical contexts into mathematical
processes
1a – translate problems in
mathematical contexts into
mathematical processes
1.
1b – translate problems in non-
mathematical contexts into
mathematical processes
2. interpret solutions to problems in their original
context, and, where appropriate evaluate their
accuracy and limitations
2a – interpret solutions to problems in
their original context
1. 2b – where appropriate, evaluation the
accuracy and limitations of solutions to
problems
3. translate situations in context into mathematical
models
4. use mathematical models This strand is a single element
5. evaluate the outcomes of modelling in context,
recognise the limitations of models and, where
appropriate, explain how to refine them
5a – evaluate the outcomes of
modelling in context
5b – recognise the limitations of
models
5c – where appropriate, explain how to
refine models
Assessment Objectives coverage
There will be full coverage of all elements of the Assessment Objectives, with the exception
of AO3.2b and AO3.5c, in each set of A Level Mathematics assessments offered by Pearson.
Elements AO3.2b and AO3.5c will be covered in each route through the qualification within
three years.

62
Appendix 5: The context for the
development of this qualification
All our qualifications are designed to meet our World Class Qualification Principles[1]
and our
ambition to put the student at the heart of everything we do.
We have developed and designed this qualification by:
● reviewing other curricula and qualifications to ensure that it is comparable with those
taken in high-performing jurisdictions overseas
● consulting with key stakeholders on content and assessment, including learned bodies,
subject associations, higher-education academics, teachers and employers to ensure this
qualification is suitable for a UK context
● reviewing the legacy qualification and building on its positive attributes.
This qualification has also been developed to meet criteria stipulated by Ofqual in their
documents GCE Qualification Level Conditions and Requirements and GCE Subject Level
Conditions and Requirements for Mathematics, published in April 2016.
[1]
Pearson’s World Class Qualification Principles ensure that our qualifications are:
● demanding, through internationally benchmarked standards, encouraging deep learning and
measuring higher-order skills
● rigorous, through setting and maintaining standards over time, developing reliable and valid
assessment tasks and processes, and generating confidence in end users of the knowledge, skills
and competencies of certified students
● inclusive, through conceptualising learning as continuous, recognising that students develop at
different rates and have different learning needs, and focusing on progression
● empowering, through promoting the development of transferable skills, see Appendix 6.

63
From Pearson’s Expert Panel for World Class Qualifications
May 2014
“The reform of the qualifications system in England is a profoundly important change to the
education system. Teachers need to know that the new qualifications will assist them in
helping their learners make progress in their lives.
When these changes were first proposed we were approached by Pearson to join an ‘Expert
Panel’ that would advise them on the development of the new qualifications.
We were chosen, either because of our expertise in the UK education system, or because of
our experience in reforming qualifications in other systems around the world as diverse as
Singapore, Hong Kong, Australia and a number of countries across Europe.
We have guided Pearson through what we judge to be a rigorous qualification development
process that has included:
● extensive international comparability of subject content against the highest-performing
jurisdictions in the world
● benchmarking assessments against UK and overseas providers to ensure that they are at
the right level of demand
● establishing External Subject Advisory Groups, drawing on independent subject-specific
expertise to challenge and validate our qualifications
● subjecting the final qualifications to scrutiny against the DfE content and Ofqual
accreditation criteria in advance of submission.
Importantly, we have worked to ensure that the content and learning is future oriented. The
design has been guided by what is called an ‘Efficacy Framework’, meaning learner outcomes
have been at the heart of this development throughout.
We understand that ultimately it is excellent teaching that is the key factor to a learner’s
success in education. As a result of our work as a panel we are confident that we have
supported the development of qualifications that are outstanding for their coherence,
thoroughness and attention to detail and can be regarded as representing world-class best
practice.
”
Sir Michael Barber (Chair)
Chief Education Advisor, Pearson plc
Professor Lee Sing Kong
Director, National Institute of Education,
Singapore
Bahram Bekhradnia
President, Higher Education Policy Institute
Professor Jonathan Osborne
Stanford University
Dame Sally Coates
Principal, Burlington Danes Academy
Professor Dr Ursula Renold
Federal Institute of Technology,
Switzerland
Professor Robin Coningham
Pro-Vice Chancellor, University of Durham
Professor Bob Schwartz
Harvard Graduate School of Education
Dr Peter Hill
Former Chief Executive ACARA
All titles correct as at May 2014

64
Appendix 6: Transferable skills
The need for transferable skills
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.
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 as the most evidence-based and
robust skills framework. We adapted the framework slightly to include the Program for
International Student Assessment (PISA) ICT Literacy and Collaborative Problem Solving
(CPS) Skills.
The adapted National Research Council’s framework of skills involves: [2]
Cognitive skills
● Non-routine problem solving – expert thinking, metacognition, creativity.
● Systems thinking – decision making and reasoning.
● Critical thinking – definitions of critical thinking are broad and usually involve general
cognitive skills such as analysing, synthesising and reasoning skills.
● ICT literacy – access, manage, integrate, evaluate, construct and communicate. [3]
Interpersonal skills
● Communication – active listening, oral communication, written communication, assertive
communication and non-verbal communication.
● Relationship-building skills – teamwork, trust, intercultural sensitivity, service
orientation, self-presentation, social influence, conflict resolution and negotiation.
● Collaborative problem solving – establishing and maintaining shared understanding,
taking appropriate action, establishing and maintaining team organisation.
Intrapersonal skills
● Adaptability – ability and willingness to cope with the uncertain, handling work stress,
adapting to different personalities, communication styles and cultures, and physical
adaptability to various indoor and outdoor work environments.
● Self-management and self-development – ability to work remotely in virtual teams,
work autonomously, be self-motivating and self-monitoring, willing and able to acquire
new information and skills related to work.
Transferable skills enable young people to face the demands of further and higher education,
as well as the demands of the workplace, and are important in the teaching and learning of
this qualification. We will provide teaching and learning materials, developed with
stakeholders, to support our qualifications.
[1]
OECD – Better Skills, Better Jobs, Better Lives (OECD Publishing, 2012)
[2]
Koenig J A, National Research Council – Assessing 21st Century Skills: Summary of a Workshop (National
Academies Press, 2011)
[3]
PISA – The PISA Framework for Assessment of ICT Literacy (2011)

65
Appendix 7: Level 3 Extended Project
qualification
What is the Extended Project?
The Extended Project is a standalone qualification that can be taken alongside GCEs.
It supports the development of independent learning skills and helps to prepare students for
their next step – whether that be higher education or employment. The qualification:
● is recognised by higher education for the skills it develops
● is worth half of an Advanced GCE qualification at grades A*–E
● carries UCAS points for university entry.
The Extended Project encourages students to develop skills in the following areas: research,
critical thinking, extended writing and project management. Students identify and agree a
topic area of their choice for in-depth study (which may or may not be related to a GCE
subject they are already studying), guided by their teacher.
Students can choose from one of four approaches to produce:
● a dissertation (for example an investigation based on predominately secondary research)
● an investigation/field study (for example a practical experiment)
● a performance (for example in music, drama or sport)
● an artefact (for example creating a sculpture in response to a client brief or solving an
engineering problem).
The qualification is coursework based and students are assessed on the skills of managing,
planning and evaluating their project. Students will research their topic, develop skills to
review and evaluate the information, and then present the final outcome of their project.
The Extended Project has 120 guided learning hours (GLH) consisting of a 40-GLH taught
element that includes teaching the technical skills (for example research skills) and an
80-GLH guided element that includes mentoring students through the project work.
The qualification is 100% internally assessed and externally moderated.
How to link the Extended Project with mathematics
The Extended Project creates the opportunity to develop transferable skills for progression to
higher education and to the workplace, through the exploration of either an area of personal
interest or a topic of interest from within the mathematics qualification content.
Through the Extended Project, students can develop skills that support their study of
mathematics, including:
● conducting, organising and using research
● independent reading in the subject area
● planning, project management and time management
● defining a hypothesis to be tested in investigations or developing a design brief
● collecting, handling and interpreting data and evidence
● evaluating arguments and processes, including arguments in favour of alternative
interpretations of data and evaluation of experimental methodology
● critical thinking.
In the context of the Extended Project, critical thinking refers to the ability to identify and
develop arguments for a point of view or hypothesis, and to consider and respond to
alternative arguments.

66
Types of Extended Project related to mathematics
Students may produce a dissertation on any topic that can be researched and argued.
In mathematics this might involve working on a substantial statistical project or a project
that requires the use of mathematical modelling.
Projects can give students the opportunity to develop mathematical skills that cannot be
adequately assessed in examination questions.
● Statistics – students can have the opportunity to plan a statistical enquiry project, use
different methods of sampling and data collection, use statistical software packages to
process and investigate large quantities of data and review results to decide if more data
is needed.
● Mathematical modelling – students can have the opportunity to choose modelling
assumptions, compare with experimental data to assess the appropriateness of their
assumptions and refine their modelling assumptions until they get the required accuracy
of results.
Using the Extended Project to support breadth and depth
In the Extended Project, students are assessed on the quality of the work they produce and
the skills they develop and demonstrate through completing this work. Students should
demonstrate that they have extended themselves in some significant way beyond what they
have been studying in mathematics. Students can demonstrate extension in one or more
dimensions:
● deepening understanding – where a student explores a topic in greater depth than in
the specification content. This could be an in-depth exploration of one of the topics in the
specification
● broadening skills – where a student learns a new skill. This might involve learning the
skills in statistics or mathematical modelling mentioned above or learning a new
mathematical process and its practical uses
● widening perspectives – where the student’s project spans different subjects.
Projects in a variety of subjects need to be supported by data and statistical analysis.
Students studying mathematics with design and technology can carry out design projects
involving the need to model a situation mathematically in planning their design.
A wide range of information to support the delivery and assessment of the Extended Project,
including the specification, teacher guidance for all aspects, an editable scheme of work and
exemplars for all four approaches, can be found on our website.

67
Appendix 8: Codes
Type of code Use of code Code
Discount codes Every qualification eligible for
performance tables is assigned a
discount code indicating the subject area
to which it belongs.
Discount codes are published by the DfE.
Please see the GOV.UK
website*
Regulated
Qualifications
Framework (RQF)
codes
Each qualification title is allocated an
Ofqual Regulated Qualifications
Framework (RQF) code.
The RQF code is known as a Qualification
Number (QN). This is the code that
features in the DfE Section 96 and on the
LARA as being eligible for 16–18 and 19+
funding, and is to be used for all
qualification funding purposes. The QN
will appear on students’ final certification
documentation.
The QN for this
qualification is:
603/1333/X
Subject codes The subject code is used by centres to
enter students for a qualification. Centres
will need to use the entry codes only
when claiming students’ qualifications.
A Level – 9MA0
Paper codes These codes are provided for reference
purposes. Students do not need to be
entered for individual papers.
Paper 1: 9MA0/01
Paper 2: 9MA0/02
Paper 3: 9MA0/03
*https://www.gov.uk/government/publications/key-stage-4-qualifications-discount-codes-
and-point-scores
TM22/01/20 9781446957097_GCE2017_AL_MATHS_ISSUE 4.DOC.1–74/0

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About Pearson
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All information in this specification is correct at time of publication.
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© Pearson Education Limited 2020

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