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Further Mathematics
Specification
For exams June 2012 onwards
For certification June 2012 onwards
Level 2
Specification
Level 2 Certificate in
Further Mathematics
8360
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Level 2 Certificate in Further Mathematics for teaching from September 2011 onwards (version 1.1)
Contents
1
Introduction
1a
1b
1c
1d
Specification at a Glance
Summary of Assessment
Subject Content
3a
Introduction
3b
Subject Content
Scheme of Assessment
11
4a
11
4b
11
4c
National Criteria
12
4d
12
4e
12
Administration
13
5a
13
5b
Entries
13
5c
Private candidates
13
5d
13
5e
Examination language
14
5f
Qualification title
14
5g
14
5h
Re-sits
14
Appendices
15
Formulae sheet
15
Grade descriptions
16
18
Vertical black lines indicate a significant change or addition to the previous version of this specification
Level 2 Certificate in Further Mathematics for teaching from September 2011 onwards (version 1.1)
1 Introduction
1a
1
1b
Level 2 Certificate in Further Mathematics for teaching from September 2011 onwards (version 1.1)
Subject Content
1c
1d
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Level 2 Certificate in Further Mathematics for teaching from September 2011 onwards (version 1.1)
2 Specification at a Glance
AQA Level 2 Certificate in Further Mathematics
The Scheme of Assessment is linear with two question papers to be taken in the same examination series as
detailed below.
Paper 1
Written paper (Non-calculator)
40% of the AQA Level 2 Certificate in Further Mathematics assessment
PLUS
Paper 2
Written paper (Calculator)
60% of the AQA Level 2 Certificate in Further Mathematics assessment
2 hours 105 marks
Summary of Assessment
A question paper/answer booklet is provided for each paper.
All questions are compulsory.
The detailed content for the specification is provided in Section 3.
All content can be assessed on either paper.
Each paper addresses both Assessment Objectives. Details of the
Assessment Objectives can be found in Section 4 of this
specification.
Level 2 Certificate in Further Mathematics for teaching from September 2011 onwards (version 1.1)
3 Subject Content
3a
Introduction
Number
Algebra
Co-ordinate Geometry (2 dimensions only)
Calculus
Geometry
Matrix Transformations
Level 2 Certificate in Further Mathematics for teaching from September 2011 onwards (version 1.1)
3b
Subject content
Ref Content
Notes
Number
1.1
Algebra
Simplify
(y2 2y + 3)(2y 1) 2(y3 3y2 + 4y 2)
Expand and simplify (x + 2)3
2.5 Factorising
Factorise fully
Factorise
Factorise
x4 25x2
Simplify
x2 + 3x 10
x+5
2
x 9
x2 + 3x
Simplify
x3 + 2x2 + x
x2 + x
Simplify
x3
5x2 14x 3
2
4x2 + 10x
4x 25
Factorise x3 2x2 5x + 6
Show that x 1 is a factor of x3 3x2 4x + 6
Solve x3 + x2 10x + 8 = 0
Level 2 Certificate in Further Mathematics for teaching from September 2011 onwards (version 1.1)
Ref Content
Notes
0x<1
=1
1x<2
=3x
2x<3
Solve
4x 3y = 0 and 6x + 15y = 13
Solve
y = x + 2 and y2 = 4x + 5
Solve
y = x2 and y 5x = 6
Solve
Solve
x2 < 9
Solve
2x2 + 5x 3
x x
1
2
7
2
3
1
2
x2 x2
x2
=3
Sequences
2.16 nth terms of linear and quadratic sequences
Limiting value of a sequence as n
2n as n
n+4
Level 2 Certificate in Further Mathematics for teaching from September 2011 onwards (version 1.1)
Ref Content
Notes
Including midpoint
Calculus
Differentiation
Level 2 Certificate in Further Mathematics for teaching from September 2011 onwards (version 1.1)
Ref Content
Notes
Matrix Transformations
All calculations will be restricted to 2 2 or 2 1
matrices
2 2 only
Representation by a 2 2 matrix
Transformations restricted to rotations of 90, 180
or 270 about the origin, reflections in a line through
the origin (ie x = 0, y = 0, y = x, y = x) and
enlargements centred on the origin
Geometry
6.1
Trigonometry in triangles
6.3 Sine and cosine rules in scalene triangles
Pythagoras theorem
6.4 Use of Pythagoras theorem in 2D and 3D
Level 2 Certificate in Further Mathematics for teaching from September 2011 onwards (version 1.1)
Ref Content
Notes
Use of tan =
sin
and sin2 + cos2 = 1
cos
10
Level 2 Certificate in Further Mathematics for teaching from September 2011 onwards (version 1.1)
4 Scheme of Assessment
4a
4b
AO2:
Paper 1
Paper 2
AO1
2226
3339
5565
AO2
1418
2127
3545
40
60
11
Level 2 Certificate in Further Mathematics for teaching from September 2011 onwards (version 1.1)
4c
National Criteria
4d
4e
12
Level 2 Certificate in Further Mathematics for teaching from September 2011 onwards (version 1.1)
5 Administration
5a
This specification is designed to be taken over a oneor two-year course of study with all assessment at
the end of the course.
5b
Entries
8360
5c
Private candidates
5d
Access arrangements
We can arrange for candidates with special needs to
access assessment. These arrangements must be
made before the examination. For example, we can
produce a Braille paper for a candidate with sight
problems.
Reasonable adjustments
An access arrangement which meets the needs of a
particular disabled candidate would be a reasonable
adjustment for that candidate. For example a Braille
paper would be a reasonable adjustment for a Braille
reader but not for a candidate who did not read
Braille. The Equality Act requires us to make
reasonable adjustments to remove or lessen any
disadvantage affecting a disabled candidate.
Special consideration
We can give special consideration to candidates who
have had a temporary illness, injury or serious
problem such as death of a relative, at the time of the
examination. We can only do this after the
examination.
The Examinations Officer at the centre should apply
online for access arrangements and special
consideration by following the eAQA link from our
website www.aqa.org.uk
13
Level 2 Certificate in Further Mathematics for teaching from September 2011 onwards (version 1.1)
5e
Examination language
5f
Qualification title
5g
5h
5
Re-sits
14
Level 2 Certificate in Further Mathematics for teaching from September 2011 onwards (version 1.1)
Appendices
A
Formulae Sheet
Volume of sphere =
4 3
r
3
a = b = c
sin A sin B sin C
2
The solutions of ax2 + bx + c = 0, where a 0, are given by x = b (b 4ac)
2a
Trigonometric Identities
tan
sin
cos
sin2 + cos2 1
15
Level 2 Certificate in Further Mathematics for teaching from September 2011 onwards (version 1.1)
Grade descriptions
Grade
Description
A* with
Candidates use a wide range of mathematical techniques, terminology, diagrams and symbols
Distinction consistently, appropriately and accurately. Candidates are able to use different representations
effectively and they recognise equivalent representations: for example, numerical, graphical and
algebraic representations. Candidates use complex graphs, sketches and diagrams, all with
accuracy and skill.
Candidates manipulate complex algebraic expressions concisely, and use algebra to solve
problems, with fluency and accuracy. They use trigonometry and geometrical properties to solve
complex problems showing a high level of spatial awareness. Candidates demonstrate a
comprehensive understanding of function notation, matrix transformations and differentiation
through calculus. They evaluate the appropriateness, effectiveness and efficiency of different
approaches to problem solving through their knowledge and understanding of mathematical
inter-connectedness.
Candidates tackle problems that bring together different aspects of mathematics that involve
multiple variables, often in non-standard situations. They can identify variables and investigate
them systematically; the outcomes of which are used in solving the problem.
Candidates communicate their chosen strategy concisely. They can construct a rigorous
argument, and engage in multi-step reasoning, making inferences and drawing conclusions. They
use mathematical language correctly, proceed logically through extended arguments or proofs
and can identify errors in reasoning.
A
Candidates use a wide range of mathematical techniques, terminology, diagrams and symbols
consistently, appropriately and accurately. Candidates are able to use different representations
effectively and they recognise equivalent representations: for example, numerical, graphical and
algebraic representations. Their numerical skills are sound, they use a calculator effectively
Candidates demonstrate algebraic fluency. They have a mastery of trigonometry and geometrical
properties to solve problems. Candidates also demonstrate familiarity and proficiency in function
notation, matrix transformations and in differentiation through calculus.
Candidates tackle problems that bring together different aspects of mathematics and may involve
multiple variables. They can identify some variables and investigate them systematically; the
outcomes of which are used in solving the problem.
Candidates communicate their chosen strategy. They can construct a rigorous argument, making
inferences and drawing conclusions. They are proficient in problem solving. They produce simple
proofs and can identify errors in reasoning.
16
Level 2 Certificate in Further Mathematics for teaching from September 2011 onwards (version 1.1)
Subject Content
17
Level 2 Certificate in Further Mathematics for teaching from September 2011 onwards (version 1.1)
European Dimension
We have taken the 1988 Resolution of the Council of
the European Community into account when
preparing this specification and associated specimen
units.
18
Environmental Education
We have taken the 1988 Resolution of the Council of
the European Community and the Report
Environmental Responsibility: An Agenda for Further
and Higher Education 1993 into account when
preparing this specification and associated specimen
units.
Avoiding bias
We have taken great care to avoid bias of any kind
when preparing this specification and specimen units.
Every specification is assigned a national classification code indicating the subject area to which it belongs.
Centres should be aware that candidates who enter for more than one GCSE qualification with the same classification
code will have only one grade counted for the purpose of the School and College Performance Tables. In the case of
a candidate taking two qualifications with the same classification code that are of the same size and level, eg two full
course GCSEs, the higher grade will count.
Centres may wish to advise candidates that, if they take two specifications with the same classification code, schools
and colleges are very likely to take the view that they have achieved only one of the two GCSEs. The same view may
be taken if candidates take two GCSE specifications that have different classification codes but have significant overlap
of content. Candidates who have any doubts about their subject combinations should check with the institution to which
they wish to progress before embarking on their programmes.
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Download a copy of this specification from our website at:
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Further information is available at:
http://events.aqa.org.uk/ebooking
MSD1233.11