Further Maths

100% Exam, No Controlled Assessment

Led by: Ms G Taylor

Exam Board: AQA

The qualification is suitable for students from Year 10 onwards, who are expected to get grades 7 – 9 in GC SE Mathematics and who are likely to progress to A Level study in Mathematics and possibly Further Mathematics.

What will I be studying?

The iGCSE in Further Mathematics places an emphasis on higher order technical proficiency, rigorous argument, algebraic reasoning and problem-solving skills. It is an iGCSE style qualification. Transferable skills such as Cognitive, Interpersonal and Intrapersonal skills will be taught to enable students to face the demands of further and higher education, as well as the demands of the workplace.

What can I do afterwards?

The iGCSE in Further Mathematics preparesstudents for progression to further study of mathematics at AS and A level, and also to the study of Core Mathematics. This qualification also supports further training and employment where mathematical skills are required.

HIGHER:

Number: 12 – 18%

Algebra: 27 – 33%

Ratio, Proportion and Rates of Change: 17 – 23%

Geometry and Measures: 17 – 23%

Statistics & Probability: 12 – 18%

FOUNDATION:

Number: 22 – 28%

Algebra: 17 – 23%

Ratio, Proportion and Rates of Change: 22 – 28%

Geometry and Measures: 12 – 18%

Statistics & Probability: 12 – 18%

AO1:

Use and apply standard techniques:

• Recall facts, terminology and definitions.
• Use and interpret notation.
• Carry out routine procedures or tasks.

Higher (40%)

Foundation (50%)

AO2:

Reason, interpret and communicate mathematically:

• Make deductions, inferences and draw conclusions from mathematical information.
• Construct chains of reasoning to achieve a given result.
• Interpret and communicate information.
• Present arguments and proof.
• Assess validity of an argument and critically evaluate information.

Higher (30%)

Foundation (25%)

AO3:

Solve problems within mathematics and in other contexts (problem solving):

• Make and use connections between different parts of mathematics.
• Translate problems in mathematical or non-mathematical contexts into a series of mathematical processes.
• Interpret results in the context of the given problem.
• Evaluate methods used and results obtained.
• Evaluate solutions to identify how they may have been affected by assumptions made.

Higher (30%)

Foundation (25%)