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        A Level Further Mathematics

        Head of Department: Mrs H Fraser BSc PGCE (East Anglia)
        Email: hfraser@

        This information can be also found in the download at the bottom of this page.


        Please find below a breakdown of the course. Further information can be found in the full specification, which is available on the Edexcel AS/A level Mathematics webpage. Assessment for each component is completed at the end of Rhetoric II.


        Each paper is:

        • A 1 hour 30 minute written examination
        • 25% of the qualification
        • 75 marks

        Assessment Overview:

        • Paper 1 and Paper 2 may contain questions on any topic from the Pure Mathematics content
        • Calculators can be used in the assessment


        Topic 1 – Proof

        Topic 2 – Complex numbers

        Topic 3 – Matrices

        Topic 4 – Further algebra and functions

        Topic 5 – Further calculus

        Topic 6 – Further vectors

        Topic 7 – Polar coordinates

        Topic 8 – Hyperbolic functions

        Topic 9 – Differential equations


        • OT1– Mathematical argument, language and proof
        • OT2– Mathematical problem solving
        • OT3– Mathematical modelling


        The paper is:

        • A 1 hour 30 minute written examination
        • 25% of the qualification
        • 75 marks

        Content Overview:

        Students take one of the following four options:

        A: Further Pure Mathematics 1

        B: Further Statistics 1

        C: Further Mechanics 1

        D: Decision Mathematics 1

        E: Further Statistics 2

        F: Further Mechanics 2

        G: Decision Mathematics 2


        Pearson has provided a large data set, which will support the assessment of Statistics. 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.


        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.


        There is no expectation that students purchase any of the below books; they are all stocked in the department. However, students may wish to use some of the texts to enhance and enrich their understanding.

        Rowland, M  (2011).  Bridging GCSE and A Level Maths Student Book.

        Attwood, G et al (2017).  Edexcel A level Further Mathematics Core Pure Mathematics Book 1 Textbook

        Attwood, G et al (2017).  Edexcel A level Further Mathematics Core Pure Mathematics Book 2 Textbook


        This selection has been made based on recommendations from many sources including the teaching staff in our own Mathematics Department and from a range of university reading lists.  Do not be intimidated by these books, remember that any reading you do on the subject will be useful.

        Courant, R. Robbins, H. and Stewart, S. (1996) What is mathematics?

        Devlin, K. (2004) The millennium problems: the seven greatest, unsolved mathematical problems of our time. Dunham, W. (1991) Journey through genius: the greatest theorems of mathematics.

        Du Sautoy, M. (2003) The music of the primes : why an unsolved problem in mathematics matters.

        Enzensberger, H. (2008) The number devil.

        Frankel, L. (1997) Numbers: the universal language .

        Gower, T. (2002) Mathematics: a very short introduction.

        Gray, J. (2000) The Hilbert challenge: a perspective on 20th century mathematics.

        Hodges, A. (1992) Alan Turing: the enigma

        Hoffman, P. (1999) The man who loved only numbers: the story of Paul Erdos and the search for mathematical truth.

        Korner, T. (1996) The pleasures of counting.

        McLeish, J. (1991) Story of numbers.

        Singh, S. (2001) The cracking code book: how to make it, break it, hack it, crack it