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• OT1: Mathematical argument, language and proof page 11• OT2: Mathematical problem solving page 11 • OT3: Mathematical modelling page 12 • A: Proof page 12 • B: Algebra and functions pa

DRAFT 7356

Specification

For teaching from September 2017 onwards

For AS exams in 2018 onwards

Version 0.1 9 June 2016

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DRAFT SPECIFICA

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1.1 Why choose AQA for AS Mathematics 5

1.2 Support and resources to help you teach 5

3.3 B: Algebra and functions 12

3.4 C: Coordinate geometry in the (x,y) plane 13

3.5 D: Sequences and series 14

3.15 O: Statistical hypothesis testing 19

3.16 P: Quantities and units in mechanics 19

3.17 Q: Kinematics 19

3.18 R: Forces and Newton’s laws 20

3.19 Use of data in statistics 20

5.1 Entries and codes 27

5.2 Overlaps with other qualifications 27

5.3 Awarding grades and reporting results 27

5.4 Re-sits and shelf life 27

5.5 Previous learning and prerequisites 28

5.6 Access to assessment: diversity and inclusion 28

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5.7 Working with AQA for the first time 28

5.8 Private candidates 29

5.9 Use of calculators 29

Are you using the latest version of this specification?

• You will always find the most up-to-date version of this specification on our website at

1 Introduction

1.1 Why choose AQA for AS Mathematics

The changes to AS and A-level Maths qualifications represent the biggest in a generation They’vealso given us the chance to design new qualifications, with even more opportunity for your students

to realise their potential

Maths is one of the biggest facilitating subjects and it’s essential for many higher education

courses and careers We’ve worked closely with higher education to ensure these qualifications

give your students the best possible chance to progress

A specification with freedom – assessment design that rewards

understanding

We want students to see the links between different areas of maths and to apply their maths skills

across all areas That’s why our assessment structure gives you the freedom to teach maths your

way

Consistent assessments are essential, which is why we’ve worked hard to ensure our papers are

clear and reward your students for their mathematical skills and knowledge

You can find out about all our Mathematics qualifications at aqa.org.uk/maths

1.2 Support and resources to help you teach

We’ve worked with experienced teachers to provide you with a range of resources that will help

you confidently plan, teach and prepare for exams

Teaching resources

Visit aqa.org.uk/7356 to see all our teaching resources They include:

• route maps to allow you to plan how to deliver the specification in the way that will best suit youand your students

• teaching guidance to outline clearly the possible scope of teaching and learning

• textbooks approved by AQA

• training courses to help you deliver AQA mathematics qualifications

• subject expertise courses for all teachers, from newly qualified teachers who are just getting

started, to experienced teachers looking for fresh inspiration

Preparing for exams

Visit aqa.org.uk/7356 for everything you need to prepare for our exams, including:

• past papers, mark schemes and examiners’ reports

• specimen papers and mark schemes for new courses

• Exampro: a searchable bank of past AQA exam questions

• example student answers with examiner commentaries

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Analyse your students' results with Enhanced Results Analysis (ERA)

Find out which questions were the most challenging, how the results compare to previous years

and where your students need to improve ERA, our free online results analysis tool, will help you

see where to focus your teaching Register at aqa.org.uk/era

For information about results, including maintaining standards over time, grade boundaries and our

post-results services, visit aqa.org.uk/results

Keep your skills up-to-date with professional development

Wherever you are in your career, there’s always something new to learn As well as subject

specific training, we offer a range of courses to help boost your skills

• Improve your teaching skills in areas including differentiation, teaching literacy and meeting

Ofsted requirements

• Prepare for a new role with our leadership and management courses

You can attend a course at venues around the country, in your school or online – whatever suits

your needs and availability Find out more at coursesandevents.aqa.org.uk

Help and support

Visit our website for information, guidance, support and resources at aqa.org.uk/7356

If you'd like us to share news and information about this qualification, sign up for emails and

This draft qualification has not yet been accredited by Ofqual It is published to enable teachers to

have early sight of our proposed approach to AS Mathematics Further changes may be required

and no assurance can be given that this proposed qualification will be made available in its current

form, or that it will be accredited in time for first teaching in September 2017 and first award in

August 2018

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• OT1: Mathematical argument, language and proof (page 11)

• OT2: Mathematical problem solving (page 11)

• OT3: Mathematical modelling (page 12)

• A: Proof (page 12)

• B: Algebra and functions (page 12)

• C: Coordinate geometry in the (x,y) plane (page 13)

• D: Sequences and series (page 14)

• K: Statistical sampling (page 17)

• L: Data presentation and interpretation (page 17)

• M: Probability (page 18)

• N: Statistical distributions (page 18)

• O: Statistical hypothesis testing (page 19)

• P: Quantities and units in mechanics (page 19)

• R: Forces and Newton’s laws

How it's assessed

• Written exam: 1 hour 30 minutes

• O: Statistical hypothesis testing

How it's assessed

• Written exam: 1 hour 30 minutes

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3 Subject content

The subject content for AS Mathematics is set out by the Department for Education (DfE) and is

common across all exam boards.The content set out in this specification covers the complete AS

course of study

3.1 Overarching themes

AS specifications in mathematics must require students to demonstrate the overarching knowledge

and skills contained in sections OT1, OT2 and OT3 These must be applied, along with associated

mathematical thinking and understanding, across the whole of the detailed content set out in

OT1.1 Construct and present mathematical arguments through appropriate use of

diagrams; sketching graphs; logical deduction; precise statements involvingcorrect 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

OT1.5 Comprehend and critique mathematical arguments, proofs and justifications of

methods and formulae, including those relating to applications of mathematics

3.1.2 OT2: Mathematical problem solving

Content

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

OT2.5 Evaluate, including by making reasoned estimates, the accuracy or limitations of

solutions

OT2.6 Understand the concept of a mathematical problem solving cycle, including

specifying the problem, collecting information, processing and representinginformation and interpreting results, which may identify the need to repeat thecycle

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OT2.7 Understand, interpret and extract information from diagrams and construct

mathematical diagrams to solve problems, including in mechanics

3.1.3 OT3: Mathematical modelling

Content

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

3.2 A: Proof

Content

A1 • Understand and use the structure of mathematical proof, proceeding from

given assumptions through a series of logical steps to a conclusion Usemethods of proof, including proof by deduction, proof by exhaustion

• Disproof by counter example

3.3 B: Algebra and functions

B3 Work with quadratic functions and their graphs: the discriminant of a quadratic

function, including the conditions for real and repeated roots; completing thesquare; solution of quadratic equations including solving quadratic equations in afunction of the unknown

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B4 Solve simultaneous equations in two variables by elimination and by substitution,

including one linear and one quadratic equation

Content

B5 • Solve linear and quadratic inequalities in a single variable and interpret such

inequalities graphically, including inequalities with brackets and fractions

• Express solutions through correct use of ‘and’ and ‘or’, or through set notation

• Represent linear and quadratic inequalities such as y>x+ 1 and

y>ax2+bx+c graphically

Content

B6 Manipulate polynomials algebraically, including expanding brackets and collecting

like terms, factorisation and simple algebraic division Use of the factor theorem

Content

B7 • Understand and use graphs of functions Sketch curves defined by simple

equations including polynomials, the modulus of a linear function, y= a x and

y= a

x2 (including their vertical and horizontal asymptotes) Interpret algebraicsolution of equations graphically Use intersection points of graphs to solveequations

• Understand and use proportional relationships and their graphs

Content

B9 Understand the effect of simple transformations on the graph of y= f x including

sketching associated graphs:

y=a f x , y= f x +a,y= f x+a, y= f ax

3.4 C: Coordinate geometry in the (x,y) plane

Content

C1 • Understand and use the equation of a straight line, including the forms:

y−y1=m x−x1 and ax+by+c= 0 Gradient conditions for two straightlines to be parallel or perpendicular

• Be able to use straight line models in a variety of contexts

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C2 Understand and use the coordinate geometry of the circle including using the

equation of a circle in the form x−a 2+ y−b 2=r2 ; completing the square tofind 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

• the radius of a circle at a given point on its circumference is perpendicular tothe tangent to the circle at that point

3.5 D: Sequences and series

E1 Understand and use the definitions of sine, cosine and tangent for all arguments;

the sine and cosine rules; the area of a triangle in the form 12absinC

Content

E3 Understand and use the sine, cosine and tangent functions; their graphs,

symmetries and periodicity

Content

E5 • Understand and use tanθ= cossinθ θ

• Understand and use sin2θ+cos2θ = 1

Content

E7 Solve simple trigonometric equations in a given interval, including quadratic

equations in sin, cos and tan and equations involving multiples of the unknownangle

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3.7 F: Exponentials and logarithms

Content

F1 • Know and use the function ax and its graph, where a is positive

• Know and use the function ex and its graph

• Know and use the function lnx and its graph

• Know and use lnx as the inverse function of ex

Content

F4 Understand and use the laws of logarithms:

logax+ logay= loga xy ; logax− logay= loga x y ; klogax= logaxk

(including, for example, k= − 1 and k= − 12 )

Use logarithmic graphs to estimate parameters in relationships of the form y=axn

and y=kbx , given data for x and y.

Content

F7 Understand and use exponential growth and decay; use in modelling (examples

may include the use of e in continuous compound interest, radioactive decay, drugconcentration decay, exponential growth as a model for population growth);

consideration of limitations and refinements of exponential models

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3.8 G: Differentiation

Content

G1 • Understand and use the 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; sketching the gradient function for a givencurve; second derivatives; differentiation from first principles for small positive

G3 • Apply differentiation to find gradients, tangents and normals, maxima and

minima and stationary points

• Identify where functions are increasing or decreasing

J2 Calculate the magnitude and direction of a vector and convert between

component form and magnitude/direction form

Content

J3 Add vectors diagrammatically and perform the algebraic operations of vector

addition and multiplication by scalars, and understand their geometricalinterpretations

Knowledge/skill

J4 Understand and use position vectors; calculate the distance between two points

represented by position vectors

Knowledge/skill

J5 Use vectors to solve problems in pure mathematics and in context, including

forces

3.11 K: Statistical sampling

For sections K to O students must demonstrate the ability to use calculator technology to compute

summary statistics and access probabilities from standard statistical distributions

Content

K1 • Understand and use the terms ‘population’ and ‘sample’.

• Use samples to make informal inferences about the population

• Understand and use sampling techniques, including simple random samplingand opportunity sampling

• Select or critique sampling techniques in the context of solving a statisticalproblem, including understanding that different samples can lead to differentconclusions about the population

3.12 L: Data presentation and interpretation

Content

L1 • Interpret diagrams for single-variable data, including understanding that area in

a histogram represents frequency

• Connect to probability distributions

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L2 • 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)

• Understand informal interpretation of correlation

• Understand that correlation does not imply causation

L4 • Recognise and interpret possible outliers in data sets and statistical diagrams.

• Select or critique data presentation techniques in the context of a statisticalproblem

• Be able to clean data, including dealing with missing data, errors and outliers

N1 Understand and use simple, discrete probability distributions (calculation of mean

and variance of discrete random variables is excluded), including the binomialdistribution, as a model; calculate probabilities using the binomial distribution

Content

N3 Select an appropriate probability distribution for a context, with appropriate

reasoning, including recognising when the binomial or Normal model may not beappropriate

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