In the first term, the focus is on developing advanced calculus skills, building on Year 12 knowledge. Students extend their understanding of differentiation to include trigonometric, exponential and logarithmic functions, as well as product, quotient, chain and implicit differentiation, with applications to rates of change and second derivatives. Integration is a major theme, covering substitution, integration by parts, reverse chain rule, partial fractions and finding areas, alongside the trapezium rule and standard forms.
The term is structured around strengthening fluency and concludes with unit tests on both integration and differentiation
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Students study parametric equations, curve sketching and intersections, alongside differential equations and integration as a limit. This term also introduces significant applied content, including statics and dynamics in mechanics, and correlation, exponential models and hypothesis testing in statistics.
Mock exams play a central role, followed by review and consolidation, helping students connect different areas of the course and develop exam technique
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Students study numerical methods such as iteration and the Newton–Raphson method, 3D vectors, further trigonometry (including identities, equations and modelling) and kinematics with vectors in mechanics. Probability topics in statistics, including conditional probability and tree diagrams, are also covered.
Students complete multiple unit tests as well as practice papers for both pure and applied mathematics.
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This term focuses on systematically revisiting the key content from Terms 1–3 through a structured, topic-by-topic approach. Core areas such as differentiation, integration, trigonometry, parametric equations, mechanics and statistics are revisited in depth, with an emphasis on exam-style questions, modelling and problem solving.
Regular low-stakes assessments and a full Pure paper help identify and address gaps in understanding.
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The final term centres on exam preparation, with students completing a series of full past papers across Pure, Mechanics and Statistics. Teaching is increasingly diagnostic, targeting identified misconceptions and refining exam technique, including timing, interpretation and communication of solutions.
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