AQA A-Level Mathematics
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Course 7357
Course version · 7357Version from Sept 2017Change version
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Explore your topics
22 study areas
Overarching themes3 subtopics
Pure mathematics10 topics
Proof
A: Proof4 objectivesAlgebra and functions
B: Algebra and functions33 objectivesCoordinate geometry in the (x, y) plane
C: Coordinate geometry in the (x, y) plane12 objectivesSequences and series
D: Sequences and series18 objectivesTrigonometry
E: Trigonometry28 objectivesExponentials and logarithms
F: Exponentials and logarithms21 objectivesDifferentiation
G: Differentiation21 objectivesIntegration
H: Integration25 objectivesNumerical methods
I: Numerical methods12 objectivesVectors
J: Vectors15 objectives
Statistics5 topics
Statistical sampling
K: Statistical sampling4 objectivesData presentation and interpretation
L: Data presentation and interpretation14 objectivesProbability
M: Probability10 objectivesStatistical distributions
N: Statistical distributions10 objectivesStatistical hypothesis testing
O: Statistical hypothesis testing9 objectives
Mechanics4 topics
Quantities and units in mechanics
P: Quantities and units in mechanics3 objectivesKinematics
Q: Kinematics15 objectivesForces and Newton’s laws
R: Forces and Newton’s laws18 objectivesMoments
S: Moments3 objectives
Assessment and exam guidance
Assessment Objectives
AO1
50%Use and apply standard techniques.
AO2
25%Reason, interpret and communicate mathematically.
AO3
25%Solve problems within mathematics and in other contexts.
Exam Structure
AQA A-Level (7357)
Paper 1: Pure mathematics
2h
Duration
100
Marks
33.33%
Weighting
Paper 2: Pure mathematics and mechanics
2h
Duration
100
Marks
33.33%
Weighting
Paper 3: Pure mathematics and statistics
2h
Duration
100
Marks
33.33%
Weighting
Tips and common mistakes
Common Exam Mistakes
Pitfalls to avoid in your exams
- •Treating an identity as an equation to be solved: for example, solving sin²θ + cos²θ = 1 for θ. Correction: an identity is true for all permitted values, so it is proved by manipulation, not solved.
- •Writing 'therefore' when only 'if' has been established, reversing the direction of an argument. Correction: check whether the converse is true; use 'if and only if' only when both directions hold.
- •Using 'equation' for any algebraic string, so that 5x + 3 is called an equation. Correction: an equation must contain an equals sign; 5x + 3 is an expression with terms 5x and 3, coefficient 5 and variable x.
- •Sketching a graph without labelling axes, intercepts or key points, so the diagram cannot support the deduction. Correction: annotate the sketch with the features the argument uses.
- •Reading f⁻¹(x) as 1/f(x). Correction: f⁻¹ is the inverse function, so f⁻¹(f(x)) = x where the inverse exists; the reciprocal is written 1/f(x) or [f(x)]⁻¹.
- •Dropping brackets when substituting, for example writing sin x + y for sin(x + y). Correction: brackets show the argument of the function; sin(x + y) is not generally sin x + sin y.
- •Confusing the equals sign with 'the next step is', so that 2x + 3 = 7 = 2x = 4. Correction: keep one equality per statement, or use implication arrows, so each line is true.
- •Misusing index notation, such as writing x² × x³ = x⁶. Correction: when multiplying powers of the same base, add the indices: x² × x³ = x⁵.
Top Examiner Tips
Expert advice for exam success
- •Before writing, decide whether a sketch or diagram will make the argument clearer; a labelled sketch often earns credit for structure as well as answer.
- •Use a short glossary check: name each symbol in your working as constant, coefficient, term, variable or index, and correct yourself if the label is wrong.
- •When a question says 'show that' or 'prove', write connected prose with reasons; when it says 'solve', an equation is expected and an identity would be inappropriate.
- •Leave a clear final statement that answers the question, since an unexplained answer can lose communication credit even when the arithmetic is right.
- •Write notation as you would read it aloud; if the line does not read as a true sentence, rewrite it before continuing.
- •Use brackets generously when substituting into functions, especially with negative numbers and fractions.
- •Check the meaning of any symbol before using it: for example, confirm whether a question uses degrees or radians, and whether a logarithm is base 10, base e or general.
- •In 'show that' questions, keep the given expression unchanged on one side and manipulate the other, so the syntax of the target statement is preserved.
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