Int Gcse Mathematics Spec A Modular 4xma1

International GCSE
Mathematics (Specification A) (9–1)

(Modular)
Specification
Pearson Edexcel International GCSE in Mathematics (Specification A)
(Modular) (4XMA1)
First teaching September 2024

First examination June 2025
First certification August 2025
Issue 2
About Pearson
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employers, governments and other partners globally. We are committed to helping equip
learners with the skills they need to enhance their employability prospects and to succeed
in the changing world of work. We believe that wherever learning flourishes so do people.
References to third party materials made in this specification are made in good faith. Pearson
does not endorse, approve or accept responsibility for the content of materials, which may be
subject to change, or any opinions expressed therein. (Materials may include textbooks, journals,
magazines and other publications and websites.)
All information in this specification is correct at time of publication.
Publication code: GQ000029

All the material in this publication is copyright
© Pearson Education Limited 2024
Summary of Pearson Edexcel International GCSE in Mathematics
(Specification A) (Modular) Issue 2 changes
Summary of changes made between previous issue and this current issue Page
number
Sections Unit results and Qualification results now show the total UMS marks for 48
each unit, the qualification as a whole and the associated grade boundaries.
If you need further information on these changes or what they mean, contact us via our website at:
qualifications.pearson.com/en/support/contact-us.html.
Contents
1 About this specification 1

Why choose Pearson Edexcel qualifications? 3
Why choose Pearson Edexcel International GCSE in Mathematics
(Specification A) (Modular)? 4
Supporting you in planning and implementing this qualification 5
2 Qualification at a glance 6
Qualification overview 6
Content and assessment overview 6
Modular content summary 8
3 Mathematics (Specification A) (Modular) content 9

Foundation Tier 11
Higher Tier 12
Unit 1: Foundation Tier 13
Unit 1: Higher Tier 21
4 Assessment information 41
5 Administration and general information 45
Entries 45
Access arrangements, reasonable adjustments, special consideration
and malpractice 45
Awarding and reporting 47
Learner recruitment and progression 49
Appendices 51
Appendix 1: Codes 53
Appendix 2: Transferable skills 54
Appendix 3: Foundation Tier formulae sheet 56
Appendix 4: Higher Tier formulae sheet 57
Appendix 5: Notation 58
Appendix 6: Glossary 59
1 About this specification
Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular) is part of a suite of

International GCSE (Modular) qualifications offered by Pearson.
This qualification is not accredited or regulated by any UK regulatory body.
This specification includes the following key features.
Structure
Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular) is a modular
qualification available at Foundation and Higher Tier. All units are available in the June and
November exam series. We strongly advise that Units 1 and 2 are sat in order for first entry of the
units, and resits can be sat in any order. A cash-in code must be used to obtain an overall grade for
the qualification.
Content
The content is relevant, engaging, up-to-date and of equivalent standard to Pearson’s regulated GCSE
in Mathematics.
Assessment
Two tiers of entry are available: Foundation and Higher (content is defined for each tier) and each
tier comprises of two written unit assessments. This allows learners to be entered for the
appropriate level, with questions designed to be accessible to learners of all abilities in that tier and
unit assessments that are balanced for topics and difficulty. All assessments in the modular route are
designed to be at the same standard, and there is no step up in difficulty between Unit 1 and Unit 2.
Approach
It is a solid basis for learners wishing to progress to Pearson Edexcel International Advanced Level,
AS and Advanced GCE Level, or equivalent qualifications.
Specification updates
This specification is Issue 1 and is valid for first teaching from September 2024, with first assessment
from June 2025, first cash-in in June 2025 and first certification from August 2025. If there are any
significant changes to the specification, we will inform centres in writing. Changes will also be posted
on our website.
For more information, please visit qualifications.pearson.com.
Using this specification

This specification gives teachers guidance and encourages effective delivery of the qualification.
The following information will help you get the most out of the content and guidance.
Content: arranged according to individual units within each tier: Foundation and Higher, as
summarised in Section 3: Mathematics (Specification A) (Modular) content.
Examples: we have included examples to show content statements to support teaching and
learning. It is important to note that these examples are for illustrative purposes only and centres
can use other examples. We have included examples that are easily understood and recognised by
international centres.
Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular) 1

Specification – Issue 2 – March 2024 © Pearson Education Limited 2024
Assessments: use a range of material and are not limited to the examples given. Teachers should
deliver the qualification using a good range of examples to support the assessment of the content.
Depth and breadth of content: teachers should use the full range of content and all the
assessment objectives provided in Section 3: Mathematics (Specification A) (Modular) content.
Qualification aims
The aims of this qualification are to enable learners to:
• develop their knowledge and understanding of mathematical concepts and techniques
• acquire a foundation of mathematical skills for further study in the subject or related areas
• enjoy using and applying mathematical techniques and concepts, and become confident in using
mathematics to solve problems
• appreciate the importance of mathematics in study, employment and society.
2 Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular)

Why choose Pearson Edexcel qualifications?
Pearson – the world’s largest education company
Edexcel academic qualifications are from Pearson, the UK’s largest awarding organisation. With over
3.4 million learners studying our academic and vocational qualifications worldwide, we offer
internationally recognised qualifications to schools, colleges and employers globally.
Pearson is recognised as the world’s largest education company. This allows us to drive innovation
and provide comprehensive support for Pearson Edexcel learners in acquiring the knowledge and
skills they need for progression in study, work and life.
A heritage you can trust
The background to Pearson becoming the UK’s largest awarding organisation began in 1836, when a
royal charter gave the University of London its first powers to conduct exams and confer degrees on
its learners. With over 150 years of international education experience, Edexcel qualifications have
firm academic foundations, built on the traditions and rigour associated with Britain’s educational
system.
Results you can trust
Pearson’s leading online marking technology has been shown to produce exceptionally reliable
results, demonstrating that, at every stage, Pearson Edexcel qualifications maintain the highest
standards.

Why choose Pearson Edexcel International GCSE in
Mathematics (Specification A) (Modular)?
We have listened to feedback from all parts of the international school and language teaching
community, including a large number of teachers. We have created a qualification that will engage
international learners and give them skills that will support progression to further study of
mathematics and to enhance future educational or employment prospects.
The content and assessment approach for this qualification has been designed to maintain the
rigorous standards of all Pearson Edexcel qualifications and meet learner needs in the following
ways.
Modular structure
The modular assessment structure offers learners the flexibility to sit examinations when they are
ready and provides opportunities to resit individual unit assessments before receiving an overall
qualification grade.
Two-unit assessment
The modular approach retains the same content as the existing linear specification but splits the
content across the two units and tiers. Both Unit 1 and Unit 2 will cover topic areas from Number,
Algebra, Shape, space and measure and Handling data.
Tiered papers
Provided at two tiers of entry: Foundation and Higher. This allows learners to be entered for a level
appropriate to them, with questions in each tier that are accessible to learners of all abilities within
that tier.
Clear and straightforward question papers

Our question papers are clear and accessible for learners of all ability ranges. A range of question
types will be used. Our mark schemes are straightforward so that the assessment requirements are
clear.
Broad and deep development of skills

The design of this International GCSE (Modular) aims to extend learners’ knowledge by broadening
and deepening skills; for example, learners will:
• develop their problem-solving skills by translating problems in mathematical or non-
mathematical contexts at both Higher and Foundation tiers
• develop reasoning skills through exercises such as presenting arguments and proofs, as well as
making deductions and drawing conclusions from mathematical information.
Progression
International GCSE (Modular) qualifications enable successful progression to Level 3 qualifications
(such as the International A Level in Mathematics) and beyond, in mathematics and other subjects.
We have consulted with International A Level and GCE A Level teachers, as well as higher education
professionals to validate this qualification, including content, skills and assessment structure.

Supporting you in planning and implementing this
qualification
Planning
• Our Getting Started Guide gives you an overview of the Pearson Edexcel International GCSE in
Mathematics (Specification A) (Modular) to help you understand the content and assessment,
and what this means for you and your learners.
• We will provide you with an editable scheme of work and course planner for each qualification
offering a modular route, enabling you to adapt these resources to suit your needs.
Teaching and learning

• Our skills maps will highlight opportunities for learners to develop skills that are directly and
indirectly assessed.
• Print and digital learning and teaching resources promote any time, any place learning to
improve learners' motivation and encourage new ways of working. These will be mapped to our
modular schemes of work to ensure this qualification is fully supported.
Preparing for exams

We will also provide you with a range of resources to help you prepare your learners for the
assessments, including:
• past papers for the qualification's linear counterpart to use as lesson resources or for mock
examinations
• examiner reports with learner responses and examiner commentaries following each
examination series.
ResultsPlus
ResultsPlus provides the most detailed analysis available of your learners’ exam performance. It can
help you identify the topics and skills where further learning would benefit your learners.
examWizard
This is an included online resource designed to support learners and teachers with examination
preparation and assessment.
Training events
In addition to online training, we host a series of training events for teachers to deepen their
understanding of our qualifications.
Get help and support

Our subject advisor ensures that you receive help and guidance from us. You can email our subject
advisor at [email protected]. You can also sign up to receive subject advisor updates or
contact us using our support portal.

2 Qualification at a glance
Qualification overview
Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular) consists of two
mandatory units.
It is a modular qualification where we strongly advise that unit assessments are sat in order for first
entry of the units, and resists can be sat in any order. Assessments must be cashed in to obtain a
final grade for the qualification.
Content and assessment overview

Unit 1 and Unit 2 Foundation Tier *Unit codes:
Unit 1: 4WM1F/01
Unit 2: 4WM2F/01
Externally assessed Each unit assessment is

50% of the total
Written examination: 2 hours for each unit assessment
International GCSE
June and November (Modular)
100 marks for each unit assessment
Content overview
• Number
• Algebra
• Geometry
• Statistics
For more detail under these key content areas, please see Modular content summary.
Assessment overview
Each unit will assess the full range of targeted grades at Foundation Tier (5–1).
Each unit has approximately equal marks available for each of the targeted grades.
Approximately 40% of common questions targeted at grades 5 and 4 appear across Unit 1
assessment at Foundation Tier and Unit 1 assessment at Higher Tier, as well as across Unit 2
assessment at Foundation Tier and Unit 2 assessment at Higher Tier to aid standardisation and
comparability of award between tiers.
Knowledge of the Foundation Tier Unit 1 content is assumed for learners being prepared for
Foundation Unit 2.
A Foundation Tier formulae sheet (Appendix 3) will be included in the written examinations.
Calculators may be used in the examinations (please see Section 4: Assessment information
Calculators for further information).
* See Appendix 1: Codes for a description of these codes and all the other codes relevant to this
qualification.

Unit 1 and Unit 2 Higher Tier *Unit codes:
Unit 1: 4WM1H/01
Unit 2: 4WM2H/01
Externally assessed Each unit assessment is

50% of the total
Written examination: 2 hours for each unit assessment
International GCSE
June and November (Modular)
100 marks for each unit assessment
Content overview
• Number
• Algebra
• Geometry
• Statistics
For more detail under these key content areas, please see Modular content summary.
Assessment overview
Each unit will assess the full range of targeted grades at Higher Tier (9–4, with an allowable
grade 3).
Assessment at Foundation Tier and Unit 1 assessment at Higher Tier, as well as across Unit 2
Foundation Tier Unit 2 or Higher Tier Unit 2. Knowledge of the Higher Tier Unit 1 content is
assumed for learners being prepared for Higher Tier Unit 2.
A Higher Tier formulae sheet (Appendix 4) will be included in the written examinations.
Calculators may be used in the examinations (please see Section 4: Assessment information
* See Appendix 1: Codes for a description of these codes and all the other codes relevant to this
qualification.

Modular content summary
The table below shows topic areas that are covered in each unit for the Foundation (F) and Higher (H)
Tier across the key content areas: Number, Algebra, Shape, space and measure and Handling data.
Unit 1 Unit 2
Number (AO1) F H Number (AO1) F H
Basic number skills   Ratio and proportion  
Standard form   Percentage skills  
Limits of accuracy   Standard form  
Surds and indices   Repeated percentage change  
Algebra (AO1) F H Algebra (AO1) F H
Basic algebra skills   Inequalities  
Set notation   Simultaneous equations  
Plotting graphs   Sequences  
2
Solving basic quadratics x + bx + c =0   Change of subject  
2
Solving quadratics ax + bx + c = 0   Algebraic proof  
Completing the square   Direct and inverse proportion  
The quadratic formula   Summation of arithmetic series  
Function notation and transformations  
Differentiation  
Shape, space and measure (AO2) F H Shape, space and measure (AO2) F H
Properties and areas of shapes   Angles in polygons and circles  
Trigonometry   Symmetry  
Pythagoras’ theorem   Constructions  
Compound measures (speed, density)   Volume  
Sine and Cosine rule   Similarity  
Sine area of a triangle   Transformations  
3D Pythagoras’ theorem   Circle theorems  
Similar area and volume  
Vectors  
Handling data (AO3) F H Handling data (AO3) F H
Basic probability   Statistical measures  
Tree diagrams   Cumulative frequency diagrams  
Conditional probability  
Histograms  

3 Mathematics (Specification A) (Modular)
content
Foundation Tier 11
Higher Tier 12
1 Numbers and the number system 13
2 Equations, formulae and identities 16
3 Sequences, functions and graphs 17
4 Geometry 18
6 Statistics and probability 20

4 Geometry 24

4 Geometry 29
5 Vectors and transformation geometry 31

4 Geometry 38
5 Vectors and transformation geometry 39

Foundation Tier
Externally assessed
Description
The Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular) requires
learners to demonstrate application and understanding of the following.
Number
• Use numerical skills in a purely mathematical way and in real-life situations.
Algebra
• Use letters as equivalent to numbers and as variables.
• Understand the distinction between expressions, equations and formulae.
• Use algebra to set up and solve problems.
• Demonstrate manipulation skills.
• Construct and use graphs.
Geometry
• Use properties of angles.
• Understand a range of transformations.
• Work within the metric system.
• Understand ideas of space and shape.
• Use ruler, a pair of compasses and protractor appropriately.
Statistics
• Understand basic ideas of statistical averages.
• Use a range of statistical techniques.
• Use basic ideas of probability.
Learners should be able to use and apply standard mathematical techniques by accurately
recalling facts, terminology and definitions; using and interpreting notation correctly; and
accurately carrying out routine procedures or set tasks that require multi-step solutions.
Learners should be able to demonstrate problem-solving skills by translating problems in

mathematical or non-mathematical contexts into a process or a series of mathematical processes.
Learners should be able to demonstrate mathematical reasoning skills by:

• making deductions and drawing conclusions from mathematical information
• constructing chains of reasoning
• presenting arguments and proofs
• interpreting and communicating information accurately.

Higher Tier
Externally assessed
Foundation Tier Unit 2 or Higher Tier Unit 2. Knowledge of the Higher Tier Unit 1 content is
assumed for learners being prepared for Higher Tier Unit 2.
Description
Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular) requires learners
to demonstrate application and understanding of the following:
Number
• Use numerical skills in a purely mathematical way and in real-life situations.
Algebra
• Use letters as equivalent to numbers and as variables.
• Understand the distinction between expressions, equations and formulae.
• Use algebra to set up and solve problems.
• Demonstrate manipulation skills.
• Construct and use graphs.
Geometry
• Use the properties of angles.
• Understand a range of transformations.
• Work within the metric system.
• Understand ideas of space and shape.
• Use ruler, a pair of compasses and protractor appropriately.
Statistics
• Understand basic ideas of statistical averages.
• Use a range of statistical techniques.
• Use basic ideas of probability.
Learners should be able to use and apply standard mathematical techniques by accurately
recalling facts, terminology and definitions; using and interpreting notation correctly; and
accurately carrying out routine procedures or set tasks that require multi-step solutions.
Learners should also be able to demonstrate problem-solving skills by translating problems in

mathematical or non-mathematical contexts into a process or a series of mathematical processes.
Learners should be able to demonstrate mathematical reasoning skills by:

• making deductions and drawing conclusions from mathematical information
• constructing chains of reasoning
• presenting arguments and proofs
• interpreting and communicating information accurately.

Unit 1: Foundation Tier
Specification points have been selected for Unit 1 Foundation Tier from the overall body of subject
content from the International GCSE in Mathematics (Specification A) (4MA1) linear qualification.
At unit level, the specification points will not necessarily be presented sequentially.
International GCSE in Mathematics A (Modular) specification content mapping document details the
breakdown of the subject content for each unit at each tier, in relation to the International GCSE in
Mathematics (Specification A) (4MA1) linear qualification. It can be accessed from the
Pearson Qualifications webpage from Course materials: Specification and sample assessments.
AO1 Numbers and algebra
1 Numbers and the number system

What learners need to study: Notes
1.1 A understand and use integers (positive, negative

Integers and zero)
B understand place value
C use directed numbers in practical situations e.g. temperatures
D order integers
E use the four rules of addition, subtraction,

multiplication and division
F use brackets and the hierarchy of operations
G use the terms ‛odd’, ‛even’, ‛prime numbers’,

‛factors’ and ‛multiples’
H identify prime factors, common factors and

common multiples
1.2 A understand and use equivalent fractions, 8 2

Fractions simplifying a fraction by cancelling common
=
60 15
factors
in its simplest form
(lowest terms)
B understand and use mixed numbers and vulgar

fractions
C identify common denominators
D order fractions and calculate a given fraction of

a given quantity
E express a given number as a fraction of

another number
F use common denominators to add and 2 5 1 2

subtract fractions and mixed numbers
+ , 3 −2
3 7 5 3

G convert a fraction to a decimal or a percentage 3

= 0.6
= 60%
5
4
= 0.4444...
= 44.4...%
9
H understand and use unit fractions as 1
multiplicative inverses
3 ÷ 5 = 3×
5
I multiply and divide fractions and mixed 2 5 1 2
numbers
× , 3 ÷2
3 7 5 3
1.3 A use decimal notation
Decimals
B understand place value
C order decimals
D convert a decimal to a fraction or a percentage Terminating decimals

only
E recognise that a terminating decimal is a 65 13

fraction
0.65
= =
100 20
1.4 A identify square numbers and cube numbers
Powers and
B calculate squares, square roots, cubes and
roots
cube roots
C use index notation and index laws for

multiplication and division of positive and
negative integer powers including zero
1.5 A understand the definition of a set

Set language
B use the set notation ∪, ∩ and ∈ and ∉ E = universal set
and notation
∅ = empty set
C understand the concept of the universal set
and the empty set and the symbols for these
sets
D understand and use the complement of a set Use the notation A'
E use Venn diagrams to represent sets
1.6 A understand that ‛percentage’ means ‛number of

Percentages parts per 100’
B express a given number as a percentage of
another number
C express a percentage as a fraction and as a

decimal

1.8 A round integers to a given power of 10

Degree of
B round to a given number of significant figures
accuracy
or decimal places
C identify upper and lower bounds where values

are given to a degree of accuracy
D use estimation to evaluate approximations to By rounding values to 1

numerical calculations significant figure
1.10 A use and apply number in everyday personal,

Applying domestic or community life
number
B carry out calculations using standard units of Metric units only
mass, length, area, volume and capacity
C understand and carry out calculations using

time, and carry out calculations using money,
including converting between currencies
1.11 A use a scientific electronic calculator to

Electronic determine numerical results
calculators

2 Equations, formulae and identities
2.1 A understand that symbols may be used to

Use of represent numbers in equations or variables in
symbols expressions and formulae
B understand that algebraic expressions follow the

generalised rules of arithmetic
C use index notation for positive and negative a×a×a =a3

integer powers (including zero)
1
a −5
= = 5
; a0 1
a
D use index laws in simple cases xm × xn =
x m+ n
xm ÷ xn =
x m−n
( x m ) n = x mn
2.2 A evaluate expressions by substituting numerical
Algebraic values for letters
manipulation
B collect like terms 4 x 2 − 25 y 2
C multiply a single term over a bracket 3 x(2 x + 5)
D take out common factors Factorise fully
8 xy + 12 y 2
E expand the product of two simple linear Expand and simplify
expressions
( x + 8)( x − 5)
F understand the concept of a quadratic Factorise
expression and be able to factorise such x 2 + 10 x + 24
2
expressions (limited to x + bx + c )
2.4 A solve linear equations, with integer or fractional 5x + 8 =
12
Linear coefficients, in one unknown in which the
7( x + 3) = 5 x − 8
equations unknown appears on either side or both sides of
the equation 4x + 5
=3
2
B set up simple linear equations from given data The three angles of a
triangle are a°,
(a + 10)°, (a + 20)°.
Find the value of a
2.7 A solve quadratic equations by factorisation 2

Solve x + x – 30 =
0
2
Quadratic (limited to x + bx + c =0)
equations

3 Sequences, functions and graphs
3.3 A interpret information presented in a range To include speed/time and

Graphs of linear and non-linear graphs distance/time graphs
B understand and use conventions for

rectangular Cartesian coordinates
C plot points (x, y) in any of the four

quadrants or locate points with given
coordinates
D determine the coordinates of points
identified by geometrical information
E determine the coordinates of the midpoint

of a line segment, given the coordinates of
the two end points
F draw and interpret straight line conversion To include currency

graphs conversion graphs
G find the gradient of a straight line gradient = (increase in y)

÷ (increase in x)
H recognise that equations of the form Write down the gradient

y = mx + c are straight line graphs with and coordinates of the y
gradient m and intercept on the y-axis intercept of y = 3x + 5;
at the point (0, c)
Write down the equation
of the straight line with
gradient 6 that passes
through the point (0, 2)
I recognise, generate points and plot graphs To include x = k, y = c,
of linear and quadratic functions y = x, y − x = 0
Including completion of
values in tables and
equations of the form
ax + by = c

AO2 Shape, space and measure
4 Geometry
4.1 A distinguish between acute, obtuse, reflex

Angles, lines and and right angles
triangles
B use angle properties of intersecting lines, Angles at a point, vertically
parallel lines and angles on a straight line opposite angles, alternate
angles, corresponding
angles, allied angles
C understand the exterior angle of a triangle

property and the angle sum of a triangle
property
D understand the terms ‛isosceles’,

‛equilateral’ and ‛right-angled triangles’ and
the angle properties of these triangles
4.2 A recognise and give the names of polygons To include parallelogram,

Polygons rectangle, square,
rhombus, trapezium, kite,
pentagon, hexagon and
octagon
B understand and use the term ‛quadrilateral’ The four angles of a

and the angle sum property of quadrilateral are 90°,
quadrilaterals
(x + 15)°, (x +25)° and
(x + 35)°
Find the value of x
C understand and use the properties of the

parallelogram, rectangle, square, rhombus,
trapezium and kite
4.4 F understand and use the relationship

Measures between average speed, distance and time
G use compound measure such as speed, Formula for pressure will

density and pressure be given
4.7 A give informal reasons, where required, Reasons will only be

Geometrical when arriving at numerical solutions to required for geometrical
reasoning geometrical problems calculations based on lines
(including chords and
tangents), triangles or
polygons

4.8 A know, understand and use Pythagoras’

Trigonometry theorem in two dimensions
and Pythagoras’
B know, understand and use sine, cosine and
theorem
tangent of acute angles to determine
lengths and angles of a right-angled triangle
C apply trigonometrical methods to solve To include bearings

problems in two dimensions
2 2
4.9 A convert measurements within the metric e.g. cm to m and vice
Mensuration of system to include linear and area units versa
2D shapes
B find the perimeter of shapes made from
triangles and rectangles
C find the area of simple shapes using the

formulae for the areas of triangles and
rectangles
D find the area of parallelograms and trapezia
E find circumferences and areas of circles

using relevant formulae; find perimeters
and areas of semicircles
4.10 A recognise and give the names of solids To include cube, cuboid,
3D shapes and prism, pyramid, cylinder,
volume sphere and cone
B understand the terms ‛face’, ‛edge’ and

‛vertex’ in the context of 3D solids

AO3 Handling data
6 Statistics and probability

6.1 A(i) use different methods of presenting data two-way tables

Graphical
representation of
data
6.3 A understand the language of probability Outcomes, equal

Probability likelihood, events,
random
B understand and use the probability scale P(certainty) = 1

P(impossibility) = 0
C understand and use estimates or measures
of probability from theoretical models
D find probabilities from a Venn diagram
E understand the concepts of a sample space For the tossing of two

and an event, and how the probability of an coins, the sample space
event happening can be determined from can be listed as:
the sample space
Heads (H), Tails (T):
(H, H), (H, T), (T, H),
(T, T)
F list all the outcomes for single events and
for two successive events in a systematic
way
G estimate probabilities from previously

collected data
H calculate the probability of the complement P ( A′) = 1 – P(A)

of an event happening
I use the addition rule of probability for P(either A or B occurring)

mutually exclusive events
= P(A) + P(B)
when A and B are
mutually exclusive
J understand and use the term ‛expected Determine an estimate

frequency’ of the number of times
an event with a
probability of 0.4 will
happen over 300 tries

Unit 1: Higher Tier
Questions will assume knowledge from Unit 1 Foundation Tier subject content.
Specification points have been selected for Unit 1 Higher Tier from the overall body of subject

1.3 A convert recurring decimals into fractions 29
Decimals
0.32 0.322...
= =
90
1.4 A understand the meaning of surds Simplify:
Powers and roots
8 + 3 32
B manipulate surds, including rationalising a Express in the form
denominator
a + b 2 : (3 + 5 2) 2
Rationalise:
2 1
;
8 2− 3
C use index laws to simplify and evaluate Evaluate:
numerical expressions involving integer, 3
1
fractional and negative powers 3 2
−  1 2
8 , 625 ,  
2
 25 
1.5 A understand sets defined in algebraic terms, If A is a subset of B, then
Set language and and understand and use subsets A⊂ B
notation
B use Venn diagrams to represent sets and
the number of elements in sets
C use the notation n(A) for the number of
elements in the set A
D use sets in practical situations
1.8 A solve problems using upper and lower The dimensions of a
Degree of bounds where values are given to a degree rectangle are 12 cm and
accuracy of accuracy 8 cm to the nearest cm
Calculate, to 3 significant
figures, the smallest
possible area as a
percentage of the largest
possible area

2.1 A use index notation involving fractional,

Use of symbols negative and zero powers
2.2 A expand the product of two or more linear Expand and simplify
Algebraic expressions
(x + 2)(x + 3)(x – 1)
manipulation
B understand the concept of a quadratic Factorise
expression and be able to factorise such
expressions
6 x2 – 5x – 6
C manipulate algebraic fractions where the Express as a single

numerator and/or the denominator can be fraction
numeric, linear or quadratic
3x + 1 x − 2
−
x + 2 x −1
Simplify
2 x 2 + 3x
4x2 − 9
2
D complete the square for a given quadratic Write 2x + 6x – 1 in the
expression form
a(x + b)2 + c
2.7 A solve quadratic equations by factorisation 2x2 – 3x + 1 = 0,
Quadratic
x(3x – 2) = 5
equations
B solve quadratic equations by using the
quadratic formula or completing the square
C form and solve quadratic equations from

data given in a context

3.3 A recognise, plot and draw graphs with y = x3

Graphs equation:
y = 3x3 − 2 x 2 + 5 x − 4
y = Ax3 + Bx 2 + Cx + D in which:
y = 2 x3 − 6 x + 2
=V 60 w(60 − w)
(i) the constants are integers and
some could be zero
(ii) the letters x and y can be replaced

with any other two letters or:
1
=y , x ≠ 0,
E F x
y= Ax 3 + Bx 2 + Cx + D + + 1
x x2 y = 2 x 2 + 3x + ,
in which: x
x ≠ 0,
1
(i) the constants are numerical and at =y (3 x 2 − 5),
least three of them are zero
x
x ≠ 0,
(ii) the letters x and y can be replaced
5
with any other two letters =w ,d ≠0
d2
=y sin
= x, y cos
= x, y tan x for angles of
any size (in degrees)
F calculate the gradient of a straight line given Find the equation of the
the coordinates of two points straight line through
(1, 7) and (2, 9)
G find the equation of a straight line parallel to Find the equation of the
a given line; find the equation of a straight line perpendicular to
line perpendicular to a given line
y = 2x + 5 through the
point (3, 7)

4 Geometry
4.7 A provide reasons, using standard

Geometrical geometrical statements, to support
reasoning numerical values for angles obtained in any
geometrical context involving lines,
polygons and circles
4.8 A understand and use sine, cosine and

Trigonometry and tangent of obtuse angles
Pythagoras’
B understand and use angles of elevation and
theorem
depression
C understand and use the sine and cosine

rules for any triangle
D use Pythagoras’ theorem in three dimensions
E understand and use the formula

1
ab sin C
2
for the area of a triangle
F apply trigonometrical methods to solve The angle between two

problems in three dimensions, including planes will not be
finding the angle between a line and a plane required
4.9 A find perimeters and areas of sectors of Radian measure is

Mensuration circles excluded
AO3 Handling data

6.1 A construct and interpret histograms For continuous

Graphical variables with unequal
representation class intervals
of data
6.3 A draw and use tree diagrams

Probability
B determine the probability that two or more
independent events will occur
C use simple conditional probability when Picking two balls out of

combining events a bag, one after the
other, without
replacement
D apply probability to simple problems

Unit 2: Foundation Tier
Questions will assume knowledge from Unit 1 Foundation Tier subject content.
Specification points have been selected for Unit 2 Foundation Tier from the overall body of subject

1.4 D express integers as a product of powers of 720 = 24 × 32 × 5

Powers and prime factors
roots
E find highest common factors (HCF) and lowest
common multiples (LCM)
1.6 D understand the multiplicative nature of 15

Percentages percentages as operators
15% of 120 = ×120
100
E solve simple percentage problems, including
percentage increase and decrease
F use reverse percentages In a sale, prices were

reduced by 30%. The sale
price of an item was
£17.50
Calculate the original
price of the item
G use compound interest and depreciation
1.7 A use ratio notation, including reduction to its Express in the form
Ratio and simplest form and its various links to fraction 1:n
proportion notation
B divide a quantity in a given ratio or ratios Share £416 in the

ratio 5 : 3 or 4 : 3 : 1
C use the process of proportionality to evaluate
unknown quantities
D calculate an unknown quantity from quantities s varies directly as t

that vary in direct proportion
Find the missing value in
a table
E solve word problems about ratio and Including maps and scale
proportion diagrams

1.9 A calculate with and interpret numbers in 150 000 000 = 1.5 × 108
Standard form the form a × 10n where n is an integer and
1  a < 10

2.3 A understand that a letter may represent an

Expressions and unknown number or a variable
formulae
B use correct notational conventions for
algebraic expressions and formulae
C substitute positive and negative integers, Evaluate 2x – 3y

decimals and fractions for words and letters when x = 4 and
in expressions and formulae y = −5
D use formulae from mathematics and other
real-life contexts expressed initially in words
or diagrammatic form and convert to letters
and symbols
E derive a formula or expression
F change the subject of a formula where the Make r the subject of

subject appears once A = π r2
Make t the subject of
v= u + at
2.6 A calculate the exact solution of two x + y = 14, x – y = 2
Simultaneous simultaneous equations in two unknowns
2a + 5b = 12,
linear
equations 3a + b = 5
2.8 A understand and use the symbols To include double- ended
Inequalities >,<,  and  inequalities
e.g. 1 <x5
B understand and use the convention for open

and closed intervals on a number line
C solve simple linear inequalities in one variable 3x – 2 < 10, so x < 4

and represent the solution set on a number
7 − x  5, so x  2
line
3<x+25
so 1 <x3
D represent simple linear inequalities on Shade the region defined
rectangular Cartesian graphs by the inequalities x  0,
y  1, x + y  5
E identify regions on rectangular Cartesian Conventions for the

graphs defined by simple linear inequalities inclusion of boundaries
are not required

3.1 A generate terms of a sequence using Including odd, even,

Sequences term-to-term and position-to-term definitions squares, multiples and
of the sequence powers
B find subsequent terms of an integer sequence 5, 9, 13, 17, …

and the rule for generating it
(add 4)
1, 2, 4, 8, …
(multiply by 2)
C use linear expressions to describe the 1, 3, 5, 7, 9, …
nth term of arithmetic sequences
nth term is 2n – 1
nth term is 4n + 3, write
down the first 3 terms of
the sequence

4 Geometry
4.2 D understand the term ‛regular polygon’ and

Polygons calculate interior and exterior angles of
regular polygons
E understand and use the angle sum of For a polygon with n sides,
polygons the sum of the interior
angles is (2n – 4) right
angles
F understand congruence as meaning the
same shape and size
G understand that two or more polygons with

the same shape and size are said to be
congruent to each other
4.3 A identify any lines of symmetry and the order Name a quadrilateral with
Symmetry of rotational symmetry of a given two- no lines of symmetry and
dimensional figure order of rotational
symmetry of 2
4.4 A interpret scales on a range of measuring
Measures instruments
B calculate time intervals in terms of the Use am and pm

24-hour and the 12-hour clock
C make sensible estimates of a range of
measures
D understand angle measure including three-

figure bearings
E measure an angle to the nearest degree
4.5 A measure and draw lines to the nearest

Construction millimetre
B construct triangles and other

two-dimensional shapes using a
combination of a ruler, a protractor and
a pair of compasses
C solve problems using scale drawings
D use straight edge and a pair of compasses

to:
(i) construct the perpendicular bisector
of a line segment
(ii) construct the bisector of an angle

4.6 A recognise the terms ‛centre’, ‛radius’, ‛chord’,

Circle properties ‛diameter’, ‛circumference’, ‛tangent’, ‛arc’,
‛sector’ and ‛segment’ of a circle
B understand chord and tangent properties of Two tangents from a point

circles to a circle are equal in
length
Tangents are
perpendicular to the
radius at the point of
contact
The line from the centre of
a circle which is
perpendicular to a chord
bisects the chord (and the
converse)
4.10 C find the surface area of simple shapes using

3D shapes and the area formulae for triangles and
volume rectangles
D find the surface area of a cylinder
E find the volume of prisms, including cuboids

and cylinders, using an appropriate formula
3 3
F convert between units of volume within the e.g. cm to m and vice
3
metric system versa and 1 litre = 1000 cm
4.11 A understand and use the geometrical
Similarity properties that similar figures have
corresponding lengths in the same ratio but
corresponding angles remain unchanged
B use and interpret maps and scale drawings

5 Vectors and transformation geometry
5.2 A understand that rotations are specified by a

Transformation centre and an angle
geometry
B rotate a shape about a point through a given
angle
C recognise that an anti-clockwise rotation is a

positive angle of rotation and a clockwise
rotation is a negative angle of rotation
D understand that reflections are specified by a Such as x = 1, y = 2,

mirror line y = x, y – x = 0
E construct a mirror line given an object and e.g. reflect a triangle in
reflect a shape given a mirror line the line y = x
F understand that translations are specified by

a distance and direction
G translate a shape
H understand and use column vectors in

translations
I understand that rotations, reflections and

translations preserve length and angle so
that a transformed shape under any of these
transformations remains congruent to the
original shape
J understand that enlargements are specified Positive scale factor only

by a centre and a scale factor (including fractions)
K understand that enlargements preserve

angles and not lengths
L enlarge a shape given the scale factor With or without a centre

given
M identify and give complete descriptions of

transformations
N.B. 5.1 Vectors are assessed in Higher Tier only.

AO3 Handling data

6.1 A(ii) use different methods of presenting data Pictograms, bar charts
Graphical and pie charts
representation of
B use appropriate methods of tabulation to
data
enable the construction of statistical
diagrams
C interpret statistical diagrams Does not include tables
6.2 A understand the concept of average Data could be in a list or

Statistical tabulated form
measures
B calculate the mean, median, mode and Includes simple
range for a discrete data set problems using these
measures
C calculate an estimate for the mean for

grouped data
D identify the modal class for grouped data

Unit 2: Higher Tier
Questions will assume knowledge from Unit 1 and Unit 2 Foundation Tier and Unit 1 Higher Tier
subject content.
Specification points have been selected for Unit 2 Higher Tier from the overall body of subject

1.6 A use repeated percentage change Calculate the total

Percentages percentage increase
when an increase of
30% is followed by a
decrease of 20%
B solve compound interest problems
1.9 A solve problems involving standard form

Standard form

2.2 E use algebra to support and construct proofs

Algebraic
manipulation
2.3 A understand the process of manipulating Make r the subject of

Expressions and formulae or equations to change the 4
formulae subject, to include cases where the subject
V = π r3
3
may appear twice or a power of the subject
occurs Make a the subject of
4−a
3a + 5 =
r
Make l the subject of
l
T = 2π
g
2.5 A set up problems involving direct or inverse To include only the
Proportion proportion and relate algebraic solutions to following:
graphical representation of the equations
1
y ∝ x, y ∝
x
1
y ∝ x2 , y ∝
x2
1
y ∝ x3 , y ∝ 3
x
1
y ∝ x, y ∝
x
2.6 A calculate the exact solution of two 2x + 3y = 17
Simultaneous simultaneous equations in two unknowns
3x – 5y = 35
linear equations
B interpret the equations as lines and the
common solution as the point of
intersection
2.7 D solve simultaneous equations in two y = 2x – 11 and

Quadratic unknowns, one equation being linear and
equations the other being quadratic
x2 + y2 = 25
y = 11x – 2 and
y = 5x2

2.8 A solve quadratic inequalities in one unknown x2  25, 4x2 > 25

Inequalities and represent the solution set on a number
line x2 + 3x + 2 > 0
B identify harder examples of regions defined Shade the region defined
by linear inequalities by the inequalities
x  4,
y  2x + 1,
5x + 2y  20

3.1 A understand and use common difference (d) e.g. given 2nd term is 7
Sequences and first term (a) in an arithmetic sequence and 5th term is 19, find
a and d
B know and use nth term =a + ( n − 1) d
C find the sum of the first n terms of an e.g. given

arithmetic series (Sn) 4 + 7 + 10 + 13 + …
find sum of first 50 terms
3.2 A understand the concept that a function is a
Function notation mapping between elements of two sets
B use function notations of the form
f(x) = … and f : x  …
C understand the terms ‛domain’ and ‛range’ 1
and which values may need to be excluded
f(x) =
x−2
from a domain
exclude x = 2
D understand and find the composite function ‛fg’ will mean ‛do g first,
fg and the inverse function f-1 then f ’
3.3 B apply to the graph of y = f(x) the
Graphs transformations
y = f(x) + a, y = f(ax), y = f(x + a),
y = af(x) for linear, quadratic, sine and
cosine functions
C interpret and analyse transformations of
functions and write the functions
algebraically
D find the gradients of non-linear graphs By drawing a tangent
E find the intersection points of two graphs, The x values of the
one linear ( y1 ) and one non-linear ( y2 ) and intersection of the two
graphs:
recognise that the solutions correspond to
the solutions of ( y2 − y1 ) = 0 y = 2x + 1
y = x2 + 3x – 2
are the solutions of:
x2 + x – 3 = 0
Similarly, the x values of
the intersection of the
two graphs:
y=5
y = x3 – 3x2 + 7
are the solutions of:
x3 – 3x2 + 2 = 0

3.4 A understand the concept of a variable rate of

Calculus change
B differentiate integer powers of x
C determine gradients, rates of change, Find the coordinates of

stationary points, turning points (maxima the maximum and
and minima) by differentiation and relate minimum points
these to graphs
D distinguish between maxima and minima by

considering the general shape of the graph
only
E apply calculus to linear kinematics and to The displacement, s

other simple practical problems metres, of a particle
from a fixed point O
after t seconds is given
by:
=s 24t 2 − t 3 ,
0  t  20
Find expressions for the

velocity and the
acceleration

4 Geometry
4.6 A understand and use the internal and

Circle properties external intersecting chord properties
B recognise the term ‛cyclic quadrilateral’
C understand and use angle properties of the Formal proof of these

circle including: theorems is not required
(i) angle subtended by an arc at the centre
of a circle is twice the angle subtended
at any point on the remaining part of
the circumference
(ii) angle subtended at the circumference
by a diameter is a right angle
(iii) angles in the same segment are equal
(iv) the sum of the opposite angles of a

cyclic quadrilateral is 180°
(v) the alternate segment theorem
4.10 A find the surface area and volume of a

3D shapes and sphere and a right circular cone using
volume relevant formulae
4.11 A understand that areas of similar figures are

Similarity in the ratio of the square of corresponding
sides
B understand that volumes of similar figures

are in the ratio of the cube of corresponding
sides
C use areas and volumes of similar figures in

solving problems

5 Vectors and transformation geometry
5.1 A understand that a vector has both magnitude

Vectors and direction

B understand and use vector notation including The notations OA and a
column vectors will be used
C multiply vectors by scalar quantities
D add and subtract vectors
E calculate the modulus (magnitude) of a vector Find the magnitude of:

 5
 
 −3 
 
F find the resultant of two or more vectors OA 3=
= a, AB 2b ,

BC = c
so:

OC = 3a + 2b + c

CA =−c − 2b
G apply vector methods for simple geometrical
proofs

AO3 Handling data

6.1 B construct cumulative frequency diagrams

Graphical from tabulated data
representation of
C use cumulative frequency diagrams
data
6.2 A estimate the median from a cumulative

Statistical frequency diagram
measures
B understand the concept of a measure of
spread
C find the interquartile range from a discrete The terms ‛upper

data set quartile’ and ‛lower
quartile’ may be used
D estimate the interquartile range from a

cumulative frequency diagram

4 Assessment information
Assessment requirements
Unit number Level Assessment information Number of marks
allocated in the unit
Unit 1 Foundation Two-hour written examination, 100

set and marked by Pearson.
The unit is weighted at 50% of
the qualification, targeted at
grades 5–1.
A Foundation Tier formulae
sheet (Appendix 3) will be
included in the written
examinations.
Unit 2 Foundation Two-hour written examination, 100

grades 5–1.
Knowledge of the Foundation
Tier Unit 1 content is assumed
for learners being prepared for
Foundation Unit 2.
A Foundation Tier formulae
sheet (Appendix 3) will be
included in the written
examinations.
Unit 1 Higher Two-hour written examination, 100

grades 9–4, with an allowable
grade 3.
A Higher Tier formulae sheet
(Appendix 4) will be included in
the written examinations.

Unit number Level Assessment information Number of marks
allocated in the unit
Unit 2 Higher Two-hour written examination, 100

grades 9–4, with an allowable
grade 3.
Knowledge of the Foundation
Tier Unit 1 content is assumed
for learners being prepared for
Higher Tier Unit 2.
Knowledge of the Higher Tier
Unit 1 content is assumed for
learners being prepared for
Higher Tier Unit 2.
A Higher Tier formulae sheet
(Appendix 4) will be included in
the written examinations.
Assessment at Foundation Tier and Unit 1 assessment at Higher Tier, as well as across Unit 2
Diagrams will not necessarily be drawn to scale and measurements should not be taken from
diagrams unless instructions to this effect are given.
Each learner may be required to use mathematical instruments, e.g. pair of compasses, ruler,
protractor.
Tracing paper may be used in the examinations.
Calculators may be used in the examinations (please see Section 4: Assessment information,
Questions will be set in SI units (international system of units).

Calculators
Learners will be expected to have access to a suitable electronic calculator for all examination
papers.
Foundation Tier
The electronic calculator to be used by learners attempting Foundation Tier examination papers
(1F and 2F) should have these functions as a minimum:
1
• +, −, ×, ÷, x 2 , x , memory, brackets, x y , x y , x , ∑ x, ∑ fx, sine, cosine, tangent and their inverses
Higher Tier
The electronic calculator to be used by learners attempting Higher Tier examination papers
(1H and 2H) should have these functions as a minimum:
1
• +, −, ×, ÷, x 2 , x , memory, brackets, x y , x y , x , ∑ x, ∑ fx, standard form, sine, cosine, tangent and
their inverses
Prohibitions
Calculators with any of the following facilities are prohibited in all examinations:
• databanks
• retrieval of text or formulae
• QWERTY keyboards
• built-in symbolic algebra manipulations
• symbolic differentiation or integration.

Assessment objectives and weightings
% in
International
GCSE (Modular)
AO1 Demonstrate knowledge, understanding and skills in number and

algebra:
• numbers and the numbering system
• calculations 57–63
• solving numerical problems
• equations, formulae and identities
• sequences, functions and graphs.
AO2 Demonstrate knowledge, understanding and skills in shape, space

and measures:
22–28
• geometry and trigonometry
• vectors and transformation geometry.
AO3 Demonstrate knowledge, understanding and skills in handling data:

• statistics 12–18
• probability.
TOTAL 100
Relationship of assessment objectives to units

Unit Assessment objective
AO1 AO2 AO3
Unit 1 and Unit 2 Foundation Tier 28.5–31.5% 11–14% 6–9%
Unit 1 and Unit 2 Higher Tier 28.5–31.5% 11–14% 6–9%
Total for International 57–63% 22–28% 12–18%

GCSE (Modular)
All units will be available for assessment from June 2025.
Relationship of problem-solving and mathematical

reasoning skills to tier
Unit Standard Problem solving Mathematical
mathematical reasoning
techniques
Unit 1 and Unit 2 Foundation Tier 60% 25% 15%
Unit 1 and Unit 2 Higher Tier 50% 30% 20%

5 Administration and general information
Entries
Entering for different tiers across both units is not permitted in this qualification. Details of how to
enter learners for the examinations for this qualification can be found in our International Information
Manual. A copy is made available to all examinations officers and is also available on our website.
Learners should be advised that, if they take two qualifications in the same subject, colleges,
universities and employers are very likely to take the view that they have achieved only one of the
two GCSEs/International GCSEs (Modular). Learners or their advisers who have any doubts about
subject combinations should check with the institution to which they wish to progress before
embarking on their programmes.
This International GCSE in Mathematics (Specification A) (Modular) is only available to centres
outside of the UK.
Access arrangements, reasonable adjustments, special

consideration and malpractice
Equality and fairness are central to our work. Our equality policy requires all learners to have equal
opportunity to access our qualifications and assessments, and our qualifications to be awarded in a
way that is fair to every learner.
We are committed to making sure that:
• learners with a protected characteristic (as defined by the UK Equality Act 2010) are not, when
they are undertaking one of our qualifications, disadvantaged in comparison to learners who do
not share that characteristic
• all learners achieve the recognition they deserve for undertaking a qualification and that this
achievement can be compared fairly to the achievement of their peers.
Language of assessment
Assessment of this qualification will be available in English only. All learner work must be in English.
We recommend that learners have the ability to read and write in English at Level B2 of the Common
European Framework of Reference for Languages.

Access arrangements
Access arrangements are agreed before an assessment. They allow learners with special educational
needs, disabilities or temporary injuries to:
• access the assessment
• show what they know and can do without changing the demands of the assessment.
The intention behind an access arrangement is to meet the particular needs of an individual learner
with a disability without affecting the integrity of the assessment. Access arrangements are the
principal way in which awarding organisations comply with the duty under the UK Equality Act 2010
to make ‛reasonable adjustments’.
Access arrangements should always be processed at the start of the course. Learners will then know
what is available and have the access arrangement(s) in place for assessment.
Reasonable adjustments
The UK Equality Act 2010 requires an awarding organisation to make reasonable adjustments where
a learner with a disability would be at a substantial disadvantage in undertaking an assessment. The
awarding organisation is required to take reasonable steps to overcome that disadvantage.
A reasonable adjustment for a particular learner may be unique to that individual and therefore
might not be in the list of available access arrangements.
Whether an adjustment will be considered reasonable will depend on a number of factors, including:
• the needs of the learner with the disability
• the effectiveness of the adjustment
• the cost of the adjustment
• the likely impact of the adjustment on the learner with the disability and other learners.
An adjustment will not be approved if it involves unreasonable costs to the awarding organisation,
timeframes or affects the security or integrity of the assessment. This is because the adjustment is
not ‛reasonable’.
Special consideration
Special consideration is a post-examination adjustment to a learner’s mark or grade to reflect
temporary injury, illness or other indisposition at the time of the examination/ assessment, which
has had, or is reasonably likely to have had, a material effect on a learner’s ability to take an
assessment or demonstrate their level of attainment in an assessment.
Further information
Please see our website for further information about how to apply for access arrangements and
special consideration.
For further information about access arrangements, reasonable adjustments and special
consideration please refer to the JCQ website: https://www.jcq.org.uk/.

Candidate malpractice
Candidate malpractice refers to any act by a candidate that compromises or seeks to compromise
the process of assessment or which undermines the integrity of the qualifications or the validity of
results/certificates.
Candidate malpractice in controlled assessments discovered before the learner has signed the
declaration of authentication form does not need to be reported to Pearson.
Candidate malpractice found in controlled assessments after the declaration of authenticity has
been signed, and in examinations must be reported to Pearson using a JCQ Form M1 (available at
www.jcq.org.uk/exams-office/malpractice). The form should be emailed to
[email protected].
Please provide as much information and supporting documentation as possible. Note that the final
decision regarding appropriate sanctions lies with Pearson.
Failure to report malpractice constitutes staff or centre malpractice.
Staff/centre malpractice
Staff and centre malpractice includes both deliberate malpractice and maladministration of our
qualifications. As with candidate malpractice, staff and centre malpractice is any act that
compromises or seeks to compromise the process of assessment or that undermines the integrity of
the qualifications or the validity of results/certificates.
All cases of suspected staff malpractice and maladministration must be reported immediately,
before any investigation is undertaken by the centre, to Pearson on a JCQ Form M2(a) (available at
www.jcq.org.uk/exams-office/malpractice).
The form, supporting documentation and as much information as possible should be emailed to
[email protected]. Note that the final decision regarding appropriate sanctions lies
with Pearson.
Failure to report malpractice itself constitutes malpractice.
More detailed guidance on malpractice can be found in the latest version of the document JCQ
Suspected Malpractice: Policies and Procedures, available at www.jcq.org.uk/exams-office/malpractice.
Awarding and reporting

The Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular) qualification will
be graded and certificated on a nine-grade scale from 9 to 1, using the total UMS, where 9 is the
highest grade. For Foundation Tier grades 5–1 are available, and for Higher Tier grades 9–4 are
available (grade 3 allowed). Individual unit results will be reported. The first certification opportunity
for the Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular) will be in
August 2025. Learners whose level of achievement is below the minimum judged by Pearson to be of
sufficient standard to be recorded on a certificate will receive an unclassified U result.
For modular qualifications, the ‛final mark’ or the Uniform Mark Scale (UMS) mark is different from
the score on the exam paper – the so-called ‛raw mark’.
The purpose of UMS is to ensure that where learners complete a unit in different series, the value of
their score is maintained when certificating.
Learners will receive a uniform mark between 0 and the maximum uniform mark for each unit.

Unit results
This shows the total UMS for each unit and the associated grade boundaries. Learners will receive a
uniform mark between 0 and the maximum uniform mark for each unit.
Unit grade Maximum 9 8 7 6 5 4 3 2 1 U

uniform
mark
Unit 1F or 2F 120 60 48 36 24 12 0
Unit 1H or 2H 120 108 96 84 72 60 48 42
Qualification results
This shows the total UMS for the qualification as a whole and the associated grade boundaries. The
minimum uniform marks required for each grade:
International GCSE Mathematics (Specification A) (Modular) (cash-in code: 4XMA1)
Qualification Maximum 9 8 7 6 5 4 3 2 1 U
grade uniform
mark
Foundation Tier 240 120 96 72 48 24 0
Higher Tier 240 216 192 168 144 120 96 84
Learners with a uniform mark in the range 0-23 will be Unclassified.
Resitting of units
Learners can resit any unit irrespective of whether the qualification is to be cashed in. If a learner
resits a unit more than once, only the better of the two most recent attempts of that unit will be
available for aggregation to a qualification grade.
Results of units will be held in Pearson Edexcel’s unit bank for as many years as this specification
remains available. Once the International GCSE in Mathematics (Specification A) (Modular) has been
certificated, all unit results are deemed to be used up at that level. These results cannot be used
again towards a further award of the same qualification at the same level.

Learner recruitment and progression
Pearson’s policy concerning recruitment to our qualifications is that:
• they must be available to anyone who is capable of reaching the required standard
• they must be free from barriers that restrict access and progression
• equal opportunities exist for all learners.
Prior learning and other requirements

There are no prior learning or other requirements for this qualification.
Progression
Learners can progress from this qualification to:
• the Pearson Edexcel International GCSE in Further Pure Mathematics
• the GCE Advanced Subsidiary (AS) and Advanced Level in Mathematics, Further Mathematics and
Pure Mathematics
• the International Advanced Subsidiary (AS) and Advanced Level in Mathematics, Further
Mathematics and Pure Mathematics
• other equivalent, Level 3 Mathematics qualifications
• further study in other areas where mathematics is required
• other further training or employment where numerate skills and knowledge are required.

Appendices
Appendix 1: Codes 53
Appendix 2: Transferable skills 54
Appendix 3: Foundation Tier formulae sheet 55
Appendix 4: Higher Tier formulae sheet 57
Appendix 5: Notation 58
Appendix 6: Glossary 59

Appendix 1: Codes
Type of code Use of code Code
Cash-in codes Cash-in codes are used in combination 4XMA1

with entry codes to aggregate the learner’s
unit scores to obtain the overall grade for
the qualification.
Entry codes To enter the learner for their examination, Please refer to the Pearson
unit codes are used as entry codes. Edexcel Information Manual,
available on the Pearson
To obtain the overall grade for the
qualifications website.
qualification, entry codes are used in
combination with cash-in codes.
Unit codes Each unit is assigned a unit code. This unit Unit 1 Foundation Tier: 4WM1F/01
code is used as an entry code to indicate
Unit 2 Foundation Tier: 4WM2F/01
that a learner wishes to take the
assessment for a particular unit. Unit 1 Higher Tier: 4WM1H/01
Unit 2 Higher Tier: 4WM2H/01

Appendix 2: Transferable skills
The need for transferable skills

In recent years, higher education institutions and employers have consistently flagged the need for
learners to develop a range of transferable skills to enable them to respond with confidence to the
demands of undergraduate study and the world of work.
The Organisation for Economic Co-operation and Development (OECD) defines skills, or
competencies, as ‛the bundle of knowledge, attributes and capacities that can be learned and that
enable individuals to successfully and consistently perform an activity or task and can be built upon
and extended through learning.’[1]
To support the design of our qualifications, the Pearson Research Team selected and evaluated
seven global 21st-century skills frameworks. Following on from this process, we identified the
National Research Council’s (NRC) framework [2] as the most evidence-based and robust skills
framework, and have used this as a basis for our adapted skills framework.
The framework includes cognitive, intrapersonal skills and interpersonal skills.
The skills have been interpreted for this specification to ensure they are appropriate for the subject.
All of the skills listed are evident or accessible in the teaching, learning and/or assessment of the
qualification. Some skills are directly assessed. Pearson materials will support you in identifying
these skills and developing these skills in learners.
The table overleaf sets out the framework and gives an indication of the skills that can be found in
the Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular) and indicates the
interpretation of the skill in this area. A full subject interpretation of each skill, with mapping to show
opportunities for learners’ development is provided on the subject pages of our website:
qualifications.pearson.com.
1 OECD – Better Skills, Better Jobs, Better Lives (OECD Publishing, 2012)
2 Koenig, J A, National Research Council – Assessing 21st Century Skills: Summary of a Workshop
(National Academies Press, 2011)

Cognitive processes • Critical thinking
and strategies
• Problem solving
• Analysis Problem solving for translating
Cognitive skills
• Reasoning/argumentation problems in mathematical or

non-mathematical contexts
• Interpretation into a process or a series of
• Decision making mathematical processes and
solving them.
• Adaptive learning
• Executive function
Creativity • Creativity
• Innovation
Intellectual openness • Adaptability
• Personal and social
responsibility
• Continuous learning
• Intellectual interest and
curiosity
Work ethic/ Initiative
Intrapersonal skills
•
conscientiousness Initiative for using
• Self-direction
mathematical knowledge,
• Responsibility
independently (without guided
• Perseverance learning), to further own
• Productivity understanding.
• Self-regulation
(metacognition,
forethought, reflection)
• Ethics
• Integrity
Positive core • Self-monitoring/self-
self-evaluation evaluation/self-
reinforcement
Teamwork and • Communication
collaboration
• Collaboration Communication to
Interpersonal skills
• Teamwork communicate a mathematical

process or technique (verbally
• Co-operation
or written) to peers and
• Interpersonal skills teachers and answer questions
Leadership • Leadership from others.
• Responsibility
• Assertive communication
• Self-presentation

Appendix 3: Foundation Tier formulae sheet
1
Area of trapezium = ( a + b) h
2
a
Volume of prism = area of cross section × length
cross
section
length
Volume of cylinder = π r 2 h
Curved surface area of cylinder = 2π rh
.r

Appendix 4: Higher Tier formulae sheet
Arithmetic series 1
Area of trapezium = ( a + b) h
n 2
Sum to n terms, Sn = [ 2a + (n − 1)d ] a
2
The quadratic equation
h
The solutions of ax 2 + bx + c =0 where
a ≠ 0 are given by:
b
−b ± b 2 − 4ac
x=
2a
Trigonometry In any triangle ABC
C
a b c
Sine Rule = =
sin A sin B sin C
b a
Cosine Rule a 2 = b 2 + c 2 − 2bc cos A
A B 1
c Area of triangle = ab sin C
2
1 2 Volume of prism
Volume of cone = πr h
3 = area of cross section × length
Curved surface area of cone = π rl
cross
l
h section
length
. r
Volume of cylinder = π r 2 h 4 3
Volume of sphere = πr
Curved surface area of cylinder = 2π rh 3
Surface area of sphere = 4π r 2
.r
r
h
.

Appendix 5: Notation
Notation used in the examination include the following:
{ } the set of
n(A) the number of elements in the set A
{x: } the set of all x such that

∈ is an element of
∉ is not an element of
∅ the empty (null) set
E the universal set

∪ union
∩ intersection
⊂ is a subset of
A′ the complement of the set A
PQ operation Q followed by P
f: A → B is a function under which each element of set A has an image in set B
f: x  y f is a function under which x is mapped to y

f(x) the image of x under the function f
f -1 the inverse relation of the function f
fg the function g followed by function f, i.e. f(g(x))
open interval on the number line
closed interval on the number line
a the vector a
 
AB the vector represented in magnitude and direction by AB
the vector from point A to point B
a the magnitude of vector a

Appendix 6: Glossary
Term Definition
Assessment The requirements that learners need to meet to succeed in the

objectives qualification. Each assessment objective has a unique focus, which is
then targeted in examinations or non-examined assessment (NEA).
Assessment objectives may be assessed individually or in combination.
Cash-in codes Cash-in codes are used in combination with entry codes to aggregate
the learner’s unit scores to obtain the overall grade for the qualification.
Entry codes To enter the learner for their examination, unit codes are used as entry
codes.
To obtain the overall grade for the qualification, entry codes are used in
combination with cash-in codes.
External Assessment set and marked by an awarding organisation, taken by

assessment centres at the same time in the global region.
JCQ Joint Council for Qualifications. This is a group of UK exam boards which
develops policy related to the administration of examinations.
Modular Modular qualifications contain units of assessment. These units can be

taken during the course of study. The final qualification grade is worked
out from the combined unit results.
Uniform mark scale A learner’s actual marks (or raw marks) will be converted into a UMS
(UMS) mark so that it is possible to see the proportionate result of a learner.
The raw marks for each unit may differ, but the uniform mark will be
the same.
Unit A modular qualification will be divided into a number of units. Each unit
will have its own assessment.
Unit codes Each unit is assigned a unit code. This unit code is used as an entry
code to indicate that a learner wishes to take the assessment for a
particular unit.
DB GQ000029_INT_GCSE_MATHEMATICS A_MOD.DOCX.1–66/0

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International GCSE

Mathematics (Specification A) (9–1)

First teaching September 2024

All information in this specification is correct at time of publication.

Publication code: GQ000029

1 About this specification 1

3 Mathematics (Specification A) (Modular) content 9

Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular) is part of a suite of

Using this specification

Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular) 1

2 Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular)

Pearson – the world’s largest education company

A heritage you can trust

Results you can trust

Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular) 3

Clear and straightforward question papers

Broad and deep development of skills

4 Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular)

Teaching and learning

Preparing for exams

Get help and support

Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular) 5

Content and assessment overview

Externally assessed Each unit assessment is

6 Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular)

Externally assessed Each unit assessment is

Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular) 7

8 Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular)

Unit 1: Higher Tier 21

Unit 2: Foundation Tier 25

Unit 2: Higher Tier 33

Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular) 9

Learners should be able to demonstrate problem-solving skills by translating problems in

Learners should be able to demonstrate mathematical reasoning skills by:

Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular) 11

Learners should also be able to demonstrate problem-solving skills by translating problems in

Learners should be able to demonstrate mathematical reasoning skills by:

12 Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular)

AO1 Numbers and algebra

1 Numbers and the number system

1.1 A understand and use integers (positive, negative

B understand place value

C use directed numbers in practical situations e.g. temperatures

E use the four rules of addition, subtraction,

F use brackets and the hierarchy of operations

G use the terms ‛odd’, ‛even’, ‛prime numbers’,

H identify prime factors, common factors and

1.2 A understand and use equivalent fractions, 8 2

B understand and use mixed numbers and vulgar

C identify common denominators

D order fractions and calculate a given fraction of

E express a given number as a fraction of

F use common denominators to add and 2 5 1 2

Pearson Edexcel International GCSE in Mathematics (Specification A) (Modular) 13

G convert a fraction to a decimal or a percentage 3

D convert a decimal to a fraction or a percentage Terminating decimals

E recognise that a terminating decimal is a 65 13

C use index notation and index laws for

1.5 A understand the definition of a set