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Syllabus Code Course Title Notes CIE 8001: General Paper: AS Level only CIE 8004: General Paper: AS Level only CIE 8024 Nepal Studies: AS Level only [1] CIE 8041: Divinity: AS Level only CIE 8053: Islamic Studies: AS Level only CIE 8058: Hinduism: AS Level only CIE 8274: Language and Literature in English (US)
For examinations up to and including the 2018 papers, the specification for STEP 1 and STEP 2 was based on Mathematics A Level content while the syllabus for STEP 3 was based on Further Mathematics A Level. The questions on STEP 2 and 3 were about the same difficulty. Both STEP 2 and STEP 3 are harder than STEP 1. [6]
Advanced Level (A-Level) Mathematics is a qualification of further education taken in the United Kingdom (and occasionally other countries as well). In the UK, A-Level exams are traditionally taken by 17-18 year-olds after a two-year course at a sixth form or college .
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A qualification in Further Mathematics involves studying both pure and applied modules. Whilst the pure modules (formerly known as Pure 4–6 or Core 4–6, now known as Further Pure 1–3, where 4 exists for the AQA board) build on knowledge from the core mathematics modules, the applied modules may start from first principles.
An additional petition was started by a 17-year-old student requesting to "Ensure the representation of women on the A-Level Music syllabus." The petition asks that music composed by women be added to the Edexcel A-Level Music syllabus which "has a total of 63 different set works from a variety of musical genres and eras."
Subject examination of the H3 level subjects were previously offered as "Special papers" (or "S-Papers") under the Cambridge GCE Advanced Level before 2006. [4] Under the Ministry of Education's regulations, students sitting for the A-Level in a junior college are required to take at least one subject that is from a contrasting discipline. [4]
The O grade was equivalent to a GCE Ordinary Level pass which indicated a performance equivalent to the lowest pass grade at Ordinary Level.. Over time, the validity of this system was questioned because, rather than reflecting a standard, norm referencing simply maintained a specific proportion of candidates at each grade, which in small cohorts was subject to statistical fluctuations in ...