Applications<\/h3>\n\n\n\n
The general aim of this Unit is to develop knowledge and skills that involve geometric applications, applications of sequences and applications of calculus. The Outcomes cover aspects of algebra, geometry, calculus, and also skills in mathematical reasoning and modelling.<\/p>\n<\/div>\n\n\n\n
Relationships and Calculus<\/h3>\n\n\n\n
The general aim of this Unit is to develop knowledge and skills that involve solving equations and to introduce both differential calculus and integral calculus. The Outcomes cover aspects of algebra, trigonometry, calculus and also skills in mathematical reasoning and modelling.<\/p>\n<\/div>\n\n\n\n
Expressions and Functions<\/h3>\n\n\n\n
The general aim of this Unit is to develop knowledge and skills that involve the manipulation of expressions, the use of vectors and the study of mathematical functions. The Outcomes cover aspects of algebra, geometry and trigonometry and also skills in mathematical reasoning and modelling.<\/p>\n<\/div>\n<\/div>\n\n\n\n
Assessment methods<\/h2>\n\n\n\n
The maths paper 1 will give learners, without the aid of a calculator, an opportunity to apply numerical, algebraic, geometric, trigonometric, calculus, and reasoning. These skills are those in which the candidate is required to show an understanding of underlying processes. They will involve the ability to use these skills within mathematical contexts in cases where a calculator may compromise the assessment of this understanding, such as in solving equations or working with indices, surds and logarithms.<\/p>\n\n\n\n
The maths paper 2 will give learners an opportunity to apply numerical, algebraic, geometric, trigonometric, calculus, and reasoning skills. The purpose of this question paper is to assess mathematical skills. A calculator may be used. These skills are those which may be facilitated by the use of a calculator, allowing more opportunity for application and reasoning. This would typically involve situations where more complex calculations would be required to solve problems.<\/p>\n\n\n\n
Entry requirements<\/h2>\n\n\n\n
Learners would normally be expected to have attained the skills, knowledge and understanding required by the following or equivalent qualifications and\/or experience:<\/p>\n\n\n\n
National 5 or Equivalent Mathematics Course at A or B.<\/p>\n\n\n\n
Additional information<\/h2>\n\n\n\n
Learners will develop skills in selecting and applying mathematical techniques in a variety of mathematical situations. These skills will enable progression to further learning and to employment. Learners will experience in-depth study of the ways in which mathematics describes our world, and become skilled in interpreting, analysing, communicating and managing information in mathematical form.<\/p>\n\n\n\n
For further information, visit the SQA course overview and resources webpage<\/a>.<\/p>\n<\/div>\n\n\n\n Higher Mathematics Course information Mathematics is important in everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions. Units of study Within the course the three<\/p>\n![\"Logo](\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/dgschoolsconnect\/uploads\/sites\/8889\/2025\/02\/06092214\/Sqa_logo.png\"){kind=logo}
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