GCSE Mathematics Specification for first teaching in 2015 - AQA

44 Pages·2014·0.79 MB·English

GCSE
Get help and support
Visit our website for information, guidance, support and resources at aqa.org.uk/8300 MATHEMATICS
You can talk directly to the Mathematics subject team
E: [email protected] (8300)
T: 0161 957 3852
Specification
For teaching from September 2015 onwards
For exams in May/June 2017 onwards
Version 1.0 12 September 2014
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GCSE Mathematics (8300). For exams in May/June 2017 onwards. Version 1.0
Contents
1 Introduction 5
1.1 Why choose AQA for GCSE Mathematics 5
1.2 Support and resources to help you teach 5
2 Specification at a glance 8
3 Subject content 9
3.1 Number 10
3.2 Algebra 14
3.3 Ratio, proportion and rates of change 21
3.4 Geometry and measures 25
3.5 Probability 32
3.6 Statistics 35
4 Scheme of assessment 37
4.1 Aims and learning outcomes 37
4.2 Assessment objectives 38
4.3 Assessment weightings 39
5 General administration 40
5.1 Entries and codes 40
5.2 Overlaps with other qualifications 40
5.3 Awarding grades and reporting results 40
5.4 Re-sits and shelf life 41
5.5 Previous learning and prerequisites 41
5.6 Access to assessment: diversity and inclusion 41
5.7 Working with AQA for the first time 42
5.8 Private candidates 42
5.9 Materials for use in the examination 42
6 Appendix: mathematical formulae 43
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Are you using the latest version of these specifications?
• You will always find the most up-to-date version of this specification on our website at
aqa.org.uk/8300
• We will write to you if there are significant changes to this specification.
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GCSE Mathematics (8300). For exams in May/June 2017 onwards. Version 1.0
1 Introduction
1.1 Why choose AQA for GCSE Mathematics
Maths is for everyone. It is diverse, engaging and essential in equipping students with the right skills to
reach their future destination, whatever that may be. At AQA, we design qualifications and support to
enable students to engage with, explore, enjoy and succeed in maths. By putting students at the heart
of everything we do, our aim is to support teachers to shape what success in maths looks like for every
student.
Our question papers are designed with students in mind. We’re committed to ensuring that students are
settled early in our exams and have the best possible opportunity to demonstrate their knowledge and
understanding of maths, to ensure they achieve the results they deserve.
You can find out about all our Mathematics qualifications at aqa.org.uk/maths
1.2 Support and resources to help you teach
We know that support and resources are vital for your teaching and that you have limited time to find
or develop good quality materials. So we’ve worked with experienced teachers to provide you with a
range of resources that will help you confidently plan, teach and prepare for exams.
Teaching resources
We have too many Mathematics resources to list here so visit aqa.org.uk/8300 to see them all. They
include:
• route maps to allow you to plan how to deliver the specification in the way that will best suit you and
your students
• teaching guidance to outline clearly the possible scope of teaching and learning
• lesson plans and homework sheets tailored to this specification
• tests and assessments that will allow you to measure the development of your students as they work
through the content
• textbooks that are approved by AQA
• training courses to help you deliver AQA Mathematics qualifications
• subject expertise courses for all teachers, from newly-qualified teachers who are just getting started,
to experienced teachers looking for fresh inspiration.
Preparing for exams
Visit aqa.org.uk/8300 for everything you need to prepare for our exams, including:
• past papers, mark schemes and examiners’ reports
• specimen papers and mark schemes for new courses
• Exampro: a searchable bank of past AQA exam questions
• exemplar student answers with examiner commentaries.
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Analyse your students' results with Enhanced Results Analysis (ERA)
Find out which questions were the most challenging, how the results compare to previous years and
where your students need to improve. ERA, our free online results analysis tool, will help you see where
to focus your teaching. Register at aqa.org.uk/era
For information about results, including maintaining standards over time, grade boundaries and our
post-results services, visit aqa.org.uk/results
Keep your skills up to date with professional development
Wherever you are in your career, there’s always something new to learn. As well as subject-specific
training, we offer a range of courses to help boost your skills:
• improve your teaching skills in areas including differentiation, teaching literacy and meeting Ofsted
requirements
• help you prepare for a new role with our leadership and management courses.
You can attend a course at venues around the country, in your school or online – whatever suits your
needs and availability. Find out more at coursesandevents.aqa.org.uk
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GCSE Mathematics (8300). For exams in May/June 2017 onwards. Version 1.0
Get help and support
Visit our website for
information, guidance,
support and resources at
aqa.org.uk/8300
You can talk directly to the
Mathematics subject team
E: [email protected]
T: 0161 957 3852
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2 Specification at a glance
Subject content
1 Number
2 Algebra
3 Ratio, proportion and rates of change
4 Geometry and measures
5 Probability
6 Statistics
Assessments
GCSE Mathematics has a Foundation tier (grades 1 – 5) and a Higher tier (grades 4 – 9). Students must
take three question papers at the same tier. All question papers must be taken in the same series.
The information in the table below is the same for both Foundation and Higher tiers.
The Subject content section shows the content that is assessed in each tier.
+ +
Paper 1: non-calculator Paper 2: calculator Paper 3: calculator
What's assessed What's assessed What's assessed
Content from any part of Content from any part of Content from any part of
the specification may be the specification may be the specification may be
assessed assessed assessed
How it's assessed How it's assessed How it's assessed
• written exam: 1 hour • written exam: 1 hour • written exam: 1 hour
30 minutes 30 minutes 30 minutes
• 80 marks • 80 marks • 80 marks
• non-calculator • calculator allowed • calculator allowed
• 33⅓% of the GCSE • 33⅓% of the GCSE • 33⅓% of the GCSE
Mathematics assessment Mathematics assessment Mathematics assessment
Questions Questions Questions
A mix of question styles, from A mix of question styles, from A mix of question styles, from
short, single-mark questions short, single-mark questions short, single-mark questions
to multi-step problems. to multi-step problems. to multi-step problems.
The mathematical demand The mathematical demand The mathematical demand
increases as a student increases as a student increases as a student
progresses through the paper. progresses through the paper. progresses through the paper.

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GCSE Mathematics (8300). For exams in May/June 2017 onwards. Version 1.0
3 Subject content
The subject content of this specification matches that set out in the Department for Education’s
Mathematics GCSE subject content and assessment objectives document. This content is common to
all exam boards.
The content has been organised into broad topic areas and given a reference as follows:
• Number references start with N
• Algebra references start with A
• Ratio, proportion and rates of change references start with R
• Geometry and measures references start with G
• Probability references start with P
• Statistics references start with S.
All content can be assessed on any of the three question papers. As such, some questions will draw
together elements of maths from different topic areas.
The weighting of the topic areas has been prescribed by Ofqual and is common to all exam boards. The
table below shows the approximate weightings of the topic areas for the overall tier of assessment, not
for each individual question paper.
Topic Area Foundation Tier (%) Higher Tier (%)
Number 25 15
Algebra 20 30
Ratio 25 20
Geometry 15 20
Probability and statistics (combined) 15 15
The subject content, aims and learning outcomes, and assessment objectives sections of this
specification set out the knowledge, skills and understanding common to all GCSE Mathematics
exams.
Within this specification, the assessment will reflect the key concepts of the subject as articulated in the
subject content and assessment objectives document.
In line with the requirements set by the Department for Education, the expectation is that:
• all students will develop confidence and competence with the content identified in the “basic
foundation content” column
• all students will be assessed on the content identified by the “basic foundation content” and
“additional foundation content” columns; more highly attaining students will develop confidence and
competence with all of this content
• only the more highly attaining students will be assessed on the content identified in the “higher
content” column. The highest attaining students will develop confidence and competence with this
content.
Students can be said to have confidence and competence with mathematical content when they can
apply it flexibly to solve problems.
The content in the "basic foundation content" column and "additional foundation content" column can
be assessed on Foundation tier question papers.
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All content can be assessed on Higher tier question papers.
Notes are added to exemplify some of the specification references.
In addition to this subject content, students should be able to recall, select and apply mathematical
formulae. See the Appendix for a list of the DfE prescribed formulae.
3.1 Number
3.1.1 Structure and calculation
N1
Basic foundation content Additional foundation Higher content only
content
order positive and negative
integers, decimals and fractions
use the symbols =, ≠, <, >, ≤, ≥
Notes: including use of a number line. See also A22
N2
Basic foundation content Additional foundation Higher content only
content
apply the four operations,
including formal written
methods, to integers, decimals
and simple fractions (proper
and improper), and mixed
numbers – all both positive and
negative
understand and use place value
(eg when working with very
large or very small numbers,
and when calculating with
decimals)
Notes: including questions set in context.
Knowledge and understanding of terms used in household finance, for example profit, loss, cost price,
selling price, debit, credit, balance, income tax, VAT and interest rate. See also R9
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GCSE Mathematics (8300). For exams in May/June 2017 onwards. Version 1.0
N3
Basic foundation content Additional foundation Higher content only
content
recognise and use relationships
between operations,
including inverse operations
(eg cancellation to simplify
calculations and expressions)
use conventional notation for
priority of operations, including
brackets, powers, roots and
reciprocals
N4
Basic foundation content Additional foundation Higher content only
content
use the concepts and
vocabulary of prime numbers,
factors (divisors), multiples,
common factors, common
multiples, highest common
factor, lowest common multiple,
prime factorisation, including
using product notation and the
unique factorisation theorem
Notes: prime factor decomposition including product of prime factors written in index form.
N5
Basic foundation content Additional foundation Higher content only
content
apply systematic listing including use of the product rule
strategies for counting
Notes: including using lists, tables and diagrams.
N6
Basic foundation content Additional foundation Higher content only
content
use positive integer powers and estimate powers and roots of any
associated real roots (square, given positive number
cube and higher), recognise
powers of 2, 3, 4, 5
Notes: including square numbers up to 15×15
Students should know that 1000 = 103 and 1 million = 106
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