Maths Update January 2015

1. Maths Update January 2015

2. 2017 Performance tables update • Only the reformed GCSE maths qualifications will count in the 2017 secondary school performance tables • DfE confirmed that entries to the current GCSEs in maths from 2016 or earlier will not count in performance tables in 2017. Schools may still enter pupils early for these ‘legacy’ qualifications, but pupils will need to either take the new GCSE in 2017 or progress to a higher level qualification, such as an AS qualification, for their achievements to count   • The current arrangement for recognising other academic qualifications, such as level1/level2 certificates will end with the introduction of the reformed GCSEs. Level 1/level 2 certificates in mathematics will not be included in the 2017 performance tables • Link for full infohttps://www.gov.uk/government/news/qualifications-counting-in-future-performance-tables

3. Edexcel GCSE MATHEMATICS(9-1)

4. New specifications • Greater assessment time (4½ hours) • one hour more than currently • Three papers, 80 marks each • one more than currently • 33.3% non-calculator • 16.7% less than currently (but still 1½ hours’ worth) • 240 marks in all • 40 more than currently • Fewer formulae available in examinations • quite a lot fewer than currently!

5. Assessment structure Foundation tier • Grades 1-5 • Standard & underlined content • Half marks on each paper targeting grades 1-3 (lower part) and other half at 3 (upper part) - 5 Higher tier • Grades 4-9 (allowable grade 3) • Standard, underlined and bold content • Half marks on each paper targeting grades 4-6 and other half at 7-9

6. New grading scale (9-1) • 9 is the highest, for the top 3% or so • “For each examination, the top 20 per cent of those who get grade 7 or above will get a grade 9 – the very highest performers.” • 1 is the lowest, anchored to grade G • “The bottom of grade 1 will be aligned with the bottom of grade G.” • 7 will be anchored to grade A • “Broadly the same proportion of students will achieve a grade 7 and above as currently achieve an A and above.” • 4 will be anchored to grade C • “Broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C and above.” • 5 will be set between C and B • “Grade 5 will be positioned in the top third of the marks for a current Grade C and bottom third of the marks for a current Grade B.”

7. Grade descriptors Grade 8 • To achieve grade 8, candidates will be able to: • perform procedures accurately • interpret and communicate complex information accurately • make deductions and inferences and draw conclusions • construct substantial chains of reasoning, including convincing arguments and formal proofs • generate efficient strategies to solve complex mathematical and non-mathematical problems by translating them into a series of mathematical processes • make and use connections, which may not be immediately obvious, between different parts of mathematics • interpret results in the context of the given problem • critically evaluate methods, arguments, results and the assumptions made

8. Grade Descriptors • Grade 5 • To achieve grade 5, candidates will be able to: • perform routine single- and multi-step procedures effectively by recalling, applying and interpreting notation, terminology, facts, definitions and formulae • interpret and communicate information effectively • make deductions, inferences and draw conclusions • construct chains of reasoning, including arguments • generate strategies to solve mathematical and non-mathematical problems by translating them into mathematical processes, realising connections between different parts of mathematics • interpret results in the context of the given problem • evaluate methods and results

9. Grade Descriptors Grade 2 • To achieve grade 2, candidates will be able to: • recall and use notation, terminology, facts and definitions; perform routine procedures, including some multi-step procedures • interpret and communicate basic information; make deductions and use reasoning to obtain results • solve problems by translating simple mathematical and non-mathematical problems into mathematical processes • provide basic evaluation of methods or results • interpret results in the context of the given problem Full document found at: https://www.gov.uk/government/publications/grade-descriptors-for-gcses-graded-9-to-1/grade-descriptors-for-gcses-graded-9-to-1-mathematics

10. Changes to assessment: grading Foundation Tier Foundation papers now start at, and reach, a higher level. The marks on current Foundation papers are allocated like this: In the new Foundation papers marks will be allocated like this: Bottom two thirds of C marks Bottom of 1 aligned with bottom of G Top third of C marks/bottom third of B marks

11. Changes to assessment: grading Higher Tier Higher papers now start at a higher level than the current GCSE, which starts at a grade D. The new higher tier will cover 6 grades instead of 5, allowing for more differentiation at the top end of the grades. Previously 25% of questions were targeted at A/A*, but now 50% of questions in each paper are targeted at the equivalent grades 7-9. In the new Higher papers marks will be allocated like this: Bottom two thirds of C marks Top two thirds of B marks Top third of C marks/bottom third of B marks Top 20% of A/A* marks

12. New assessment objectives • AO1: Use and apply standard techniques (50% Foundation, 40% Higher) • AO2: Reason, interpret and communicate mathematically (25% Foundation, 30% Higher) • AO3: Solve problems within mathematics and other context (25% Foundation, 30% Higher) • More emphasis on problem-solving, communication, proof, interpretation • QWC and Functional Maths no longer explicitly required

13. New assessment objectives: AO1 • Strands and Elements (pages 26-27)

14. New assessment objectives: AO2

15. New assessment objectives: AO3

16. Problem Solving "Intelligence is what you use when you don't know what to do." Jean Piaget Problem solving is knowing what to do when you don’t know what to do

17. A problem to start you off

18. Foundation paper 1F (non-calculator)

27. Supporting you • Extensive support for understanding the changes and the new standard • Content and SAMs exemplification • Exemplar student responses to new style questions • Extensive support for your Year 9s • KS3/GCSE Transition scheme of work • Three-year scheme of work • Classroom resources • GCSE baseline tests • End of term tests • Training

28. Supporting you GCSE Mathematics from September 2015 Designing your curriculum Content mapping documents (available now) Getting started guide Two-year scheme of work One-year scheme of work for post-16 Teaching & learning Formulae posters Classroom resources by teachers, for teachers Teacher videos

29. Supporting you GCSE Mathematics from September 2015 Tracking student progress: End of term tests and GCSE baseline tests Extra Assessment Materials Unseen mock papers and mark schemes (with training) ResultsPlus tagged to subjects content and new AOs ExamWizard Local and collaborative support Launch events Collaborative networks Getting Ready to Teach events

30. Other qualifications • International GCSE Mathematics • Level 1 / Level 2 Certificate in Mathematics • GCSE Statistics • Edexcel Awards • Number and Measure (Levels 1 and 2) • Algebra (Levels 2 and 3) • Statistical Methods (Levels 1, 2 and 3) • Entry Level Certificate

31. GCE Mathematics update

32. GCE for teaching starting in 2016 (first examinations in Summer 2018) – what’s happening? In July 2014 Alcab (Advanced Level Content Advisory Board) released their report. Their recommendations are with the appropriate authorities and we wait to hear what happens next.  https://alevelcontent.files.wordpress.com/2014/07/alcab-report-on-mathematics-and-further-mathematics-july-2014.pdf Alcab report recommends • Two-year linear courses • 100% core, for Mathematics including mechanics and statistics • 50% pure core for Further Mathematics • Redeveloped Decision Mathematics only in Further Mathematics • More problem solving assessments and application of techniques

33. Pearson Edexcel Level 3 Certificate in Mathematics in Context

34. The new Pearson Edexcel  Mathematics in Context specification and specimen assessment materials are now available on the Edexcel website page http://www.edexcel.com/quals/core-mathematics/Pages/default.aspx This specification has been accredited by Ofqual for first teaching in Autumn 2014 and first award in September.

35. Core Maths qualifications • designed for students who achieve an A* to C in GCSE Mathematics, who choose not to continue with AS-level or A-level Mathematics; • measured as a Level 3 qualification, accredited by Ofqual*, equivalent in size to an AS qualification; • support student progression by preparing learners for the mathematics requirements of a number of higher education courses; • develop students’ understanding and ability to apply mathematics, and become equipped to apply for employment or higher apprenticeships in a wide range of industry sectors, professional training or university;

36. Core Maths qualifications • count as the mathematics element of the new Technical Baccalaureate, introduced from September 2014 and the Level 3 Mathematics Attainment Measure; • are distinct from GCE AS Level Mathematics as learners consolidate mathematical techniques that can be directly applied to real life contexts; • reflect the content of the new 2015 GCSE Mathematics; • be available to the Early Teaching Project centres from Autumn 2014, and for first teaching from September 2015 (first assessment Summer 2017).

37. Mathematics in ContextStructure/Assessment Content from higher tier 2015 GCSE with 20% content beyond GCSE. Four content areas covered: • Applications of statistics • Probability • Linear programming • Sequences and growth Linear assessment. Externally assessed (first assessment 2016) Availability: May/June Two papers: Paper 1: Comprehension (1hr 40mins) Paper 2: Applications (1hr 40mins) Graded A-E

38. Paper 1: Comprehension • 40% of the total qualification • This paper will examine the following content areas: Applications of statistics , Probability, Linear programming, Sequences and growth. • Overview of assessment Written examination paper with two sections, A and B, and a source booklet. The source booklet will detail two real-life contexts. These contexts will be assessed in the written paper, which requires students to comprehend, interpret and analyse the content in order to answer the questions. One context will be assessed in Section A and the other context will be assessed in Section B. Students will need to refer to the source booklet when answering the questions. The source booklet will be available for centres to download from our website (www.edexcel.com) five working days before the examination. A ‘clean’ copy will be provided in the examination. Students must not bring their copy into the examination.  • Calculator is allowed. • Assessment duration is 1 hour and 40 minutes. The paper consists of 60 marks. • A formulae sheet is given at the front of each examination paper and in Appendix 3 of the speification.

39. Paper 2 Applications • 60% of the total qualification • This paper will examine the following content areas: Applications of statistics , Probability, Linear programming, Sequences and growth. Overview of assessment Written examination paper with two sections, A and B, and a source booklet. The source booklet will detail The source booklet will detail one themed task in Section A – this will be the same as one of the contexts provided in Paper 1. Students will need to refer to the source booklet when answering the question. Section B will contain three tasks, each of which has a separate theme. The four themes will be assessed in the written paper, which requires student to apply their problem-solving skills in order to answer the questions Paper 1 acts as pre-release for Paper 2 section A • Calculator is allowed. • Assessment is 1 hour and 40 minutes. The paper consists of 80 marks. • A formulae sheet is given at the front of each examination paper and in Appendix 3 of the specification.