Assessment - GCSE Maths
Assessment summary
The Pearson Edexcel Level 1/Level 2 GCSE (9 to 1) in Mathematics is a tiered qualification. There are two tiers:
- Foundation tier - grades 1 to 5 available
- Higher tier grades – 4 to 9 available (grade 3 allowed).
Entry requirements
The assessment for each tier of entry consists of three externally-examined papers, all three must be from the same tier of entry. Students must complete all three papers in the same assessment series.
Summary of table of assessment
Paper 1 (Non-Calculator) — Code: 1MA1/1F or 1MA1/1H
| Details | Overview of content | Overview of assessment |
|---|---|---|
| • Externally assessed • 33.33% of the total GCSE • First assessment: May/June 2017 | 1. Number 2. Algebra 3. Ratio, proportion and rates of change 4. Geometry and measures 5. Probability 6. Statistics | • Written examination papers with a range of question types • No calculator is allowed • 1 hour and 30 minutes (both Foundation and Higher tier papers) • 80 marks available |
Availability: May/June and November (November is for post-16 students only)
Paper 2 (Calculator) — Code: 1MA1/2F or 1MA1/2H
| Details | Overview of content | Overview of assessment |
|---|---|---|
| • Externally assessed • 33.33% of the total GCSE • First assessment: May/June 2017 | 1. Number 2. Algebra 3. Ratio, proportion and rates of change 4. Geometry and measures 5. Probability 6. Statistics | • Written examination papers with a range of question types • Calculator allowed • 1 hour and 30 minutes (both Foundation and Higher tier papers) • 80 marks available |
Availability: May/June and November (November is for post-16 students only)
Paper 3 (Calculator) — Code: 1MA1/3F or 1MA1/3H
| Details | Overview of content | Overview of assessment |
|---|---|---|
| • Externally assessed • 33.33% of the total GCSE • First assessment: May/June 2017 | 1. Number 2. Algebra 3. Ratio, proportion and rates of change 4. Geometry and measures 5. Probability 6. Statistics | • Written examination papers with a range of question types • Calculator allowed • 1 hour and 30 minutes (both Foundation and Higher tier papers) • 80 marks available |
Availability: May/June and November (November is for post-16 students only)
Assessment Objectives and weightings
| Assessment Objective | Description | % Foundation | % Higher |
|---|---|---|---|
| AO1 | Use and apply standard techniques Students should be able to: • recall facts, terminology and definitions accurately • use and interpret notation correctly • carry out routine procedures or set tasks requiring multi-step solutions accurately. | 50% | 40% |
| AO2 | Reason, interpret and communicate mathematically Students should be able to: • make deductions, inferences and draw conclusions from mathematical information • construct chains of reasoning to achieve a given result • interpret and communicate information accurately • present arguments and proofs • assess the validity of an argument and critically evaluate a given way of presenting information. *Where problems require students to 'use and apply standard techniques' or to independently 'solve problems' a proportion of those marks should be attributed to the corresponding Assessment Objective.* | 25% | 30% |
| AO3 | Solve problems within mathematics and in other contexts Students should be able to: • translate problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes • make and use connections between different parts of mathematics • interpret results in the context of the given problem • evaluate methods used and results obtained • evaluate solutions to identify how they may have been affected by assumptions made. *Where problems require students to 'use and apply standard techniques' or to 'reason, interpret and communicate mathematically' a proportion of those marks should be attributed to the corresponding Assessment Objective.* | 25% | 30% |
| Total | Total Assessment Objective Weighting | 100% | 100% |
Breakdown of Assessment Objectives into strands and elements
The strands and elements shown below will be assessed in every examination series, the marks allocated to these strands and elements are shown in the mark schemes.
AO1: Use and apply standard techniques
| Strands | Elements |
|---|---|
| 1 – Accurately recall facts, terminology and definitions | 1 – accurately recall facts, terminology and definitions *(Should be no more than 10% of AO1)* |
| 2 – Use and interpret notation correctly | 2 – use and interpret notation correctly |
| 3 – Accurately carry out routine procedures or set tasks requiring multi-step solutions | 3a – accurately carry out routine procedures 3b – accurately carry out set tasks requiring multi-step solutions |
AO2: Reason, interpret and communicate mathematically
| Strands | Elements |
|---|---|
| 1 – Make deductions, inferences and draw conclusions from mathematical information | 1a – make deductions to draw conclusions from mathematical information 1b – make inferences to draw conclusions from mathematical information |
| 2 – Construct chains of reasoning to achieve a given result | 2 – construct chains of reasoning to achieve a given result |
| 3 – Interpret and communicate information accurately | 3a – interpret information accurately 3b – communicate information accurately |
| 4 – Present arguments and proofs | 4a – present arguments 4b – present proofs (higher tier only) |
| 5 – Assess the validity of an argument and critically evaluate a given way of presenting information | 5a – assess the validity of an argument 5b – critically evaluate a given way of presenting information |
AO3: Solve problems within mathematics and in other contexts
| Strands | Elements |
|---|---|
| 1 – Translate problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes | 1a – translate problems in mathematical contexts into a process 1b – translate problems in mathematical contexts into a series of processes 1c – translate problems in non-mathematical contexts into a mathematical process 1d – translate problems in non-mathematical contexts into a series of mathematical processes |
| 2 – Make and use connections between different parts of mathematics | 2 – make and use connections between different parts of mathematics |
| 3 – Interpret results in the context of the given problem | 3 – interpret results in the context of the given problem |
| 4 – Evaluate methods used and results obtained | 4a – evaluate methods used 4b – evaluate results obtained |
| 5 – Evaluate solutions to identify how they may have been affected by assumptions made | 5 – evaluate solutions to identify how they may have been affected by assumptions made |