168982-specification-gcse-mathematics-j560

© OCR 2016 GCSE (9–1) Subject content Initial learning for this content Special sequences qualification will enabl 26 GCSE (9–1) in Mathematics Ref. learners to… Recognise sequences o 6.06b triangular, square and cube numbers, and sim OCR 7 Graphs of Equations and Functions arithmetic progressions 7.01 Graphs of equations and functions 7.01a x- and y-coordinates Work with x- and y-coo in all four quadrants. 7.01b Graphs of equations and functions Use a table of values to 7.01c Polynomial and exponential functions graphs of linear and qu functions. e.g. y = 2x + 3 y = 2x2 + 1 Recognise and sketch th graphs of simple linear quadratic functions. e.g. y = 2, x = 1, y = 2x, y = x2 7.01d Exponential functions

2 le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. of mple Recognise Fibonacci and Generate and find nth terms of A24 quadratic sequences, and other sequences. s. simple geometric progressions (rn where n is an integer and r e.g. 1, 2, 2, 2 2, … is a rational number > 0). 1 , 2 , 3 , … 2 3 4 ordinates A8 A9, o plot Use a table of values to plot Use a table of values to plot A14 uadratic exponential graphs. other polynomial graphs and e.g. y = 3 # 1.1x A11, he A12 and reciprocals. Sketch graphs of quadratic functions, identifying the A12 e.g. y = x3 - 2x turning point by completing 1 the square. y = x + x Recognise and sketch graphs 2x + 3y = 6 of exponential functions in the form y = kx for positive k. Recognise and sketch graphs 1 of: y = x3, y = x . Identify intercepts and, using symmetry, the turning point of graphs of quadratic functions. Find the roots of a quadratic equation algebraically.

© OCR 2016 GCSE (9–1) Subject content Initial learning for this GCSE (9–1) in Mathematics content Trigonometric functions qualification will enabl Ref. learners to… 7.01e Find and interpret the g and intercept of straigh 7.01f Equations of circles lines, graphically and us y = mx + c . 7.02 Straight line graphs 7.02a Straight line graphs 7.02b Parallel and perpendicular lines 27

le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. Recognise and sketch the A12 graphs of y = sin x , y = cos x A16 and y = tan x . Recognise and use the equation of a circle with centre at the origin. gradient Use the form y = mx + c to Identify the solution sets A9, ht find and sketch equations of of linear inequalities in two A10, straight lines. variables, using the convention A22 sing of dashed and solid lines. Find the equation of a line A9, through two given points, or Identify and find equations of A16 through one point with a given perpendicular lines. gradient. Calculate the equation of a tangent to a circle at a given Identify and find equations of point. parallel lines. [See also Equations of circles, 7.01f] 2

© OCR 2016 GCSE (9–1) Subject content Initial learning for this content qualification will enabl 28 GCSE (9–1) in Mathematics Ref. learners to… 7.03 Transformations of curves and their equations 7.03a Translations and reflections 7.04 Interpreting graphs Construct and interpret 7.04a Graphs of real-world contexts in real-world contexts. e.g. distance-time money conversion temperature conv [see also Direct proporti 5.02a, Inverse proportio 5.02b]

2 le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. Identify and sketch translations A13 and reflections of a given graph (or the graph of a given equation). [Knowledge of function notation will not be required] [see also Functions, 6.05a] e.g. Sketch the graph of y = sin x + 2 y = (x + 2) 2 - 1 y = - x2 t graphs Recognise and interpret graphs A14, that illustrate direct and R10, n inverse proportion. R14 version tion, on,

© OCR 2016 GCSE (9–1) Subject content Initial learning for this GCSE (9–1) in Mathematics content Gradients qualification will enabl Ref. learners to… 7.04b Understand the relation between gradient and r 7.04c Areas OCR 8 Basic Geometry 8.01 8.01a Conventions, notation and terms 8.01b Learners will be expected to be familiar with the following geomet questions at both tiers. 2D and 3D shapes Use the terms points, li lines. Angles Know the terms acute, Use the standard conve e.g. AB, +ABC , angle A 29

le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. nship A14, ratio. Interpret straight line gradients Calculate or estimate gradients A15, as rates of change. of graphs, and interpret in R8, e.g. Gradient of a distance- contexts such as distance-time R14, graphs, velocity-time graphs R15 time graph as a velocity. and financial graphs. A15 Apply the concepts of average and instantaneous rate of change (gradients of chords or tangents) in numerical, algebraic and graphical contexts. Calculate or estimate areas under graphs, and interpret in contexts such as distance-time graphs, velocity-time graphs and financial graphs. trical skills, conventions, notation and terms, which will be assessed in G1 G1 ines, line segments, vertices, edges, planes, parallel lines, perpendicular obtuse, right and reflex angles. entions for labelling and referring to the sides and angles of triangles. ABC, a is the side opposite angle A 2

© OCR 2016 GCSE (9–1) Subject content Initial learning for this content Polygons qualification will enabl 30 GCSE (9–1) in Mathematics Ref. learners to… 8.01c Know the terms: • regular polygon 8.01d Polyhedra and other solids • scalene, isosceles 8.01e Diagrams • quadrilateral, squa 8.01f Geometrical instruments • pentagon, hexago 8.01g x- and y-coordinates Recognise the terms fa 8.02 Ruler and compass constructions and sphere. 8.02a Perpendicular bisector Draw diagrams from wr 8.02b Angle bisector Use a ruler to construct Use a protractor to con Use compasses to cons Use x- and y-coordinate

2 le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. G1 and equilateral triangle G12 are, rectangle, kite, rhombus, parallelogram, trapezium on, octagon. ace, surface, edge, and vertex, cube, cuboid, prism, cylinder, pyramid, cone ritten descriptions as required by questions. G1 G2, t and measure straight lines. G15 nstruct and measure angles. struct circles. G7, G11 es in plane geometry problems, including transformations of simple shapes. Construct the perpendicular G2 bisector and midpoint of a line G2 segment. Construct the bisector of an angle formed from two lines.

© OCR 2016 GCSE (9–1) Subject content Initial learning for this GCSE (9–1) in Mathematics content Perpendicular from a point to a line qualification will enabl Ref. learners to… 8.02c 8.02d Loci 8.03 Angles Know and use the sum 8.03a Angles at a point angles at a point is 360 8.03b Angles on a line Know that the sum of t 8.03c angles at a point on a li Angles between intersecting and parallel 180c. lines Know and use: vertically opposite angl equal alternate angles on par lines are equal corresponding angles o parallel lines are equal. 31

le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. of the G2 0c. Construct the perpendicular the from a point to a line. G2 ine is Construct the perpendicular to G3, les are a line at a point. G6 rallel G3, on Know that the perpendicular G6 . distance from a point to a line G3, is the shortest distance to the G6 line. Apply ruler and compass constructions to construct figures and identify the loci of points, to include real-world problems. Understand the term ‘equidistant’. Apply these angle facts to find Apply these angle properties angles in rectilinear figures, in more formal proofs of and to justify results in simple geometrical results. proofs. e.g. The sum of the interior angles of a triangle is 180c. 2

© OCR 2016 GCSE (9–1) Subject content Initial learning for this content Angles in polygons qualification will enabl 32 GCSE (9–1) in Mathematics Ref. learners to… 8.03d Derive and use the sum interior angles of a trian 8.04 Properties of polygons 180c. 8.04a Properties of a triangle Derive and use the sum 8.04b Properties of quadrilaterals exterior angles of a pol 360c. 8.04c Symmetry Find the sum of the inte angles of a polygon. Find the interior angle o regular polygon. Know the basic properti isosceles, equilateral an angled triangles. Give geometrical reaso justify these properties Know the basic properti of the square, rectangle parallelogram, trapeziu and rhombus. Give geometrical reaso justify these properties Identify reflection and r symmetries of triangles quadrilaterals and othe polygons.

2 le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. m of the ngle is Apply these angle facts to find Apply these angle properties G3, angles in rectilinear figures, in more formal proofs of G6 m of the and to justify results in simple geometrical results. lygon is proofs. erior e.g. The sum of the interior angles of a triangle is of a 180c. ties of Use these facts to find lengths Use these facts in more formal G4, nd right- and angles in rectilinear figures proofs of geometrical results, G6 and in simple proofs. for example circle theorems. ons to G4, s. Use these facts to find lengths Use these facts in more formal G6 and angles in rectilinear figures proofs of geometrical results, ties and in simple proofs. for example circle theorems. G1, e, G4 um, kite ons to s. rotation s, er

© OCR 2016 GCSE (9–1) Subject content Initial learning for this GCSE (9–1) in Mathematics content qualification will enabl Ref. Circles learners to… Circle nomenclature 8.05 Understand and use the centre, radius, chord, d 8.05a and circumference. 8.05b Angles subtended at centre and circumference 8.05c Angle in a semicircle 8.05d Angles in the same segment 8.05e Angle between radius and chord 8.05f Angle between radius and tangent 33

le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. e terms Understand and use the G9 diameter terms tangent, arc, sector and segment. Apply and prove: G10 the angle subtended by an arc G10 at the centre is twice the angle G10 at the circumference. G10 G10 Apply and prove: the angle on the circumference subtended by a diameter is a right angle. Apply and prove: two angles in the same segment are equal. Apply and prove: a radius or diameter bisects a chord if and only if it is perpendicular to the chord. Apply and prove: for a point P on the circumference, the radius or diameter through P is perpendicular to the tangent at P. 2

© OCR 2016 GCSE (9–1) Subject content Initial learning for this content The alternate segment theorem qualification will enabl 34 GCSE (9–1) in Mathematics Ref. learners to… 8.05g Recognise and know th properties of the cube, 8.05h Cyclic quadrilaterals prism, cylinder, pyramid and sphere. 8.06 Three-dimensional shapes Interpret plans and elev 8.06a 3-dimensional solids of simple 3D solids. 8.06b Plans and elevations Reflect a simple shape given mirror line, and id OCR 9 Congruence and Similarity the mirror line from a s 9.01 Plane isometric transformations and its image. 9.01a Reflection

2 le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. Apply and prove: G10 for a point P on the G10 circumference, the angle between the tangent and a chord through P equals the angle subtended by the chord in the opposite segment. Apply and prove: the opposite angles of a cyclic quadrilateral are supplementary. he G12 , cuboid, d, cone G1, G13 vations Construct plans and elevations of simple 3D solids, and representations (e.g. using isometric paper) of solids from plans and elevations. in a Identify a mirror line x = a, G7 dentify y = b or y = ± x from a simple shape shape and its image under reflection.

© OCR 2016 GCSE (9–1) Subject content Initial learning for this GCSE (9–1) in Mathematics content Rotation qualification will enabl Ref. learners to… 9.01b Rotate a simple shape clockwise or anti-clockw 9.01c Translation through a multiple of 9 a given centre of rotatio Use a column vector to describe a translation o simple shape, and perfo specified translation. 9.01d Combinations of transformations 9.02 Congruence Identify congruent trian 9.02a Congruent triangles 9.02b Applying congruent triangles 35

le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. G7 wise Identify the centre, angle and Perform a sequence of 90c about sense of a rotation from a isometric transformations G7, simple shape and its image (reflections, rotations or G24 on. under rotation. translations), on a simple G8 shape. Describe the resulting o transformation and the G5, of a changes and invariance G7 orm a achieved. G6, ngles. Prove that two triangles are G19 congruent using the cases: 3 sides (SSS) 2 angles, 1 side (ASA) 2 sides, included angle (SAS) Right angle, hypotenuse, side (RHS). Apply congruent triangles in calculations and simple proofs. e.g. The base angles of an isosceles triangle are equal. 2

© OCR 2016 GCSE (9–1) Subject content Initial learning for this content qualification will enabl 36 GCSE (9–1) in Mathematics Ref. Plane vector geometry learners to… Vector arithmetic 9.03 Identify similar triangle 9.03a Enlarge a simple shape a given centre using a w 9.03b Column vectors number scale factor, an identify the scale factor 9.04 Similarity enlargement. 9.04a Similar triangles Compare lengths, areas 9.04b Enlargement volumes using ratio not and scale factors. 9.04c Similar shapes

2 le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. Understand addition, Use vectors in geometric G25 subtraction and scalar arguments and proofs. multiplication of vectors. G25 Represent a 2-dimensional G6, vector as a column vector, G7 and draw column vectors on a R2, square or coordinate grid. R12, G7 es. Prove that two triangles are Perform and recognise similar. enlargements with negative R12, e from scale factors. G19 whole Identify the centre and nd scale factor (including Understand the relationship r of an fractional scale factors) of between lengths, areas and an enlargement of a simple volumes of similar shapes. s and shape, and perform such [see also Direct proportion, tation an enlargement on a simple 5.02a] shape. Apply similarity to calculate unknown lengths in similar figures. [see also Direct proportion, 5.02a]

© OCR 2016 GCSE (9–1) Subject content Initial learning for this GCSE (9–1) in Mathematics content qualification will enabl Ref. Mensuration learners to… Units and measurement OCR 10 Units of measurement Use and convert standa of measurement for len 10.01 area, volume/capacity, time and money. 10.01a Use and convert simple 10.01b Compound units compound units (e.g. fo speed, rates of pay, uni 10.01c Maps and scale drawings pricing). Know and apply in simp 10.02 Perimeter calculations cases: speed = distance 10.02a Perimeter of rectilinear shapes 10.02b Circumference of a circle Use the scale of a map, work with bearings. Construct and interpret drawings. Calculate the perimete rectilinear shapes. Know and apply the for circumference = 2πr = calculate the circumfer a circle. 37

le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. ard units Use and convert standard units N13, ngth, in algebraic contexts. R1, G14 mass, N13, R1, e Use and convert other R11, or compound units (e.g. density, G14 it pressure). R2, ple Know and apply: G15 e ÷ time density = mass ÷ volume G17 , and Use and convert compound units in algebraic contexts. G17, t scale G18 er of Calculate the arc length of a sector of a circle given its angle rmula and radius. πd to rence of 2

© OCR 2016 GCSE (9–1) Subject content Initial learning for this content Perimeter of composite shapes qualification will enabl 38 GCSE (9–1) in Mathematics Ref. learners to… 10.02c Apply perimeter formu in calculations involving perimeter of composite shapes. 10.03 Area calculations Know and apply the for 10.03a Area of a triangle 1 10.03b Area of a parallelogram area = 2 base × height. 10.03c Area of a trapezium Know and apply the for 10.03d Area of a circle area = base × height. 10.03e Area of composite shapes [Includes area of a rect 10.04 Volume and surface area calculations 10.04a Polyhedra Calculate the area of a trapezium. Know and apply the for area = πr2 to calculate area of a circle. Apply area formulae in calculations involving th of composite 2D shape Calculate the surface ar and volume of cuboids other right prisms (inclu cylinders).

2 le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. ulae g the G17, e 2D G18 rmula: Know and apply the formula: G16, . 1 G23 rmula: area = 2 ab sin C . G16 tangle] G16 G17, rmula Calculate the area of a sector G18 the of a circle given its angle and G17, radius. G18 he area es. G16 rea and uding

© OCR 2016 GCSE (9–1) Subject content Initial learning for this GCSE (9–1) in Mathematics content Cones and spheres qualification will enabl Ref. learners to… 10.04b 10.04c Pyramids 10.05 Triangle mensuration 10.05a Pythagoras’ theorem 10.05b Trigonometry in right-angled triangles 10.05c Exact trigonometric ratios 39

le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. Calculate the surface area N8, and volume of spheres, cones G17 and simple composite solids (formulae will be given). G17 Calculate the surface area and volume of a pyramid (the formula 1 area of base × height will given). b3e Know, derive and apply Apply Pythagoras’ theorem G6, Pythagoras’ theorem in more complex figures, G20 a2 + b2 = c2 to find lengths including 3D figures. in right-angled triangles in 2D R12, figures. Apply the trigonometry of G20 right-angled triangles in more Know and apply the complex figures, including 3D R12, trigonometric ratios, sin i , figures. G21 cos i and tan i and apply them to find angles and lengths in right-angled triangles in 2D figures. [see also Similar shapes, 9.04c] Know the exact values of sin i and cos i for i = 0° , 30c, 45c, 60c and 90c. Know the exact value of tan i for i = 0° , 30c, 45c and 60c. 2

© OCR 2016 GCSE (9–1) Subject content Initial learning for this content Sine rule qualification will enabl 40 GCSE (9–1) in Mathematics Ref. learners to… 10.05d Use the 0-1 probability as a measure of likeliho 10.05e Cosine rule random events, for exa ‘impossible’ with 0, ‘eve OCR 11 Probability with 0.5, ‘certain’ with 11.01 Basic probability and experiments Record, describe and an 11.01a The probability scale the relative frequency o outcomes of repeated 11.01b Relative frequency experiments using table frequency trees. 11.01c Relative frequency and probability Use relative frequency estimate of probability.

2 le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. Know and apply the sine rule, G22 G22 a = b = c C , to find sin A sin B sin lengths and angles. Know and apply the cosine rule, a2 = b2 + c2 - 2bc cos A, to find lengths and angles. y scale Understand that relative P3 ood of frequencies approach the P1 ample, theoretical probability as the P3, P5 vens’ number of trials increases. 1. nalyse of es and as an .

© OCR 2016 GCSE (9–1) Subject content Initial learning for this GCSE (9–1) in Mathematics content qualification will enabl Ref. learners to… 11.01d Equally likely outcomes and probability Calculate probabilities, 11.02 expressed as fractions 11.02a or decimals, in simple experiments with equa outcomes, for example coins, rolling dice, etc. Apply ideas of randomn and fairness in simple experiments. Calculate probabilities o simple combined event example rolling two dic looking at the totals. Use probabilities to calc the number of expecte outcomes in repeated experiments. Combined events and probability diagrams Sample spaces Use tables and grids to outcomes of single eve simple combinations of and to calculate theore probabilities. e.g. Flipping two coin Finding the numb of orders in whic letters E, F and G written. 41

le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. P2, P7 ally likely e flipping ness of ts, for ce and culate ed list the Use sample spaces for more Recognise when a sample N5, ents and complex combinations of space is the most appropriate P6, events. form to use when solving a P7 f events, complex probability problem. etical e.g. Recording the outcomes for sum of two dice. Use the most appropriate ns. Problems with two diagrams to solve unstructured ber spinners. questions where the route to ch the the solution is less obvious. G can be 2

© OCR 2016 GCSE (9–1) Subject content Initial learning for this content Enumeration qualification will enabl 42 GCSE (9–1) in Mathematics Ref. learners to… Use systematic listing 11.02b strategies. 11.02c Venn diagrams and sets Use a two-circle Venn d to enumerate sets, and 11.02d Tree diagrams this to calculate related probabilities. 11.02e The addition law of probability Use simple set notation to describe simple sets numbers or objects. e.g. A = {even numbers B = {mathematics l C = {isosceles trian Use the addition law fo mutually exclusive even Use p(A) + p(not A) = 1

2 le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. diagram N5 d use Construct a Venn diagram to Use the product rule for P6, d classify outcomes and counting numbers of outcomes P9 n calculate probabilities. of combined events. s of P6, s} Use set notation to describe a Construct tree diagrams, two- P9 learners} set of numbers or objects. way tables or Venn diagrams ngles} e.g. D = #x | 1 1 x 1 3- to solve more complex P4 probability problems (including or E = #x | x is a factor of 280- conditional probabilities; nts. structure for diagrams may not be given). Use tree diagrams to enumerate sets and to record the probabilities of successive events (tree frames may be given and in some cases will be partly completed). Derive or informally understand and apply the formula p(A or B) = p(A) + p(B) – p(A and B)

© OCR 2016 GCSE (9–1) Subject content Initial learning for this GCSE (9–1) in Mathematics content qualification will enabl Ref. The multiplication law of probability and learners to… conditional probability 11.02f OCR 12 Statistics 12.01 Sampling 12.01a Populations and samples 43

le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. Use tree diagrams and other Understand the concept of P8, P9 representations to calculate conditional probability, and the probability of independent calculate it from first principles and dependent combined in known contexts. events. e.g. In a random cut of a pack of 52 cards, calculate the probability of drawing a diamond, given a red card is drawn. Derive or informally understand and apply the formula p(A and B) = p(A given B)p(B). Know that events A and B are independent if and only if p(A given B) = p(A). Define the population in a S1 study, and understand the difference between population and sample. Infer properties of populations or distributions from a sample. Understand what is meant by simple random sampling, and bias in sampling. 2

© OCR 2016 GCSE (9–1) Subject content Initial learning for this content qualification will enabl 44 GCSE (9–1) in Mathematics Ref. Interpreting and representing data learners to… Categorical and numerical data 12.02 Interpret and construct appropriate to the data 12.02a including frequency tab bar charts, pie charts a pictograms for categori data, vertical line chart ungrouped discrete num data. Interpret multiple and composite bar charts. 12.02b Grouped data

2 le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. t charts Design tables to classify data. S2 a type; Interpret and construct line bles, graphs for time series data, and and identify trends (e.g. ical seasonal variations). ts for merical Interpret and construct S3 diagrams for grouped data as S4 appropriate, i.e. cumulative frequency graphs and histograms (with either equal or unequal class intervals).

© OCR 2016 GCSE (9–1) Subject content Initial learning for this GCSE (9–1) in Mathematics content qualification will enabl Ref. Analysing data learners to… Summary statistics 12.03 Calculate the mean, mo median and range for 12.03a ungrouped data. 12.03b Misrepresenting data Find the modal class, an calculate estimates of t range, mean and media grouped data, and unde why they are estimates Describe a population u statistics. Make simple compariso Compare data sets usin for like’ summary value Understand the advant and disadvantages of su values. Recognise graphical misrepresentation thro incorrect scales, labels, 45

le Foundation tier learners Higher tier learners should DfE should also be able to… additionally be able to… Ref. ode, Calculate estimates of mean, S4, median, mode, range, quartiles S5 nd and interquartile range from the graphical representation of an for grouped data. erstand s. Draw and interpret box using plots. Use the median and interquartile range to compare ons. distributions. ng ‘like es. tages ummary S4 ough , etc. 2

© OCR 2016 GCSE (9–1) Subject content Initial learning for this content Bivariate data qualification will enabl 46 GCSE (9–1) in Mathematics Ref. learners to… Plot and interpret scatt 12.03c diagrams for bivariate d Recognise correlation. 12.03d Outliers Identify an outlier in sim cases.

2 le Foundation tier learners Higher tier learners should DfE tter should also be able to… additionally be able to… Ref. S6 data. Interpret correlation within the context of the variables, S4 mple and appreciate the distinction between correlation and causation. Draw a line of best fit by eye, and use it to make predictions. Interpolate and extrapolate from data, and be aware of the limitations of these techniques. Appreciate there may be errors in data from values (outliers) that do not ‘fit’. Recognise outliers on a scatter graph.

2c. Prior knowledge, learning and progression Learners in England who are beginning a GCSE (9–1) GCSEs (9–1) are qualifications that enable learners to 2 course are likely to have followed a Key Stage 3 progress to further qualifications either Vocational or programme of study and should have achieved a General. general educational level equivalent to National Curriculum Level 3. There are a number of mathematics specifications available from OCR. There are no prior qualifications required in order for learners to enter for a GCSE (9–1) in Mathematics, nor Find out more at www.ocr.org.uk. is any prior knowledge or understanding required for entry onto this course. © OCR 2016 47 GCSE (9–1) in Mathematics

3 Assessment of OCR GCSE (9–1) in Mathematics 3a. Forms of assessment • The GCSE (9–1) in Mathematics is a linear • Learners are permitted to use a scientific or • qualification with 100% external assessment. graphical calculator for Paper 1 and Paper 3 on • the Foundation tier or Paper 4 and Paper 3• This qualification consists of six examined • 6 on the Higher tier. Calculators are subject components. Three are Foundation tier and • to the rules in the document Instructions for • three are Higher tier, all are externally assessed Conducting Examinations, published annually by • by OCR. Each carries an equal weighting of one JCQ (www.jcq.org.uk). third of the marks for that tier of the GCSE (9–1) qualification. Each examination has a duration of In each question paper, learners are expected to 1 hour and 30 minutes. support their answers with appropriate working. Learners must take all three papers for the Some questions will require an extended appropriate tier in the same series. response to allow learners to demonstrate the ability to construct and develop a sustained line Learners answer all questions on each paper. of mathematical reasoning. Learners are not permitted to use a calculator Learners should have the usual geometric for Paper 2 on the Foundation tier or Paper 5 on instruments available. Tracing paper may also the Higher tier. be used to aid with transformations and other mathematical functions. 3b. Assessment availability Learners must take all three papers for the appropriate tier in the same series. There will be: This specification will be certificated from the June • one examination series available each year in 2017 examination series onwards. May/June to all learners • one examination series in November each year available only to learners who have reached at least the age of 16 on or before 31st August of that calendar year. 3c. Retaking the qualification Learners can retake the qualification as many times as they wish. They retake all components of the qualification. © OCR 2016 48 GCSE (9–1) in Mathematics

3d. Assessment objectives (AOs) Weighting 3 Higher Foundation There are three Assessment objectives in the OCR GCSE (9–1) in Mathematics. These are detailed in the 40% 50% table below: 30% 25% Assessment Objectives 30% 25% Use and apply standard techniques Learners should be able to: AO1 • accurately recall facts, terminology and definitions • use and interpret notation correctly • accurately carry out routine procedures or set tasks requiring multi-step solutions. Reason, interpret and communicate mathematically Learners 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 AO2 • present arguments and proofs • assess the validity of an argument and critically evaluate a given way of presenting information. Where problems require learners to ‘use and apply standard techniques’ or to independently ‘solve problems’ a proportion of those marks should be attributed to the corresponding Assessment objective. Solve problems within mathematics and in other contexts Learners 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 AO3 • 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 learners 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. © OCR 2016 49 GCSE (9–1) in Mathematics

Mark distribution of AO weightings in GCSE (9–1) Mathematics The relationship between the Assessment objectives and the question papers at each tier in terms of marks are shown in the following tables. Component AO1 AO2 AO3 Total Paper 1 (Foundation tier) J560/01 Paper 2 (Foundation tier) J560/02 50 25 25 100 Paper 3 (Foundation tier) J560/03 50 25 25 100 3 Component 50 25 25 100 Paper 4 (Higher tier) J560/04 Paper 5 (Higher tier) J560/05 150 75 75 300 Paper 6 (Higher tier) J560/06 AO1 AO2 AO3 Total 40 30 30 100 40 30 30 100 40 30 30 100 120 90 90 300 3e. Tiers Higher tier option for learners who are a small number of marks below the grade 3/4 boundary. Learners must This scheme of assessment consists of two tiers: be entered for either the Foundation tier or the Higher Foundation tier and Higher tier. Foundation tier tier. assesses grades 5 to 1 and Higher tier assesses grades 9 to 4. An allowed grade 3 may be awarded on the The assessment for this specification will require learners to demonstrate their knowledge of the full 3f. Synoptic assessment content for their tier and to draw on the knowledge that they have gained from Key Stages 1, 2 and 3. Synoptic assessment allows learners to demonstrate their understanding of the connections between There is no expectation that teaching of such content different aspects of the subject. Making and should be repeated during the GCSE (9–1) course, understanding connections in this way is intrinsic to but a solid foundation at Key Stage 3 is assumed. This learning mathematics. foundation is exemplified by the first column of this specification. Synoptic assessment involves the explicit drawing together of knowledge, understanding and skills Where a content statement in the first (or second) of different aspects of the GCSE (9–1) course. The column is not developed in the second (or third) emphasis of synoptic assessment is to encourage the column, the expectation is that the content given for understanding of mathematics as a discipline. that strand will be developed further and connections with other parts of the specification explored even In the OCR GCSE (9–1) in Mathematics, topics are when not explicitly stated. taught in progressively greater depth over the course. GCSE (9–1) outcomes may reflect or build upon subject content which is typically taught at Key Stage 3, revisiting earlier learning in a more challenging context. © OCR 2016 50 GCSE (9–1) in Mathematics

3g. Calculating qualification results This mark will then be compared to the qualification level grade boundaries for the entry option taken A learner’s overall qualification grade for GCSE (9–1) by the learner and for the relevant exam series to in Mathematics will be calculated by adding together determine the learner’s overall qualification grade. their marks from the three components taken to give their total weighted mark. 3 © OCR 2016 51 GCSE (9–1) in Mathematics

4 Admin: what you need to know The information in this section is designed to give an More information about the processes and deadlines overview of the processes involved in administering involved at each stage of the assessment cycle can be this qualification so that you can speak to your exams found in the Administration area of the OCR website. officer. All of the following processes require you OCR’s Admin overview is available on the OCR website to submit something to OCR by a specific deadline. at http://www.ocr.org.uk/administration 4a. Pre-assessment should be submitted to OCR by the specified deadline. They are free and do not commit your centre in any Estimated entries way. Estimated entries are your best projection of the number of learners who will be entered for a qualification in a particular series. Estimated entries Final entries 4 Final entries provide OCR with detailed data for Final entries must be submitted to OCR by the each learner, showing each assessment to be taken. published deadlines or late entry fees will apply. It is essential that you use the correct entry code, All learners taking OCR GCSE (9–1) in Mathematics considering the relevant entry rules and ensuring that must be entered for one of the following entry options: you choose the entry option for the assessment tier to be taken. Entry Title Component Component title Assessment type code code J560F Mathematics 01 Paper 1 (Foundation tier) External Assessment (Foundation tier) 02 Paper 2 (Foundation tier) External Assessment 03 Paper 3 (Foundation tier) External Assessment J560H Mathematics 04 Paper 4 (Higher tier) External Assessment (Higher tier) 05 Paper 5 (Higher tier) External Assessment 06 Paper 6 (Higher tier) External Assessment © OCR 2016 52 GCSE (9–1) in Mathematics

4b. Accessibility and special consideration Reasonable adjustments and access arrangements Special consideration is a post-assessment adjustment allow learners with special educational needs, to marks or grades to reflect temporary injury, illness disabilities or temporary injuries to access the or other indisposition at the time the assessment was assessment and show what they know and can do, taken. without changing the demands of the assessment. Applications for these should be made before the Detailed information about eligibility for special examination series. Detailed information about consideration can be found in the JCQ publication, eligibility for access arrangements can be found A guide to the special consideration process. in the JCQ Access Arrangements and Reasonable Adjustments. 4c. External assessment arrangements Regulations governing examination arrangements Learners are permitted to use a scientific or graphical 4 are contained in the JCQ Instructions for conducting calculator for components 01, 03, 04 and 06. examinations. Calculators are subject to the rules in the document Instructions for Conducting Examinations published annually by JCQ (www.jcq.org.uk). Head of Centre Annual Declaration The Head of Centre is required to provide a declaration Any failure by a centre to provide the Head of Centre to the JCQ as part of the annual NCN update, Annual Declaration will result in your centre status conducted in the autumn term, to confirm that the being suspended and could lead to the withdrawal of centre is meeting all of the requirements detailed in our approval for you to operate as a centre. the specification. Private candidates Private candidates need to contact OCR approved centres to establish whether they are prepared to Private candidates may enter for OCR assessments. host them as a private candidate. The centre may charge for this facility and OCR recommends that the A private candidate is someone who pursues a course arrangement is made early in the course. of study independently but takes an examination or assessment at an approved examination centre. Further guidance for private candidates may be found A private candidate may be a part-time student, on the OCR website: http://www.ocr.org.uk someone taking a distance learning course, or someone being tutored privately. They must be based in the UK. © OCR 2016 53 GCSE (9–1) in Mathematics

4d. Results and certificates Grade Scale GCSE (9–1) qualifications are graded on the scale: 9–1, subjects in which grades 9 to 1 are attained will be where 9 is the highest. Learners who fail to reach the recorded on certificates. minimum standard of 1 will be Unclassified (U). Only Results The following supporting information will be available: Results are released to centres and learners for • raw mark grade boundaries for each component information and to allow any queries to be resolved • weighted mark grade boundaries for each entry before certificates are issued. Centres will have access to the following results option. Until certificates are issued, results are deemed to 4 information for each learner: be provisional and may be subject to amendment. • the grade for the qualification A learner’s final results will be recorded on an OCR • the raw mark for each component certificate. • the total weighted mark for the qualification. The qualification title will be shown on the certificate 4e. Post-results services as ‘OCR Level 1/Level 2 GCSE (9–1) in Mathematics’. A number of post-results services are available: • Missing and incomplete results – This service • Enquiries about results – If you are not happy should be used if an individual subject result for a learner is missing, or the learner has been with the outcome of a learner’s results, centres omitted entirely from the results supplied. may submit an enquiry about results. • Access to scripts – Centres can request access to 4f. Malpractice marked scripts. Any breach of the regulations for the conduct Detailed information on malpractice can be found of examinations and coursework may constitute in Suspected Malpractice in Examinations and malpractice (which includes maladministration) and Assessments: Policies and Procedures published by must be reported to OCR as soon as it is detected. JCQ. © OCR 2016 54 GCSE (9–1) in Mathematics