Post on 08-Mar-2018
transcript
GCSE Mathematics (Grade 1-9 Specification) DfE English & Maths New Spec
Project
AoC West Midlands Meeting, South Staffordshire College
West Midlands FE Colleges GCSE Mathematics Group 22.03.2016
Original Agenda
(11.03.2016, Warwickshire College, RLSPA)
1. Welcome, Apologies & Introductions 2. Session Objectives
3. The new GCSE specification (and comparison with previous)
4. Challenges for learners and staff 5. Process for devising SoW
6. Next Steps & Future Meetings
Original Delegate List
Reza Ali, Warwickshire College
Holly Bayliss, Warwickshire College Shama Khurana, Warwickshire College
Steve Killigrew, Leicester College Anoop Mankoo, Birmingham Adult Education Service
Steve Pardoe, University of Warwick Dee Patel, Birmingham Metropolitan College
Jagdish Patel, Henley College Coventry David Tapp, Stafford College
William Taylor, South & City College Birmingham Jayne Warman, Association of Colleges
1. The New Specification
• The group discussed the key changes to the new GCSE specification.
• We looked the change in assessment and weightings.
• Particular discussion was held over the introduction of the new content at Foundation level and how this would impact assessment, teaching
and importantly learners.
• Current guidance from the examination boards is that we would need an extra hour of teaching.
• We discussed how the new content would alter existing questions.
2.Challenges for New Learners & Teaching
• We discussed how GCSE was delivered currently and how this would change.
• Discussion centred around the impact this would have on our teaching and how it would be possible to cover the content in the current timescales.
• We discussed the impact this would have on success rates and student motivation.
• We talked about the impact that this would have on learners in terms of the unfamiliarity they would have with the new content, length of examination and their resilience.
• We discussed how best to incorporate and embed the material into main college programmes.
• We discussed the impact this would have on other areas within the college- in particular Learning Support.
3. SoW Development & Actions
• We agreed that a new SoW that was generic and could be adapted for FE would be
important and of practical use.
• The SoW would include the appropriate content, assessment, resource bank and resilience for students.
• In the first instance we would produce a skeleton list as a basis with features that would be included in the SoW. This would then be shared out and worked on by groups at
each of the colleges.
• It was agreed that we would meet at appropriate times (once a term) to discuss and plot the way forward.
• The SoW would be shared with Learning Support specialists for input.
• The skeleton would be shared with HoDs in other college areas for effective embedding within their SoW.
• A depository for good quality resources and assessments would be created.
• The volume of subject content has increased and more time is needed to teach it. (We will need to use more innovative methods to teach the new material.) Students will have had limited teaching and understanding from school on new topics.
• The demand of the content is increasing for both Higher and Foundation students. There will be a greater emphasis on problem solving and mathematical reasoning: i.e. more Functional Skills type (application) questions. There will be more marks allocated to these skills which will need to be taught. Students understanding will be examined through their working out. Students will have to read more, comprehend and analyse in the question paper.
Summary of Main Changes
• There will be a grading change of 1 to 9. It is currently unclear as to whether Grade 4 or 5 will be equivalent to Grade C.
• The length of assessment is increasing from 3 to 4.5hours. Students will sit three examination papers, (1 Non Calc, 2 Non Calc, each of equal duration). There will be no distinction between each paper in terms of weighting of problems, topics or difficulty.
• Students will be required to memorise formulae, although some will be given with the questions.
Summary of Main Changes
• For both tiers, there will be new knowledge, skills and understanding that the students will be assessed on in the new GCSE Mathematics (9-1). Note that the Number and Ratio areas form 50% of the examination. There will be a 3% tolerance of the weighting.
GCSE Foundation Composition
Area Weighting Notes Number 25%
Ratio, Proportion & Rates of Change
25% Separated from Number.
Algebra 20% Geometry & Measure 15%
Statistics 15% Less weighting than old spec.
• For both tiers, there will be new knowledge, skills and understanding that the students will be assessed on in the new GCSE Mathematics (9-1). Note that the Number and Ratio areas form 50% of the examination. There will be a 3% tolerance of the weighting.
GCSE Foundation Composition
Area Weighting Notes Number 25%
Ratio, Proportion & Rates of Change
25% Separated from Number.
Algebra 20% Geometry & Measure 15%
Statistics 15% Less weighting than old spec.
• Every strand and element must be assessed in every examination series.
GCSE Foundation Assessment Objectives
AO1- Using and applying
standard techniques Similar to old specification 50% weighting
AO2- Reasoning, interpreting and communicating
mathematically
New AO focus with a greater emphasis on examining the
quality of written communication
25% weighting
AO3- Solving non-routine problems in mathematical and
non-mathematical contexts
New AO focus based on problem solving
25% weighting
*Two Year Course Squeezed to 36 weeks
Number
Algebra
Shape & Space
Geometry
Statistics
BIDMAS Place Value Rounding,
Estimating, Approx Fractions Decimals
Factors & Multiples Primes, Squares,
Cubes Percentages
Ratio Simple Proportion Scatter Diagrams
Conversion Graphs Correlation & Relationship
Sequences & nth term
Expressions, Equations &
Formulae Substitution Flow Charts
Trial & Improvement Simplify
Expanding Factorising Sequences
Straight Line Graphs Solving Equations
Speed, Distance, Time
Simple metric conversions Pythagoras Theorem
Perimeter & Area simple rectangles,
triangles, parallelograms &
trapeziums Area &
Circumference of Circles
Volume of regular 3D shapes
Angle definitions Angles on straight
and between parallel lines
Angle properties of polygons
Properties of Triangles &
Quadrilaterals Symmetry & tessellation
Constructions Transformations
Two-Way Tables Simple Probability
Mean, Mode, Median
Averages from tables Range
Data Types Data Collection
Bar, Line, Pie Charts
Index laws: zero and negative powers (numeric and algebraic)
Standard form
Compound interest Direct proportion (numeric and algebraic)
indirect proportion (numeric and algebraic)
Reverse percentages
Expand the product of two linear expressions
Factorise quadratic expressions in the form x2 + bx + c
Trigonometric ratios in 2D right-angled triangles
Plot cubic and reciprocal graphs, recognise quadratic and cubic
graphs
Solve quadratic equations by factorisation
Solve linear/linear simultaneous equations
Fractional scale enlargements in transformations
Lengths of arcs and areas of sectors of circles
Mensuration problems
Density
Identify and interpret roots, intercepts, turning points of
quadratic functions graphically; deduce roots algebraically
Use inequality notation to specify simple error intervals
Tree diagrams new to both tiers
Vectors (except geometric problems/proofs)
Fibonacci type sequences, quadratic sequences, geometric
progressions
Relate ratios to linear functions
Interpret the gradient of a straight line graph as a rate of change
Know the exact values of sinx and cosx for x = 0°, 30°, 45°, 60° and
90°; know the exact value of tanx for x= 0°, 30°, 45° and 60°
Previously the GCSE was 60% Basic Skills and 40% Content that needs to be Learned…
Pythagoras’ Theorem NEW SYLLABUS
Basic Skills Required Adding, Squares, Square Roots (using a calculator), Rounding to decimal place or/and significant figure.
New Learning Definitions of the Right Angled Triangle and
lengths (and hypotenuse), how to find the longest
and shortest sides
Will require to Learn and apply Trigonometric Relationships to fins
angles
Application: Apply to find lengths of any diagonals and sides of
any practical problem.
Find Angles of elevation and degression
The Exam Paper
• The first assessments are available in May/June 2017 (and November for Post-16 students only).
• Ofqual have not made a decision as to the availability of the legacy examinations. • Assessment time will be 4.5hours. • Each paper will be equally weighted, composed of a range of question types with both
structured and unstructured.
EDEXCEL 1-9; OCR; AQA WJEC/EDUQAS 1-9
Paper 1 Non Cal
33.3% 80marks 1’30”
Paper 2 Calc
33.3% 80marks 1’30”
Paper 3 Calc
33.3% 80marks 1’30”
Paper 1 Non Cal
50% 120marks 2’15”
Paper 2 Calc
50% 120marks 2’15”
STUDENTS NEED TO AIM TO GET EVERY MARK TO ACHIEVE GRADE C.
If they aim for the boundary (70-80%) the statistics show that they
miss the Grade C equivalent.
It is incredibly difficult to predict what topics will turn up, so the students need a good grounding.
Structure of the EXAMINATION PAPER HAS CHANGED ALREADY.
THE QUESTIONS ARE NOT ORDERED IN DIFFICULTY NOW.
Over the last four years the examinations have NOT examined the entire syllabus. Topics that have not turned up in Paper 1 will not
necessarily be examined in Paper 2.
There are less of the 1 to 2 mark ‘straightforward’ type questions and more Functional Skills/Problem Solving type questions.
More WORDS and INFORMATION in the examination. Less
structured/guided questions.
Grade Equivalence
• Grading will be 9-1 overall, with Grades 1 to 5 at Foundation and Grades 4-9 at Higher Tier. Some questions on the papers will be set in context (mathematical and non-mathematical).
• Grades 4 and 5 are denoted as overlap grades between the tiers, as a result common questions will appear in both papers.
• Old Spec: GCSE Foundation Mark Allocation:
50% Questions F/G 25% Questions E 25% Questions C/D
• New Spec: GCSE Foundation 1 – 5 Mark Allocation
50% 50% 1 2 Lower 3 Upper 3 4 5
Approximately equivalent to: G/F E D- D+ C C/B
Bottom 2/3 of C marks
Top 1/3 of C marks;
bottom 1/3 of B marks
• New Spec: GCSE Higher 4 – 9 Mark Allocation
50% 50% 4 5 6 7 8 9
Approximately equivalent to: C C/B B A A/A* A*
Bottom 2/3 of C marks
Top 1/3 C marks;
Bottom 1/3 B marks
Top 2/3 of B marks
Top 1/5 of A/A* marks
You probably know that….
80% of students can correctly divide 225 by 15.
But only 40% can solve the problem:
If a gardener has 225 bulbs to place equally in 15 flower beds, how many would be in each bed?
More than often the maths is
straightforward.
Many of the students have gaps in their basic skills and are not confident or don’t
understand the problem.
Area Weighting Notes
Number 25%
Ratio, Proportion & Rates of Change
25% Separated from Number.
Algebra 20%
Geometry & Measure 15%
Statistics 15% Less weighting than old spec.
Unit 1: Number 1
14 Sept- 19 Oct (6 Weeks)
Unit 2: Number2 2 Nov – 16 Nov
(3 Weeks)
Unit 3: Statistics1
23 Nov – 7 Dec (3 Weeks)
Unit 4: Number3 14 Dec
(1 Week)
Unit 5: Algebra 1 4 Jan – 25 Jan
(4 Weeks)
Unit 6: Number 4
1 Feb – 8 Feb (2 Weeks)
Unit 7: Statistics2
22 Feb (1 Week)
Unit 8: Shape 1 29 Feb – 7 Mar
(2 Weeks)
Unit 9: Algebra 2 14 Mar
(1 Week)
Unit 10: Shape 2 4 Apr – 25 Apr
(4 Weeks)