New Specimen Papers

Ofqual’s Research 4 strands of research Results published May 21 PhD students judging expected difficulty Year 11 Testing of non- calculator papers Problem solving comparison (2 parts)

12/6/2018 Actions for AQA We expect AQA to continue to ensure that their assessments will function well in 2017 whilst also lifting, to some extent, the expected difficulty of the Foundation tier They will review AO3 items in light of the evidence in the research report and in line with Ofqual’s proposed revision to statutory guidance We submitted a further set of specimen papers to Ofqual on 27 May Ofqual responded on 4 June to say these new papers met their requirements on expected difficulty but asked AQA to review some AO3 questions Ofqual approved our new specimen papers on June 30

Trials with students (Ofqual) 12/6/2018 Trials with students (Ofqual) Facility is the mean mark for all students as a percentage of the item total 1F facility by section AQA 1st quarter 61.46 2nd quarter 52.22 3rd quarter 39.46 4th quarter 13.14 Overall 40.16 1H facility by section AQA 1st quarter 60.51 2nd quarter 42.88 3rd quarter 18.62 4th quarter 15.70 Overall 33.92

Assessment Objective 3 Solve problems within mathematics 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 Weighting: F 25% H 30%

12/6/2018 Changes to AO3 guidance Across the three papers in both tiers, some questions assessing problem solving must cover more than one of the problem solving strands (20 tier F marks, 24 tier H marks) So, some questions must ask students to translate a problem into mathematical processes and make and use connections between different parts of mathematics Some questions must ask students to translate a problem into mathematical processes and interpret results, evaluate methods and results or consider assumptions Problem solving marks can only be allocated within questions where the task is a problem

New Sample Assessment Material We want to reassure you that these updates to the sample assessments won’t affect the features of our papers that teachers love: Fewer words Gradual ramp in demand Multiple Choice questions to settle students Better, clearer lay out.

AQA All About Maths http://aqamaths.aqa.org.uk Our free website dedicated to Maths teaching resources

Teaching guidance What does it do? a teaching guide a comprehensive breakdown of the subject content explains what “students should be able to do” against each spec reference illustrates the types of questions which would be asked on a question paper, against each spec reference

Route Maps AQA Route Maps are flexible planning tools designed to help you: Organise teaching of the whole specification around your timetable Find the resources you need to help teach each topic Topics are broken down to sub-topics for you Fully customisable Available now for 2 and 3 year teaching

E-library the best of the web hosted on All About Maths looking for something different? ever growing list of free resources across the web search by topic/tier/resource type etc web resources recommended and used by teachers

Lesson plans and further resources under “Plan” “Teach” “Assess” find further support resources for every topic lesson plans activities worksheets homework topic tests

Topic tests written for every topic in our Route Map at both tiers exemplify the type and style of questions students can expect to see in the live exams hundreds of tests thousands of questions all questions will be available on Exampro

Mock Exam Analyser (MEA) – for current specifications students complete a past exam as a mock exam helps students identify their strengths, weaknesses (topics and AOs) and how they would have performed in that live exam links to the question, mark scheme, a fully correct solution and brief guidance on how to answer the question

Exemplar responses resources Annotated practice papers. Includes exemplar responses from students. These are all taken from the recent research project. All 6 papers will be available to Schools teaching AQA

Textbooks – all available now We’re endorsing textbooks from: Collins 1 foundation 1 higher Oxford University Press Cambridge University Press Electronic resources are also available from these Publishers

KS3 Resources – Bridging the Gap KS3/4 Resource available now to address gaps in the KS3 POS Teacher guide – including minor changes 9 Resource Pockets – to address major changes Topic Content Outline New KS3 PoS reference New GCSE specification reference Pocket 4: Iterative methods for solving equations numerically Only trial and improvement is mentioned as a numerical approach and no other iterative methods are referred to in current PoS. Students progressing to the higher tier would benefit from being aware of the idea of a numerical approach to solving equations and having a basic awareness of an iterative formula Not listed A20, R16 Pocket 5: Using set notation and number lines to represent solution to an inequality. Venn diagrams Set notation not listed in current PoS and students are unlikely to be familiar with it. Number lines are likely to be a familiar concept and it is likely they could easily adapt prior knowledge to representing the solution of an inequality. Awareness of Venn diagrams and basic usage is essential prior to commencing a GCSE course and this sits naturally with an the introduction to set notation. Tree diagrams might be introduced at a basic level too. Set notation Not listed   Venn diagrams in Probability A22, P6

KS3 Tests - Coming soon Y6 Baseline Test and tests for each term of Y7, Y8 and Y9 Core and Extension Tests available Consolidation Tests also available Available to all Schools teaching AQA

Other resources Teach-it ExamPro Alfiecloud