Copyright © AQA and its licensors. All rights reserved. Follow us on GCSE Mathematics New Specification: Preparing to Teach Spring 2015

Agenda 1.Welcome 2.Overview 3.Changes in content and style 4.Assessment objectives by element 5.Using the practice papers and mark schemes in class 6.Support from AQA 7.Other resources 8.Questions and answers Slide 2Copyright © AQA and its licensors. All rights reserved.

Overview Copyright © AQA and its licensors. All rights reserved. Slide 3 Follow us on

Philosophy from DFE / Ofqual Slide 4Copyright © AQA and its licensors. All rights reserved.

Requirements for all GCSEs in Mathematics Slide 5Copyright © AQA and its licensors. All rights reserved.

AQA Specification at a glance Slide 6Copyright © AQA and its licensors. All rights reserved. Students will be required to answer all questions on all papers The assessment structure will be the same for both foundation and higher tiers Paper 1: non-calculatorPaper 2: calculatorPaper 3: calculator Content Content from any part of the specification may be assessed Content Content from any part of the specification may be assessed Content Content from any part of the specification may be assessed Assessment 1 hour 30 minutes written exam 80 marks 33% of GCSE Assessment 1 hour 30 minutes written exam 80 marks 33% of GCSE Assessment 1 hour 30 minutes written exam 80 marks 33% of GCSE

Specification content Slide 7Copyright © AQA and its licensors. All rights reserved. Subject areaFoundation Tier weighting Higher Tier weighting Number25% (35%)15% (17%) Algebra20% (17%) nMa : Ma No stipulation 30% (35%) nMa : Ma No stipulation Ratio, proportion and rates of change 25% (subsumed in other areas) 20% (subsumed in other areas) Geometry and measures 15% (28%)20% (28%) Probability and statistics 15% (20%) The mathematical content is defined by the DfE’s GCSE subject content and assessment objectives document. Figures in brackets show weightings for the current qualification

Assessment objectives AO1 – Use and apply standard techniques AO2 – Reason, interpret and communicate mathematically AO3 – Solve problems within mathematics in other contexts Slide 8Copyright © AQA and its licensors. All rights reserved.

Formulae Restrictions on which formulae can be given (see specification appendix and formulae poster for details) AQA have decided that formulae that can be given will be given in the question and not in a separate formulae sheet. Slide 9Copyright © AQA and its licensors. All rights reserved.

New grading structure – an AQA guide Slide 10Copyright © AQA and its licensors. All rights reserved. A*ABCDEFGU High Medium / High Medium / High Medium Low / Medium Low U A*+A*–, A+A, A–B+, BB–, C+C, C–D, E+E–, F+F–, G Higher tier Foundation tier

Changes in content Copyright © AQA and its licensors. All rights reserved. Follow us on Slide 11

Content changes Five types Modified (eg up to 12 times table) Added to foundation tier (eg standard form) New to foundation and higher tiers (eg frequency trees) New to higher tier only (eg area under a curve) Gone (eg stem and leaf) Slide 12Copyright © AQA and its licensors. All rights reserved.

Modified content Some content is more explicitly stated, but may have been implied previously results from more assumed knowledge from earlier key stages For example: Key stage 2 requires knowledge up to 12 times table unique factorisation theorem limits of accuracy acceleration sequences of triangular, square and cube numbers ideas of randomness outliers expansion of more than two binomials Slide 13Copyright © AQA and its licensors. All rights reserved.

Content added to foundation tier - 1 Slide 14Copyright © AQA and its licensors. All rights reserved. Some content was previously on higher tier only is new content For example calculations and answers in terms of π standard form inequality notation in error intervals surds reciprocal graphs expanding and factorising quadratic expressions solving quadratic equations by factorising equations of parallel lines simultaneous equations density direct and inverse proportion (including graphical and algebraic representations) similar shapes (including trig ratios)

Content added to foundation tier - 2 Slide 15Copyright © AQA and its licensors. All rights reserved. trigonometry congruence (SSS, SAS, ASA, RHS) enlargement with fractional scale factors surface area and volume of spheres, pyramids, cones and composite solids arc length area of a sector

Content new to foundation and higher tiers Slide 16Copyright © AQA and its licensors. All rights reserved. Some content is completely new to both tiers. For example: systematic listing strategies Fibonacci type sequences quadratic sequences simple geometrical progressions pressure functions frequency trees Venn diagrams

Content new to higher tier only Slide 17Copyright © AQA and its licensors. All rights reserved. Some content is completely new but on higher tier only. For example: inverse functions composite functions graph of y = tan x velocity-time graphs areas under graphs equation of a circle / tangent quadratic inequalities other sequences n th term of a quadratic sequence rates of change iterative processes invariance

Content not in the specification Slide 18Copyright © AQA and its licensors. All rights reserved. Some content is no longer included in the specification. For example: stem and leaf diagrams questionnaires and surveys ‘chance’ words imperial to metric conversion factors Trial and Improvement (Foundation Tier only) reference to the Data Handling Cycle named sampling methods

Copyright © AQA and its licensors. All rights reserved. Follow us on Slide 19 Assessment Objectives by element

Assessment Objective 1 Slide 20Copyright © AQA and its licensors. All rights reserved. Use and apply standard techniques Students should be able to: accurately recall facts, terminology and definitions use and interpret notation correctly accurately carry out routine procedures or set tasks requiring multi-step solutions Weighting:F 50%H 40%

Assessment Objective 2 Slide 21Copyright © AQA and its licensors. All rights reserved. Reason, interpret and communicate mathematically Students should be able to: make deductions and 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 processing information Weighting:F 25%H 30%

Assessment Objective 3 Slide 22Copyright © AQA and its licensors. All rights reserved. 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%

Copyright © AQA and its licensors. All rights reserved. Follow us on Slide 23 Using the practice papers and mark schemes

How to use papers to enhance teaching Practice paper exercise and mark schemes (printed separately) Teacher activity Slide 24Copyright © AQA and its licensors. All rights reserved.

Slide 25 Support and resources from AQA Follow us on

All About Maths Teaching Guidance E-library Route Maps Lesson plans – worksheets, activity plans and homework sheets Topic tests Practice papers Textbooks Enhanced Results Analysis GCSE Maths Resources Slide 26Copyright © AQA and its licensors. All rights reserved.

Our dedicated website to Maths resources What’s new? dedicated section to the new GCSE all the new GCSE resources are behind a log in current members need to update their details to get the new GCSE resources new GCSE resources are in a separate area to current resources All About Maths Slide 27Copyright © AQA and its licensors. All rights reserved.

Teaching guidance What does it do? a teaching guide a comprehensive breakdown of the subject content What does it do? 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 Slide 28Copyright © AQA and its licensors. All rights reserved.

E-library 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 to us by teachers Slide 29Copyright © AQA and its licensors. All rights reserved.

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 3 year teaching Slide 30Copyright © AQA and its licensors. All rights reserved.

Lesson plans and further resources under “Plan” “Teach” “Assess” find further support resources for every topic lesson plans activities worksheets homework topic tests Slide 31Copyright © AQA and its licensors. All rights reserved.

Other resources Teach-it ExamPro Alfiecloud Approved textbooks and electronic resources from: Collins Cambridge University press Oxford University Press Slide 32Copyright © AQA and its licensors. All rights reserved.

Textbooks – available Spring 2015 The following publishers are seeking endorsement/approval: Collins 1 foundation 1 higher Oxford University Press 1 foundation 1 higher Cambridge University Press 1 foundation 1 higher Slide 33Copyright © AQA and its licensors. All rights reserved.

We are redeveloping our successful Entry Level Certificate (Maths) for first teaching in September 2015 to fit with the GCSE Maths timeline The qualification will provide basic and relevant numeracy skills for students who may not achieve a GCSE will be suitable for all age groups that are at this stage in their learning journey will be ideal to build confidence and provide progression for your foundation tier students for the new, more demanding GCSE can be co-taught with GCSE is nationally recognised and valued by employers New Entry Level Certificate (Maths) Slide 34Copyright © AQA and its licensors. All rights reserved.

The assessment will be available on demand and can be accessed at any time, helping you to monitor progress and motivate your students by giving quick feedback will be flexible, with bite-sized units which can be modular will have simple language in all of our tests to allow students to focus on the maths will include some choice of internally set assignments and externally set tests Some units are eligible for our Unit Awards Scheme, helping students to feel they have achieved, even if they have been unable to complete the whole ELC New Entry Level Certificate in Maths Slide 35Copyright © AQA and its licensors. All rights reserved.

Support will include free introductory events teacher standardisation training and materials portfolio advisers a range of free teaching and learning resources We’ll be in touch over the coming months to update you Visit the AQA website to see our current Entry Level Certificate (Maths) New Entry Level Certificate in Maths Slide 36Copyright © AQA and its licensors. All rights reserved.

Contact points for more information and guidance Slide 37Copyright © AQA and its licensors. All rights reserved. Maths Subject Team Teacher Support and CPD Managers AQA Website Advocates – remote and onsite support for teaching and learning contact Maths Subject Team (above) for details of your local advocate

Ready to work with us? Copyright © AQA and its licensors. All rights reserved. If you’re ready to start teaching with us, let us know to make sure we can provide you with all of the support, resources and updates about the new GCSE. Complete a commitment to teach form at the end of the session Get in touch with the maths team or let us know a good time to call you – – –Call us on Already teach with AQA? Make sure your details are up to date so you get all of the latest news, support and resources - aqa.org.uk/update

Question and answers How can we give extra support? What needs more clarity? Please tell us anything you think is missing so that we can try to address it Slide 38Copyright © AQA and its licensors. All rights reserved.

Slide 39 Feedback Follow us on Please use the questionnaire to give us your feedback on today’s training. Thank you.

Copyright © AQA and its licensors. All rights reserved. Thank you Follow us on We are an independent education charity and the largest provider of academic qualifications for all abilities taught in schools and colleges. Our aim is to enable students to realise their potential and provide teachers with the support and resources they need so that they can focus on inspiring learning.