1. Qualifications Update: Mathematics Qualifications Update: Mathematics

2. Provides progression from National 5 Develops an increased depth and complexity of knowledge and understanding Further develops higher order skills Offers personalisation and choice Provides flexibility Key messages Higher Mathematics Course

3. Key messages Course Structure To be successful a candidate will be required to pass 3 Units and a Course Assessment The Units will be internally assessed by centres externally verified by SQA Pass/Fail The Course Assessment will be externally assessed by SQA Graded

4. SQA is currently developing Unit assessment materials to support the Higher Mathematics Course. Unit Assessment Support will provide three support packages that exemplify different approaches to assessment and gathering evidence. Centres will be free to develop their own assessment packages. Key messages Unit Assessment

5. This will consist of 2 papers Paper 1 (non-calculator) – 60 marks; 1 hour 10 minutes Paper 2 – 70 marks; 1 hour 30 minutes The Course Assessment will be marked by SQA. A Specimen Question Paper and marking instructions, which meet the requirements of the Course Assessment Specification, will be published in February 2014. Key messages Course Assessment

6. Use valid and reliable assessments -SQA-produced Unit Assessment Support Packs -Centre devised assessments that have been prior verified -Your own assessments – strongly advise you have these prior verified Making assessment judgements -SQA packs are designed on a pass/fail basis -Use Judging Evidence Tables to make assessment judgments against Assessment Standards -Judging Evidence Tables have commentary on how to meet each Assessment Standard -A task/activity can meet most or all of the Unit Outcome and Assessment Standards -Indicate on candidate’s work that Unit Assessment Standards have been met Unit Assessment complementing learning and teaching -Unit Assessment is open and flexible -Assessment should allow you space to prepare for Added Value/Course Assessment Key messages Key messages from Verification (Round 1)

7. Assessment Support Schedule 2013/14 Sept 13 CfE Update Letter Oct 13 Unit Assessment Support (Package 1) Feb 14 Unit Assessment Support (Package 2) Feb 14 Higher Specimen Question Paper Apr 14 Unit Assessment Support (Package 3) May 14 Update Mandatory Documents Jun 14 Update Unit Assessment Support

8. Mathematics Unit Assessment at Higher

9. Unit assessment - recap Flexible and open Assessment Standards and Evidence Requirements in Units Greater range of techniques and methodologies for assessment Assessments can be designed to provide evidence across more than one Unit More opportunities to gather naturally occurring evidence – assessment as part of learning and teaching

10. Unit Assessment Support purpose As at National 5, Assessment Support will be provided which you can use to: Assess your candidates Adapt for your own assessment programmes Help you develop your own assessments

11. Unit Assessment Support at Higher – key features Valid from August 2014 Designed to complement and support learning and teaching Assess competence against Unit Outcomes and Assessment Standards on a pass/fail basis Designed to encourage and support professional judgement Exemplify three different approaches to generating evidence Give information on the type of evidence which could be gathered

12. Unit Assessment Support Packages (UASPs)– key features The purpose of each Package is to generate evidence for all the Outcomes and Assessment Standards in the Units. Centres are encouraged to adapt the packages and use alternative approaches to facilitate personalisation and choice. Purpose and Overview

13. UASPs at Higher – approaches Package 1 Unit by Unit approach – discrete assessment tasks for each Unit Package 2 Combined approach – groups Outcomes and Assessment Standards from different Units Package 3 Portfolio approach – naturally occurring evidence

14. UASPs at Higher - key features Assessors must exercise their professional responsibility in ensuring that evidence submitted by a candidate is the candidate’s own work. For the Unit assessments, there are no time restrictions on candidates. Assessment Conditions

15. UASPs at Higher - gathering and judging evidence Practical approaches to retaining evidence Importance of consistent application of standard Specific advice for exemplar in the package Specific marking guidance

16. UASPs at Higher - gathering and judging evidence For Outcome 1: each Assessment Standard will be met when the candidate has successfully demonstrated competence in more than half the sub-skills for the Assessment Standard. Competence in a sub-skill is demonstrated when more than half of the points of process and accuracy are correct.

17. UASPs at Higher - gathering and judging evidence For Outcome 2 Assessment Standards 2.1 & 2.2 are transferable across Units. For candidates undertaking a standalone Unit, each Assessment Standard should be achieved on at least one occasion. For candidates undertaking the Course, each of the Assessment Standards should be achieved on at least two occasions from across the Course.

18. Judging evidence

19. Outcomes Assessment Standards Making assessment judgement 1. Use mathematical operational skills linked to expressions and functions by: 1.1 Applying algebraic skills to manipulating expressions The sub-skills are:  factorising a cubic polynomial expression with unitary x 3 coefficient  simplifying a numerical expression, using one of the laws of logarithms and exponents Sub-skill 1 is attached to Question 1 Sub-skill 2 is attached to Question 2 2. Use mathematical reasoning skills linked to expressions and functions by: 2.1 Interpreting a situation where mathematics can be used and identifying a valid strategy This Assessment Standard should be achieved on at least one occasion. Questions 5 and 12 Expressions and Functions

20. Outcomes Assessment Standards Making assessment judgement 1. Use mathematical operational skills linked to expressions and functions by: 1.1 Applying algebraic skills to logarithms and exponentials The sub-skills are:  simplifying a numerical expression, using one of the laws of logarithms and exponents  solving logarithmic and exponential equations, using one of the laws of logarithms and exponents Sub-skill 1 is attached to Question 1 Sub-skill 2 is attached to Question 2 2. Use mathematical reasoning skills linked to expressions and functions by: 2.1 Interpreting a situation where mathematics can be used and identifying a valid strategy Assessment Standard 2.1 is transferable across Units. For candidates undertaking a standalone Unit, Assessment Standard 2.1 should be achieved on at least one occasion. For candidates undertaking the Course, Assessment Standard 2.1 should be achieved on at least two occasions from across the Course. Questions 5 and 12 Expressions and Functions - Amended

21. Relationships and Calculus Outcomes Assessment Standards Making assessment judgement 1 Use mathematical operational skills linked to relationships and calculus by: 1.1 Applying algebraic skills to solve equations The sub-skills are:  factorising a cubic polynomial expression with unitary x 3 coefficient  solving cubic polynomial equations with unitary x 3 coefficient  given the nature of the roots of an equation, use the discriminant to find an unknown Sub-skill 1 is attached to Question 1 Sub-skill 2 is attached to Question 2 Sub-skill 3 is attached to Question 3

22. UASPs at Higher – Re-assessment Normally there should be one or, in exceptional circumstances, two re-assessment opportunities. For Outcome 1, sub-skills successfully demonstrated in the first assessment opportunity count towards meeting the Assessment Standard. Re-assessment should draw on all the sub-skills in the Assessment Standard which have not been successfully demonstrated. For Outcome 2, re-assessment of either Assessment Standard should be attached to a different sub-skill from that used in the original assessment or use a different strategy/context.

23. Unit Assessment Support at Higher HIGHER MATHEMATICS WORKSHOP Understand the assessment and evidence requirements of Higher UASP 1

25. Mathematics Higher Course Assessment

26. Course Assessment at Higher Course Assessment at National 5, Higher and Advanced Higher assesses Added Value Courses at Higher are normally assessed by one or two Components Courses at Higher are graded A – D, as at present Controlled Assessment of setting, conducting and marking For Mathematics there is 1 Component – a Question Paper

27. Higher – Question Paper Paper 1 (non-calculator)Paper 2 70 minutes90 minutes 60 marks70 marks Short answer and extended response (8–15 questions) Short answer and extended response (8–12 questions) 40–55% of overall marks for questions relating to algebra & trig. 5–15% of overall marks for questions relating to geometry. 20–35% of overall marks for questions relating to calculus. 15–25% of overall marks for questions relating to algebra & geometry. Some questions will use a stepped approach to ensure that there are opportunities for learners to demonstrate their abilities beyond level ‘C’. Approximately 65% of marks will be available for level ‘C’ responses. Formulae sheets provided

28. Amount of change The main changes are: There is now more connection between level 5 and Higher in some areas, namely in vectors, in the equation of a straight line and in quadratic functions. Inverse of linear functions is now included in the Course. Paper 1 now consists of short answer and extended response questions with no objective question section.

29. Amount of change

30. Course Assessment at Higher MATHEMATICS WORKSHOP 2 To understand the requirements of Higher Course assessment

31. Workshop 2 - Course Assessment Workshop Aims To understand the requirements of Higher Course Assessments Workshop Aims To understand the requirements of Higher Course Assessments Following on from your discussion and using the materials provided, discuss:  the requirements of the Higher Course Assessment  how these requirements build on the Higher Units  how these requirements build on National 5 (where appropriate ) What key points will you take back to your centre?