GCSE MATHEMATICS Support Events OCTOBER/NOVEMBER 2014.

GCSE MATHEMATICS Support Events OCTOBER/NOVEMBER 2014

AGENDA FOR THE DAY 1200 – 1245Registration 1300 – 1315Welcome Reports on Summer 2014 papers Reports on Modules T1 and T2 Modules T3 and T4 Modules T5 and T6 1445 – 1515 Plenary and questions

CCEA website

CCEA Mathematics microsite

GCSE Mathematics Microsite

Examiner/student support Events Topic Tracker Past Papers/mark schemes/tips on web GCSE Mathematics Support Centre support Teacher’s Guide

Scheme of Assessment GCSE Mathematics 2010 Specification Unit Test Target GradesCompletion Test Available grades Higher Tier T4 A* A B T6 A* A B C D (E) T3 BCDBCD Foundation Tier T2 CDECDE T5 CDEFGCDEFG T1 EFGEFG weighting 45% 55%

All papers have 100 marks T1 - T4 papers address 3 grades each T5 and T6 – papers split in 2 parts but nevertheless address 5 grades each Papers are also balanced across Number/Algebra/SS & M/Data Handling CCEA Specification

T1 - T4 all calculator T5 and T6 – papers split in 2 parts; hence 27.5% non-calculator overall T5 requires only knowledge of T1 and not T2; no T2 material on T5 T6 requires only knowledge of T3 and not T4; no T4 material on T6 CCEA Specification

Breakdown of marks for papers T4 A* 31, A 31, B 38 T3 B 31, C 31, D 38 T2 C 31, D 31, E 38 T1 E 31, F 31, G 38 All raw marks or percentage of the paper.

T6 A* 14, A 14, B 14, C 25, D 33 T5 C 14, D 14, E 14, F 25, G 33 Breakdown of marks for papers

Scheme of Assessment Assessment ComponentsPercentage Assessment Weighting Foundation Tier Test T1 or Test T2 45% Completion Test T5 two papers 55% Higher Tier Test T3 or Test T4 45% Completion Test T6 two papers 55%

Scheme of Assessment  For a full award, candidates must complete two tests: a unit test and a completion test:  Foundation Tier candidates would normally enter for T1 or T2 and T5  Higher Tier candidates would normally enter for T3 or T4 and T6

T3 MAX = 83 T5 MAX = 75 Uniform marks T3 = 143 T5 = 153 Total = 296 CCEA Specification Grade B = 280 But - any combination of T1 to T4 along with T5 or T6 is possible

T3 MAX = 83 T5 MAX = 75 Uniform marks T3 = 143 T6 = 220 Total = 363 CCEA Specification Grade A = 320 But - any combination of T1 to T4 along with T5 or T6 is possible

Uniform marks

In GCSE Mathematics, students are assessed against three assessment objectives. They must: recall and use their knowledge of the prescribed content (AO1); select and apply mathematical methods in a range of contexts (AO2); and interpret and analyse problems and generate strategies to solve them (AO3). Assessment Objectives

Assessment objective weightings The table below sets out the assessment objective weightings for the overall GCSE qualification: Assessment Component Weighting Objective Foundation Tier Higher Tier T1 or T2 and T5 T3 or T4 and T6 AO1 45–55% 45–55% AO2 25–35% 25–35% AO3 15–25% 15–25%

Grade boundaries Summer 2014 T4 A* 72, A 53, B 39 T3 B 62, C 45, D 28 T2 C 64, D 44, E 25 T1 E 64, F 46, G 28

Grade boundaries T5 and T6 for June 2014 (raw marks or percentages) T6 A* 75, A 61, B 46, C 31 T5 C 63, D 51, E 40, F 29, G 18 Grade boundaries Summer 2014

The 40% rule The Completion Test (T5 or T6) should normally be taken at the end of the course as terminal assessment and contributes to the candidate’s final grade Candidates must take at least 40% of the assessment in the same series they enter for certification of the qualification

JCQ circular sent to schools in Jan 2010 Students must take at least 40% of the assessment in the final examination series when they certificate. This means that at the time they cash- in, they must sit at least one unit of either T1, T2, T3, T4,T5 or T6. Terminal and Resit Rules

The 40% terminal assessment means that there is limited flexibility in the way that students can progress throughout the course. Students may only resit a unit once. Terminal and Resit Rules

The better result for the two attempts at a unit counts, as long as the 40% terminal requirement is satisfied. The final grade will include the assessment unit result which satisfies the terminal requirement. This means that the results for the unit that satisfies the terminal requirement will count (i.e will be used to calculate the grade) even if there is a better score for an earlier attempt at this unit.

CCEA marked 250,000 scripts online across 73 components at GCSE and GCE in Summer 2014 The benefits of online marking include: improved marking accuracy; quicker turnaround in return of results; greater control of the process; reduced logistics costs; increased examiner satisfaction; and question/item level data readily available. **This data will be available this week through a link to your examinations officer. On-Screen Marking

Data Breakdown:  Each component  Specification area  Centre  Individual Candidate Averages :  CCEA cohort  Grammar  Non –Grammar  Other  Female, Male Item Level Data

NI Grammar Centre Analysis GCSE Mathematics GMT61 Summer 2013 Centre 71XXX

Centre versus NI average

Girls in Centre versus NI Girls Grammar Average

Boys in Centre versus NI Boys Grammar Average

NI Non-Grammar Centre Analysis GCSE Mathematics GMT21 Summer 2013 Centre 71XXX

Centre versus NI average

Girls in Centre versus NI Girls Non-Grammar Average

Boys in Centre versus NI Boys Non-Grammar Average

Benefits of item level data  Can be used to see how well students have achieved in relation to other centres e.g CCEA performance for students in N. Ireland based on grammar/non grammar, overall achievement.  Enables teachers to view results in relation to different aspects of the specification, down to responses to individual questions and even parts of questions.  Can be used by teachers to quickly and easily analyse student results and identify strengths and weaknesses.

 Identify which questions proved most challenging and how different classes performed.  Track pupils, identify weaknesses for resits in different areas of the subject e.g algebra.  Should be able to feed into planning, so that HODs can focus on various areas for revision work and teach effectively.  Provide more comprehensive and diagnostic feedback from teachers to parents. Benefits of item level data

GCSE Mathematics: Use of Pencil Clarification Circular S/IF/92/13 issued December 2013 Please advise candidates in the above subject of the following information: Questions which require drawing or sketching should be completed using an HB pencil. All other questions must be completed in blue or black ink. Gel pens are not to be used. This information clarifies the instructions on the January 2014 GCSE Mathematics question papers, which do not make reference to the use of pencil. Please ensure invigilators are aware of this information in advance of the January 2014 series.

GCSE MATHEMATICS Module T1 SUMMER 2014 Report on the T1 paper

Coordinates & Geometry Q 1, 8, 9 & 16 1The grid location question was very successfully answered by most candidates. 8 Only half the candidates recognised which triangle was isosceles, fewer described another as right angled or selected the two congruent ones. 9 Calculation of the perimeter of the drawn shape was beyond many. Of those who could calculate this, not all could draw a square of the same perimeter. Often the given shape was drawn again. 16 Overall the standard of response on this angle question was very encouraging. Module T1

Number Work (Q 2, 3, 4, 11, 13, 19, 21 & 24) 2 Most candidates could find the total of the medals won by China, but fewer were able to complete the problems of moving back from totals to find the component parts. This caused a problem. 3 Many candidates were able to find the numbers described as roots, cubes, multiples or primes, but many others failed to recognise the meaning of any of the descriptions. 4This question about numbers of passengers in buses was generally very well answered, except for the final part which only the better candidates answered correctly. 11 Only stronger candidates could put the three fractions in order of size or write 0.157 as a fraction.

Module T1 Number Work (Q 2, 3, 4, 11, 13, 19, 21 & 24) 13 Disappointing was the overall response to expressing a fraction (in context) in its simplest terms. Similarly few were able to both find another fraction from the information and also convert it to a percentage. 19 Most completed the calculations to find the missing number in the first part, but fewer were able to work backwards, given the answer in the second part. 21The calculations were too difficult for many to complete, even with calculator. 24. Not surprisingly on T1, few could explain the given calculation.

Module T1 Sequences of Shapes & Numbers (Q 5 & 20) 5 Most candidates were able to find the next number in the given sequence, the next pattern in the drawn sequence and count the boxes in each pattern. Fewer recognised that the numbers were triangular numbers. 20Better candidates named 1.4 as the next number in the sequence 0, 0.2, 0.5, 0.9, while others named 0.14 The explanation of how to find the next number was very challenging for most.

Module T1 Pictogram, Bar Chart, Tree Diagram and Pie Chart (Q 6, 7, 15 & 26) 6The pictogram question was very well answered, with only a minority unable to complete the last part, the completion of the pictogram. 7. Very acceptable attempts were made by almost all candidates at drawing the bar chart and identifying the modal value. The majority were also able to calculate the total frequency. 15 Interpretation of the drawn pie chart was not very well answered. Some confusion was with which units to use for the time spent on different activities, whether minutes, hours or degrees. 26 Most candidates scored one of the two marks available from the decision tree diagram, perhaps assuming each box should contain one answer. The more able candidates completed the table for the angles in the pie chart correctly and then drew the pie chart accurately.

Module T1 (Social) Arithmetic (Q 10, 12, 22 & 23) 10 Most candidates knew to divide to find how many packs of six were needed to provide 135 cans, but many did not give an integer answer in context. 12 This question about the cost of buying several items and the change expected was generally well answered. 22 Whether (really) social arithmetic or not, even in context, few candidates calculated 74% correctly. 23 This problem involving the cost of shrubs and an ornament allowed the best candidates to demonstrate their understanding and show good forms of written communication.

Module T1 Mode, Mean, Median (Q 14) 14 This mode, range and median question was generally well attempted with most of the candidates gaining some of the marks available. Area & Volume (Q 17 & 18) 17 The more able candidates calculated the area of the drawn triangle. It was disappointing that others were unable to do so, given the grid background for the triangle. More were able to accurately measure the named angle. 18 A minority correctly calculated the volume of the cuboid drawn. Most were able to draw part of its net, but many omitted one face or misread one of the dimensions.

Module T1 Stem & Leaf (Q 25) 25 Nearing the end of the paper and the higher grade questions, predictably, range and median from a stem and leaf diagram proved challenging to all but the strongest candidates. Angles (Q 27) 16 Overall the standard of response to this angle question was very encouraging. The third angle in the triangle was reasonably well answered; the length on a scale drawing was well answered but the area in square centimetres from measurements in millimetres was poorly completed (although the method shown gained one mark). (d) The final angle problem was quite satisfactorily attempted. Algebra (Q 28) 28 Algebraic manipulation was generally poorly done.

GCSE MATHEMATICS Module T2 JUNE 2014 Report on the T2 paper

Module T2  Good, well-balanced paper  Questions involving NUMBER were usually the most accessible but the more difficult ones often caused more problems (Q 11, 12, 14, 22 and 23)  As usual ALGEBRA is very challenging for most candidates on this paper and they only consistently scored marks on the easier questions (Q 7, 8b, 9 and 27)

Module T2  GEOMETRY questions proved to be the most challenging on the paper and were often answered incorrectly, usually due to lack of factual knowledge (Q 6, 10, 24, 25 and 26)  Questions on HANDLING DATA were usually well answered throughout the paper  The following are comments on the more challenging questions

Module T2  4(b): the median was sometimes incorrect  5(a): many thought each box had to have a sport  6(b): usually 62370 was divided by 10 instead of 100  6(c)(d): lack of knowledge was often a problem in both of these parts  8(a): often only the 9b part of the answer was correct

Module T2  8(b): some left the answer as – 6 + 15  9(b): some plotted the points correctly but did not draw the straight line  10(a): lack of understanding of bearings was a problem here  10(c): often wrong – many did not draw any bearing lines  11: many candidates did not know what to do to answer this question

Module T2  12: The mixture of fractions and percentages in the question created problems for many candidates  14: poorly answered  16(c): candidates found it difficult to describe their method  18: This proved most challenging for many candidates  19: This caused problems for many candidates because of the high level of algebra involved

Module T2  20: The mixture of algebra and geometry in this question was too much for the vast majority of candidates  22: Many found this very challenging – there were few correct answers  23: Some candidates either ignored or could not handle the 9 months  24: Many candidates did not appear to be familiar with the properties of regular polygons

Module T2  25: Many candidates were unable to use Pythagoras’ theorem correctly  26: Another question which posed problems for weaker candidates at this level.  27: Despite being the last question on the paper, this question was completed much better than last year and gained 3 marks.

T3 General Comments Whilst this paper addressed many similar topics to previous past papers, there were new and novel ways of assessing the content. This often required greater thought on the candidates’ part but there was a good response to many of these questions. Great improvement in the amount of method/working being shown – enabling part marks to be awarded. Requirements for QWC now well recognised. Online Marking – where pencil is used e.g box plots, graphs, bearings, font must be heavy enough to be visible (2B pencil)

Questionnaire (Q7) Algebraic Fractions (Q9) Bearings (Q12) Area of Circle (Q13) Simultaneous Equations (Q27) Trigonometry (Q28) T3 Areas of Improvement

T3 Areas of Development FORMING and solving equations (Q 8 & Q 14) Retain bearings lines when locating position (Q 12) Polygons (Q 17) Fractional Equation (varying formats) (Q 27) Application of fractions/decimals/percentages in problem-solving questions (Q1, Q2, Q4, Q15, Q16, Q22)

Q14 – forming and solving equation Q15 – fractional calculation in context Q16 – simple interest Q19 – finding diameter of track (QWC – essential here) Discriminator Questions

Q22 – reverse percentage Q23 – LCM in context (unfamiliar) Q26 – box plot from a list of data Q27 – fractional equation (unusual format)

TOPICS WHERE IMPROVEMENT WAS SEEN 1.CUMULATIVE FREQUENCY Q 2 2.BASIC TRIGONOMETRYQ 3 3.FACTORISING/ EXPANDINGQ 9 4.SELECTING AVERAGE Q 14

5. INDICES Q 15 & 21 6. COSINE RULE Q 16 7. LINEAR WITH QUADRATIC Q 22 TOPICS WHERE IMPROVEMENT WAS SEEN

TOPICS WHERE MORE PRACTICE IS REQUIRED 1.BOX PLOTS(Q 1) 2.SIMULTANEOUS/FRACTION EQUATIONS (Q4 (a) and (c)) 3.GREATEST VALUE(Q5 (b)) 4.QWC (Q 6 & 12) 5.MULTIPLES (Q7) 6. EQUATION OF LINE (Q8)

TOPICS WHERE MORE PRACTICE IS REQUIRED 7.INVERSE PROPORTION(Q10) 8.COMBINING MEANS(Q13) 9. 3D TRIGONOMETRY(Q17) 10. SAMPLING(Q18 (b) (ii)) 11. GIVING GEOMETRIC REASONS(Q20)

GENERAL POINTS 1.Many candidates calculated the range 31– 6 = 25 and then attempted to find median and quartiles 2.Different scales on the axes caused problems as usual 3.Identifying a suitable right angled triangle caused considerable difficulty 4.(a) Subtracting equations still producing more errors than adding (c) The +2 caused real problems 5. Correct answer for greatest value rarely seen. Some tried all possible combinations and were ultimately successful

GENERAL POINTS 6. Many completed the correct 18% decrease but failed to find ‘half of 12500’ for correct comparison 7. This question on multiples gave virtually all the candidates difficulty. Using the common multiples of 6 and 8 to get 24, 48, 72 and 96 and subtracting 1 to give 23, 47, 71 and 95 allowed the candidate to discover that only 71 left the remainder of 1 after division by 5 8.Too many candidates incorrectly calculated the gradient as +2 9.Very well done. Only the better candidates could ‘fully’ factorise x 3 – 4x 10. Many weaker candidates failed to note the word ‘inversely’

GENERAL POINTS 11.Amazingly there were very few diagrams drawn by the candidates 12.More detail was required in (b) 13.It would appear that many candidates had not seen this type of question 14.Generally well done 15.‘Show all your working’ was asking for more detail especially in (a)(ii) 16.Good application of cosine rule seen

GENERAL POINTS 17. (a) done well but many struggled with (b) because they couldn’t find the correct right angled triangle 18. (a) generally done well but some forgot to label the vertical axis. (b) (i) was well done but reversing the process in (b) (ii) was completed by a very small number of students 19. A classic problem for which many correct and innovative methods were used

GENERAL POINTS 20.A poor response here by virtually everyone Candidates needed to say: Opposite angles of a cyclic quadrilateral add up to 180° The Alternate Segment Theorem applies SRQ is an isosceles triangle SP and RQ are parallel because angles PSQ and SQR are alternate angles. 21. (b) Needed a clear explanation that 216/1000 simplifies to 27/125 22. Very well done 23. Incorrect opening equations were heavily penalised

GCSE MATHEMATICS Module T5 JUNE 2014 Feedback from modules T51 and T52 Summer 2014

Module T5 Paper 1 The following questions were well done:  Q 1 Symmetry in shapes  Q 3 Total paid for a new jacket  Q 4 Basic probability  Q 7 Add a square to complete symmetry  Q 8 Order of operation  Q 11 Table of outcome scores with 2 spinners

The students had most problems with the following Question 5 Question 6

The students had most problems with the following Question 14 (a)Question 16

The students had most problems with the following Question 17

Module T5 Paper 2  The following topics were well done:  Qt 1 Selecting probability ‘words’  Q 3 Read a ‘Speedometer’ and mark a speed  Q 4 (a) Complete a shape using a mirror line  Q 6 Mail order for Olympic souvenirs  Q 8 Probability on a ‘bicycle lock combination’  Q 9 Symmetry in 4 sided shapes  Q12 Using an ‘exchange rate’

The students had most problems with the following Question 7 (c) Question 10

The students had most problems with the following Question 17

GCSE MATHEMATICS Module T6 JUNE 2014 Feedback from modules T61 and T62 Summer 2014

Module T6 General comments Stress the importance of and encourage pupils to: Bring the correct equipment (calculator, ruler, protractor etc) Show your method Look out for an answer space which needs units to be supplied

GCSE MATHEMATICS Module T6 Paper 1 General Advice for Teachers Summer 2014

Module T6 Paper 1 Topics which were generally well done  Number Work (Q 1, 2, 3 & 4)  Probability (Q 6, 8 & 11)  Rotation (Q 7)

Module T6 Paper 1 Topics which were generally well done  Algebra Simplifying (Q 10(a))  Trigonometric Graph Reading (Q 15)

Module T6 Paper 1 The students had some problems with the following  Distance/Time Graph (Q 5)  Changing Subject (Q 9)  Recurring Decimal (Q 12)

Module T6 Paper 1 The students had some problems with the following  Pythagoras’ Proof (Q 13)  Probability (Q 14)  Quadratic Graph (Q 16)

GCSE MATHEMATICS Module T6 Paper 2 General Advice for Teachers Summer 2014

Module T6 Paper 2 Topics which were generally well done  Number Work (Q 1, 4, 7 & 11)  Reflection (Q 2)  Quadratic Graph (Q 5a, b)

Module T6 Paper 2 Topics which were generally well done  Trapezium Area & Mass (Q 6)  Probability (Q 8 & 13)  Constructing Bisector (Q 9)  Volume of Plinth (Q 12(a) & (b))

T6 P2 The students had some problems with the following  Average Speed (Qn 3)  Dimensions (Qn 10)  Area & Volume Ratio (Qn 14)  Irrational Numbers (Qn 15)

 Joe McGurkSubject Officer – Telephone9026 1443 – Email jmcgurk@ccea.org.ukjmcgurk@ccea.org.uk  Nuala Braniff (Specification Support Officer)  Telephone 9026 1200 Ext 2292  Email nbraniff@ccea.org.uk@ccea.org.uk Contacts at CCEA

GCSE MATHEMATICS Support Events OCTOBER/NOVEMBER 2014.

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