1. Edexcel GCSE (9-1) Mathematics New SAMs July 2015

2. GCSE (9-1) Maths: The story so far
June 2014 – Specifications and sample assessment materials (SAMs) submitted & draft SAMs published September 2014 – Specifications and SAMs accredited Concern over differences in difficulty across SAMs October-December Ongoing work between awarding bodies and Ofqual January 2015 – Ofqual letter to schools outlining proposed research programme and delay to further materials February 2015 – Ofqual research programme launched May 2015 – Ofqual research report published

3. Ofqual research: The outcomes May 2015
Significant differences in difficulty across SAMs
All awarding bodies need to make changes to come to a middle ground
No awarding bodies can publish further assessment materials until approved by Ofqual

4. New SAMs: The approval process
27 May 2015 – All awarding bodies submitted new SAMs/revised SAMs to Ofqual for Approval
30 June 2015 Noon – Special condition that prevents awarding bodies from publishing further papers was lifted
30 June 2015 – All boards have published their new SAMs

5. New SAMs published Old SAMs removed
Ofqual want all boards to make it absolutely clear that it is the new SAMs schools should take as being indicative of what the standard is for the new GCSE and how the new GCSE will be assessed.
Boards have been asked to remove the old SAMs from their website, if they have left them up then they need to clearly mark that they are the original SAMs and may not reflect in full the expected standard and requirements for GCSE Mathematics in 2017.
Front cover colour distinction

6. Some changes we have made
Improved the clarity of language and readability of our papers
We appreciate that students often have difficulties with word problems and they often make as much sense as the one illustrated. We have been able to reduce the number of questions in context, but there will still be some and students will need to be prepared for them. They will be tested on the skill of being able to represent a situation mathematically and then find a solution if appropriate.
Improving language isn’t just about reducing words, it’s about ensuring the language used is clear and the context is straightforward.
For example we want to continue having a diagram and explanation of a diagram on geometry questions for example. If we wanted to reduce words we could just cut out the explanation, but if we did that that would hinder the progress of a lot of students on the question.

7. Before
This is an example from a fairly wordy question from both 1F and 1H in our original SAMs. It is testing estimation and standard form (around the C grade) but there is a lot of information that the students have to read through and interpret.

8. After
Here is a question from our new SAMs. The language is a lot simpler and it is still testing estimation and standard form. This particular question is now on 1H only.

9. Some changes we have made
Ensured the Foundation tier papers include more questions targeting the lowest grades
This is not just about questions at the front end of our papers, although due to the nature of our ramped papers it means that the majority of questions that target the lowest grades are at the front of the papers.
On our current papers G/F and E students pick up the majority of their marks at the front end of the papers, but they also pick up marks towards the end. We often put in some structured questions where part (a) could be relatively straight forward for example and could be pitched at grade E for example.
We want to continue doing this, because we don’t want to make students working at this level feel that they cannot progress beyond a certain point within the paper.

10. Before
This the second question on one of our original SAMs papers (3F)
It can be off-putting for a student to have a explain type of question so early in the paper.

11. After Here is what question 2 looks like on first two F tier papers.
These question 2s from the new SAMs papers is a lot more accessible to F/G students.

12. Before
In original SAMs – early question on algebraic sequences, not so very friendly

13. After Fro new paper 1F – more friendly question on probability
Encourage teachers to take a look at the first 5-10 questions on F tier papers, they should see a difference and more for F/G students to do.

14. Some changes we have made
Ensured that the earlier questions in the papers are designed to help students build confidence
when I opened the paper and saw a stem and leaf diagram #EdexcelMaths exam

15. Before
You will have noticed in looking at the start of our F tier papers we used to have in the original SAMs Question 1 with 5 marks and 4 parts – we’d now make these into separate questions if we set them.

16. After
New example where papers contain separate questions of one mark each (taken from paper 3F).
This way there are shorter one mark questions at the front of the paper. Laying out questions in this way helps to build students confidence – sometimes students look at a structured multi-part question and if they can’t to part (a) they think they won’t be able to do part (b). We hope this way they will be more willing to have a go at all the questions at the front of the F tier papers.

17. Some changes we have made
Removed formulae sheets
the relevant formulae will be provided to students in the question if required
Formulae sheets have gone, but there’s still a lot for students to remember – so they should have our poster from the support pack. A jpeg can be found on the emporium so you can print A4 copies for all students if you wish.
The relevant formulae will be provided to students in the question if required

18. Before So what does the removal of formulae sheets mean in the exam….
This is how we could have tested a question which requires the use of formula that is in the formulae sheet. So this is what you may have seen in our original SAMs

19. After
In our new SAMs we will provide the relevant formula in the question itself as illustrated in this question here with the clear cut out box on the right-hand side in this case.
This question is an actual question on new SAMs. It’s towards the end of a Higher tier calculator paper (2H) so targets the top grades.
There are only 4 formulae that could be given in the exam:
These are:
Volume and surface area of a sphere and volume and curved surface area of a cone

20. Some changes we have made
Reduced the number of high-tariff questions… and therefore increased the number of low-tariff questions

21. Before and After Foundation Tier Number of marks No. of questions
Original SAMs
New SAMs 1 10 2 5 25 3 19 21 4 13 14 7 11 6 8 9
Difference in tariffs of questions between old and new SAMs
As you can see on new Foundation tier SAMs
We don’t have a question worth more than 6 marks (in contrast to the original SAMs)
That has enabled us to have some 1 mark questions like those we showed at the beginning of the papers
Over half the questions across all three papers are worth 2 or 3 marks
That 6 mark question is the last question on Paper 3, but it is actually structured into three parts
Only about a third of the questions with 4, 5 and 6 are unstructured (i.e. don’t have parts)

22. Before and After Higher Tier Number of marks No. of questions
Original SAMs
New SAMs 1 2 12 3 20 4 8 11 5 6 15 14 7 9
Difference in tariffs of questions between old and new SAMs
On Higher tier as you would expect in comparison with Foundation tier we have more 5 and 6 mark questions, and more of these questions are unstructured and there are fewer 1 or 2 mark questions
In comparison with original SAMs:
- 6 is the longest question on these new SAMs
We still have roughly the same proportion 5 and 6 mark questions but now more in favour of 5 mark questions than 6 mark questions
A lot more stand-alone 2 or 3 mark questions to allow us to test more content, these short questions can still be challenging, we could test a very difficult maths technique like a proof for 3 marks for example

23. Some changes we have made
Reinstated answer lines X = …………………………….. m = ………………………..cm

24. Before
No answer lines!

25. After
Question 10, paper 2F
Answer lines!

26. New topics: Foundation
To introduce the next few slides: We are over this set of SAMs and the next two sets of specimen papers committed to providing at least one example of how we could assess new content at both F and H tier in GCSE assessments.
On the new SAMs we have an example of how we could assess frequency trees (Paper 1F)

27. New topics: Foundation
An straightforward example testing understanding of trigonometry on paper 2F – aimed at those expected to achieve grade 5. (Also question 2 on 2H)

28. New topics: Foundation
A straightforward example testing understanding of vectors on paper 1F (final question) – aimed at those expected to achieve grade 5. PhD students didn’t think this was so hard, but we expect it will be for many (hence Q30)

29. New topics: Higher
A question to test use of Venn diagrams on paper 3H.

30. New topics: Higher
A relatively straightforward example testing understanding of Fibonacci sequences on paper 3H

31. New topics: Higher
An example of testing of understanding of iteration on paper 2H.

32. What’s next?
Take a fresh look at our new SAMs on our website and tell us what you think of them
A hard copy of the new SAMs will be in your school/college at the beginning of July!
We are here to support you teach the new GCSE (9-1) Maths with confidence

33. Supporting great maths teaching
Teaching guidance
Teacher videos resources
Classroom resources
Access teacher support pack
Formulae poster
GRTT resources
Baseline tests
End-of-term tests
Bronze, silver, gold problem- solving papers
Specimen papers (x2)
Examwizard
Progression scale
ResultsPlus
Secure mock papers
Getting started
Content mappings
Content guidance
Student exemplars
Schemes of work (2-year, 3-year, 5-year, access)
Free GRTT events
PD (paid-for) on teaching problem-solving strategies and getting lower attaining students ready for GCSE
Train
Plan
Teach
Assess & Track
The timeline for publication:
All the following items are already on the web:
Plan – all published except access sow (due end of term), original SAMs student exemplars still can be used, we will update for September
Teach – all published except Teaching guidance (due end of term) and classroom resources to sit along-side 2/3 year sow we are releasing in batches over next year (some for first few units already out there), access teacher support pack (due end of term), GRTT resources (Summer holidays)
Assess & Track – All published except for remainder of end-of term tests to sit alongside 2/3 year sow (end of term), specimen papers (September), Already started to revamp EW, R+ and PS, secure mocks for first three years of spec release dates autumn 2016, 2017 and 2018
Update on Maths PD
There are 3 types of training available for Maths:
Free introductory online product training for ALDS (KS3 and 4)
In-school paid-for Professional Development
Venue based paid-for Professional Development
Process for booking each of these
This is a full-day course at a cost of £850. It is for a whole department, as many teachers as they like, but all must be from that school, i.e. no sharing between schools. Schools will be able to specify their needs before the day and we can tailor it to some degree towards them but in essence it will cover both approaches to problem-solving and preparing lower attaining students for GCSE. It will train teachers on the approaches taken to these in our resources and ensure that they are getting maximum benefit from them.
This is being sold in the same way as for English – via an ISBN and googleform.
Please include the ISBN on your P6 quotes (ISBN is )
Please complete the Googleform when you are with the teacher to log their preferred dates for training.
Please complete with as much detail as possible. We are looking at getting on online form that the customer could be ed automatically if they bought this training on the web but currently it can only be completed by someone with the Pearson address so the only way to sell this training is through your calls and it is your responsibility to make sure the form is filled in.
These are full day courses at a cost of £250 per teacher. We are also offering an early bird discount of 10% for any bookings taken more than 6 weeks before the event. There are two different events available:
Getting your lower attaining students ready for GCSE
Teaching problem-solving strategies for GCSE Maths
These are booked via Training for Pearson so from the same place as GRTT events so please show teachers where they can do this or do it whilst you are with them.
There are 3 of the Getting your lower attaining students ready for GCSE events:
17th Sept in London
29th Sept in Birmingham
14th October in Manchester
There are 2 of the Teaching problem-solving strategies for GCSE Maths events:
22nd Sept in Manchester
8th October in London

34. Mathematics Emporium Website at www.edexcelmaths.com
updates from
Don’t forget to make sure you are signed up to the emporium – the best support system for delivering our maths qualifications.

35. Thank you 35