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Network Event 29 June 2015 University of Warwick.

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Presentation on theme: "Network Event 29 June 2015 University of Warwick."— Presentation transcript:

1 Network Event 29 June 2015 University of Warwick

2 GCSE reforms in mathematics Introducing OCR’s J560 GCSE in Mathematics for teaching from September 2015

3 Changes to GCSE assessment across subjects Linear GCSEs, with assessment to be taken at the end of the course in June. Re-sit opportunities in November for Maths and English Language only. A new grading scale that uses the number 1-9 to identify levels of performance (with 9 being the top level). Tiering used for subjects only where ‘untiered papers will not allow student at the lower end of the ability range to demonstrate their knowledge and skills, or will not stretch the most able’. Maths will be tiered with an overlapping tiers model, with a Foundation tier covering grades 1-5 and a Higher tier covering grades 4-9.

4 Illustration of grades and tiering in the new GCSE mathematics (December 2013 Ofqual technical consultation Appendix C, figure 1, page 53)


6 Changes to GCSE assessment across subjects Assessment by external exam only, except where non-exam assessment is the only way to provide valid assessment of the skills required. Maths will be externally assessed. The first assessment of the new two-year GCSE course that starts in September 2015 will be in June 2017.

7 Changes to GCSE assessment in maths A minimum of four and a half hours assessment time at both tiers. Increased teaching time. ‘The new mathematics GCSE will be more demanding and we anticipate that schools will want to increase the time spent teaching mathematics. On average secondary schools in England spend only 116 hours per year teaching mathematics, which international studies show is far less time than that spent on this vital subject by our competitors. Just one extra lesson each week would put England closer to countries like Australia or Singapore who teach 143 and 138 hours a year of mathematics respectively.’ – Michael Gove, 1 November 2013 GCSE maths will be double weighted in secondary school performance measures from 2016. A revised subject content. – Subject content is fixed for all awarding bodies by DfE, published and available to download from

8 Weightings of Each Content Area Foundation tierHigher tier Number 25%15% Algebra 20%30% Ratio, proportion and rates of change 25%20% Geometry and measures 15%20% Probability 15% Statistics

9 Subject content introduced in the new GCSE at both Foundation and Higher tier includes: know the exact values of sin θ and cos θ for θ = 0°, 30°, 45°, 60° and 90°; know the exact value of tan θ for θ = 0°, 30°, 45° and 60° use inequality notation to specify simple error intervals due to truncation or rounding change freely between related standard units (eg time, length, area, volume/capacity, mass) and compound units (eg speed, rates of pay, prices, density, pressure) in algebraic contexts Venn diagrams work with percentages greater than 100% identify turning points of quadratic functions graphically

10 Subject content introduced in the new GCSE at Higher tier only includes: recognise and use the equation of a circle with centre at the origin; find the equation of a tangent to a circle at a given point find approximate solutions to equations numerically using iteration interpret the gradient at a point on a curve as the instantaneous rate of change; apply the concepts of average and instantaneous rate of change (gradients of chords and tangents) in numerical, algebraic and graphical contexts deduce turning points of quadratic functions by completing the square set notation

11 Previously Higher tier content now included at Foundation tier includes: trigonometric ratios calculate with and interpret standard form (A x 10 n ), where 1 ≤ A < 10 and n is an integer apply addition and subtraction of vectors, multiplication of vectors by a scalar, and diagrammatic and column representations of vectors factorising quadratic expressions of the form x 2 + bx + c, including the difference of two squares using y = mx + c to work with straight lines on graphs

12 Formulae required at the Foundation tier that are not to be provided on a formula sheet include: Pythagoras’ theorem trigonometric ratios area of a trapezium volume of a prism (area of cross section) × length Formulae required at the Higher tier that are not to be provided on a formula sheet include: the quadratic formula the sine rule the cosine rule area of a triangle

13 AO1 Previously - Recall and use their knowledge of the prescribed content (45-55%) From 2015 -

14 AO2 Previously - Select and apply mathematical methods in a range of contexts (25-35 %) From 2015 -

15 AO3 Previously - Interpret and analyse problems and generate strategies to solve them (15-25%) From 2015 -

16 The new OCR J560 GCSE in mathematics A simple assessment model – 3 papers at each tier, all equal length and mark allocations – Subject content and AO weightings are equal across the papers at each tier. 100 marks100 marks100 marks

17 The new OCR J560 GCSE in mathematics Professional language modifiers review all OCR GCSE maths papers and attend setting meetings to ensure that wording used is as clear and simple as possible for students. Contexts used are kept succinct, without excess wording. All OCR GCSE maths papers begin with the simpler questions targeting the lower grades at each tier, before moving on and building steadily through the paper to questions targeting the upper grades at each tier, developing candidate’s confidence as they go.

18 The new OCR J560 GCSE in mathematics A syllabus developed by teachers specifically for teachers, laying out the required content clearly in terms of both topic area and difficulty, facilitating candidates’ progression through the content.

19 Example Question – AO2/3 Problem Solving: Foundation

20 Example Question – Using Formulae: Higher

21 Example Question – Method Marks: Foundation

22 Example Question – Venn Diagrams: Foundation

23 Resources & Support GCSE Maths

24 What can OCR support you with? Teaching & learning resources Assessment preparation resources A well supported community New functionality online CPD Training & Development

25 Check In Tasks Check In Task

26 Transition Guides Transition Guide

27 Transition Guides Transition Guide

28 Delivery Guides Delivery Guide

29 Delivery Guides Delivery Guide

30 Specification Mapping Mapping Document

31 Preparation – Scheme of Work




35 Build your own tests using a mix of real exam questions Filter questions by topic, tier, unit, year… Access mark schemes and Examiner comments for each question in your test Create teaching groups, year groups or any other combination to make assignment easier Create reports for individuals or whole teaching groups

36 From April 2016 the standard service will feature: Secure practice papers produced to the same standards as official GCSE papers Well presented, easy to interpret mark schemes & examiner’s commentary Sample answers with Examiner’s commentary The enhanced service will feature: Chief Examiner’s Standardisation Webinars Practice Paper Service

37 A free online results analysis service to help you review exam performance: Review reports on individual candidate performance, cohorts of students and whole centres Analyse results at question/topic level Compare your centre with OCR national averages or similar OCR centres

38 Publisher Resources

39 Skills Guides


41 Planning for the new GCSE Developing resources for the new GCSE Approaching problem solving in GCSE 2015 CPD courses for GCSE maths (J560)

42 Community Support eCommunities Subject specialists Local teams in your area Consultative Forums Educator Networks Total Maths

43 Why OCR for Maths? Clear layout of specifications – Broken down the content into topics and subtopics – setting out content for Foundation & Higher Tier on the same page Extra time spent on ensuring clarity in our questioning – OCR have used professional language modifiers to review all papers ensure that our questions are laid out in the clearest way possible for students. Dedicated support – our Maths team are available to support schools and colleges directly day in day out and have built a wonderful emporium of resources all available free instantly online

44 Our take on Core Maths

45 What is Maths?

46 Post-16 Maths participation At the moment 40 per cent of students (around 250,000 each year in total) achieve a grade C or above at GCSE but do not progress in maths beyond age 16. Among them are: students taking level 3 courses; students who are preparing for HE; students who need to continue with some mathematics because they intend at some stage to enter a teacher training or health professional training course; students who do not intend to continue in full-time education and will be moving on to do apprenticeships or straight into employment.

47 Requirements for Core Maths Designed for post 16 students who achieved grade C or above in GCSE 180 Guided Learning Hours (GLH) (cannot be AS) Must be graded using a minimum of four grades First teaching in September 2015 (‘early adopters’ started in September 2014) Minimum of 80% external assessment No set content

48 How to choose the content?


50 OUR QUALIFICATIONS Introduction to Quantitative Reasoning Critical Maths Statistical Problem Solving = = Quantitative Reasoning H866 Quantitative Problem Solving H867 Accredited by Ofqual Approved by the DfE as part of performance tables from 2017 UCAS POINTS ABCDE 6050403020

51 OUR QUALIFICATIONS Introduction to Quantitative Reasoning Critical Maths Statistical Problem Solving Features of this component: Modelling Statistics Finance Working with graphs and gradients Working with exponentials Risk Estimation Features of this component: Strategies Communicating and reflecting on solutions to problems Quantitative understanding of the world Fermi estimation Fallacies Statistical experiments Conditional probability Features of this component: Problem analysis Data collection Process and presentation of data The Normal distribution Hypothesis testing Reporting and interpretation

52 OCR Core Maths = = Quantitative Reasoning H866 Quantitative Problem Solving H867 Introduction to Quantitative Reasoning 50% weighting 2 hours 72 marks Examination at the end of the course with pre-release material Critical Mathematics 50% weighting 2 hours 60 marks Examination at the end of the course with pre-release material Statistical Problem Solving 50% weighting 2 hours 60 marks Examination at the end of the course with pre-release material (data)

53 Developing transferable skills Exponential growth and decay Physics : temperature radioactive nuclei Biology : microorganisms in a culture human population Finance : compound interest investments and savings Economics : economical growth Business : profit and loss

54 What is problem solving? Do you think this much water could really be saved?

55 OCR Website Quantitative Reasoning Quantitative Problem Solving  Specification  Sample Assessment Material  Teaching and Learning Resources  Schemes of work  Resources per content  Teacher guides

56 Planning to teach




60 MEI Website Large resource package developed by MEI  FREE resources – online subscriptiononline subscription  Access through a secure website – IntegralIntegral  Students logins which helps tracking their progress  Forum to share and network  Teacher notes  Power Points  Lesson plans  Games  Worksheets  Tests

61 MEI Resources





66 Resources and support Support from OCR and MEI  Access to Subject Specialists  Masterclasses and roadshows  Videos explaining our offer around Core Maths Videos  Videos of Core Maths lessons Videos  Network events  Two-day course: Starting to Teach Core MathsStarting to Teach Core Maths  MEI Conference MEI Conference



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