Gcse maths higher spec AQA-8300-SP-2015 PDF

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syllabus for the mathematics required for the business management course...

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GCSE MATHEMATICS (8300) Specification For teaching from September 2015 onwards For exams in May/June 2017 onwards Version 1.0 12 September 2014

GCSE Mathematics (8300). For exams in May/June 2017 onwards. Version 1.0

Contents 1

Introduction 1.1 1.2

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Why choose AQA for GCSE Mathematics Support and resources to help you teach

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2

Specification at a glance

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3

Subject content

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3.1 3.2 3.3 3.4 3.5 3.6

10 14 21 25 32 35

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Scheme of assessment 4.1 4.2 4.3

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Aims and learning outcomes Assessment objectives Assessment weightings

General administration 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9

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Number Algebra Ratio, proportion and rates of change Geometry and measures Probability Statistics

Entries and codes Overlaps with other qualifications Awarding grades and reporting results Re-sits and shelf life Previous learning and prerequisites Access to assessment: diversity and inclusion Working with AQA for the first time Private candidates Materials for use in the examination

Appendix: mathematical formulae

37 37 38 39

40 40 40 40 41 41 41 42 42 42

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Are you using the latest version of these specifications? • You will always find the most up-to-date version of this specification on our website at aqa.org.uk/8300 • We will write to you if there are significant changes to this specification.

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Visit aqa.org.uk/8300 for the most up-to-date specifications, resources, support and administration

GCSE Mathematics (8300). For exams in May/June 2017 onwards. Version 1.0

1 Introduction 1.1

Why choose AQA for GCSE Mathematics

Maths is for everyone. It is diverse, engaging and essential in equipping students with the right skills to reach their future destination, whatever that may be. At AQA, we design qualifications and support to enable students to engage with, explore, enjoy and succeed in maths. By putting students at the heart of everything we do, our aim is to support teachers to shape what success in maths looks like for every student. Our question papers are designed with students in mind. We’re committed to ensuring that students are settled early in our exams and have the best possible opportunity to demonstrate their knowledge and understanding of maths, to ensure they achieve the results they deserve. You can find out about all our Mathematics qualifications at aqa.org.uk/maths

1.2

Support and resources to help you teach

We know that support and resources are vital for your teaching and that you have limited time to find or develop good quality materials. So we’ve worked with experienced teachers to provide you with a range of resources that will help you confidently plan, teach and prepare for exams.

Teaching resources We have too many Mathematics resources to list here so visit aqa.org.uk/8300 to see them all. They include: • route maps to allow you to plan how to deliver the specification in the way that will best suit you and your students • teaching guidance to outline clearly the possible scope of teaching and learning • lesson plans and homework sheets tailored to this specification • tests and assessments that will allow you to measure the development of your students as they work through the content • textbooks that are approved by AQA • training courses to help you deliver AQA Mathematics qualifications • subject expertise courses for all teachers, from newly-qualified teachers who are just getting started, to experienced teachers looking for fresh inspiration.

Preparing for exams Visit aqa.org.uk/8300 for everything you need to prepare for our exams, including: • past papers, mark schemes and examiners’ reports • specimen papers and mark schemes for new courses • Exampro: a searchable bank of past AQA exam questions • exemplar student answers with examiner commentaries.

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Analyse your students' results with Enhanced Results Analysis (ERA) Find out which questions were the most challenging, how the results compare to previous years and where your students need to improve. ERA, our free online results analysis tool, will help you see where to focus your teaching. Register at aqa.org.uk/era For information about results, including maintaining standards over time, grade boundaries and our post-results services, visit aqa.org.uk/results

Keep your skills up to date with professional development Wherever you are in your career, there’s always something new to learn. As well as subject-specific training, we offer a range of courses to help boost your skills: • improve your teaching skills in areas including differentiation, teaching literacy and meeting Ofsted requirements • help you prepare for a new role with our leadership and management courses. You can attend a course at venues around the country, in your school or online – whatever suits your needs and availability. Find out more at coursesandevents.aqa.org.uk

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GCSE Mathematics (8300). For exams in May/June 2017 onwards. Version 1.0

Get help and support Visit our website for information, guidance, support and resources at aqa.org.uk/8300 You can talk directly to the Mathematics subject team E: [email protected] T: 0161 957 3852

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2 Specification at a glance Subject content 1

Number

2

Algebra

3

Ratio, proportion and rates of change

4

Geometry and measures

5

Probability

6

Statistics

Assessments GCSE Mathematics has a Foundation tier (grades 1 – 5) and a Higher tier (grades 4 – 9). Students must take three question papers at the same tier. All question papers must be taken in the same series. The information in the table below is the same for both Foundation and Higher tiers. The Subject content section shows the content that is assessed in each tier.

Paper 1: non-calculator

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Paper 2: calculator

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Paper 3: calculator

What's assessed

What's assessed

What's assessed

Content from any part of the specification may be assessed

Content from any part of the specification may be assessed

Content from any part of the specification may be assessed

How it's assessed

How it's assessed

How it's assessed

• written exam: 1 hour 30 minutes • 80 marks • non-calculator • 33⅓% of the GCSE Mathematics assessment

• written exam: 1 hour 30 minutes • 80 marks • calculator allowed • 33⅓% of the GCSE Mathematics assessment

• written exam: 1 hour 30 minutes • 80 marks • calculator allowed • 33⅓% of the GCSE Mathematics assessment

Questions

Questions

Questions

A mix of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a student progresses through the paper.

A mix of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a student progresses through the paper.

A mix of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a student progresses through the paper.

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GCSE Mathematics (8300). For exams in May/June 2017 onwards. Version 1.0

3 Subject content The subject content of this specification matches that set out in the Department for Education’s Mathematics GCSE subject content and assessment objectives document. This content is common to all exam boards. The content has been organised into broad topic areas and given a reference as follows: • Number references start with N • Algebra references start with A • Ratio, proportion and rates of change references start with R • Geometry and measures references start with G • Probability references start with P • Statistics references start with S. All content can be assessed on any of the three question papers. As such, some questions will draw together elements of maths from different topic areas. The weighting of the topic areas has been prescribed by Ofqual and is common to all exam boards. The table below shows the approximate weightings of the topic areas for the overall tier of assessment, not for each individual question paper.

Topic Area

Foundation Tier (%)

Higher Tier (%)

Number

25

15

Algebra

20

30

Ratio

25

20

Geometry

15

20

Probability and statistics (combined)

15

15

The subject content, aims and learning outcomes, and assessment objectives sections of this specification set out the knowledge, skills and understanding common to all GCSE Mathematics exams. Within this specification, the assessment will reflect the key concepts of the subject as articulated in the subject content and assessment objectives document. In line with the requirements set by the Department for Education, the expectation is that: • all students will develop confidence and competence with the content identified in the “basic foundation content” column • all students will be assessed on the content identified by the “basic foundation content” and “additional foundation content” columns; more highly attaining students will develop confidence and competence with all of this content • only the more highly attaining students will be assessed on the content identified in the “higher content” column. The highest attaining students will develop confidence and competence with this content. Students can be said to have confidence and competence with mathematical content when they can apply it flexibly to solve problems. The content in the "basic foundation content" column and "additional foundation content" column can be assessed on Foundation tier question papers. Visit aqa.org.uk/8300 for the most up-to-date specifications, resources, support and administration

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All content can be assessed on Higher tier question papers. Notes are added to exemplify some of the specification references. In addition to this subject content, students should be able to recall, select and apply mathematical formulae. See the Appendix for a list of the DfE prescribed formulae.

3.1

Number

3.1.1 Structure and calculation N1 Basic foundation content

Additional foundation content

Higher content only

order positive and negative integers, decimals and fractions use the symbols =, ≠, , ≤, ≥ Notes: including use of a number line. See also A22

N2 Basic foundation content

Additional foundation content

Higher content only

apply the four operations, including formal written methods, to integers, decimals and simple fractions (proper and improper), and mixed numbers – all both positive and negative understand and use place value (eg when working with very large or very small numbers, and when calculating with decimals) Notes: including questions set in context. Knowledge and understanding of terms used in household finance, for example profit, loss, cost price, selling price, debit, credit, balance, income tax, VAT and interest rate. See also R9

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GCSE Mathematics (8300). For exams in May/June 2017 onwards. Version 1.0

N3 Basic foundation content

Additional foundation content

Higher content only

Additional foundation content

Higher content only

recognise and use relationships between operations, including inverse operations (eg cancellation to simplify calculations and expressions) use conventional notation for priority of operations, including brackets, powers, roots and reciprocals

N4 Basic foundation content use the concepts and vocabulary of prime numbers, factors (divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation theorem Notes: prime factor decomposition including product of prime factors written in index form.

N5 Basic foundation content

Additional foundation content

apply systematic listing strategies

Higher content only including use of the product rule for counting

Notes: including using lists, tables and diagrams.

N6 Basic foundation content

Additional foundation content

use positive integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5

Higher content only estimate powers and roots of any given positive number

Notes: including square numbers up to 15 × 15 Students should know that 1000 = 103 and 1 million = 106

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N7 Basic foundation content

Additional foundation content

Higher content only

calculate with roots, and with calculate with fractional indices integer indices

N8 Basic foundation content

Additional foundation content

Higher content only

calculate exactly with fractions

calculate exactly with multiples of 

calculate exactly with surds

Additional foundation content

Higher content only

simplify surd expressions involving squares (eg 12 = 4 × 3 = 4 × 3 = 2 3 ) and rationalise denominators

Notes: see also G17 and G18

N9 Basic foundation content calculate with and interpret standard form A × 10n , where 1 ≤ A < 10 and n is an integer Notes: with and without a calculator. Interpret calculator displays.

3.1.2 Fractions, decimals and percentages N10 Basic foundation content work interchangeably with terminating decimals and their corresponding fractions (such as 7 3 3.5 and 2 or 0.375 and 8 )

Additional foundation content

Higher content only change recurring decimals into their corresponding fractions and vice versa

Notes: including ordering.

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GCSE Mathematics (8300). For exams in May/June 2017 onwards. Version 1.0

N11 Basic foundation content

Additional foundation content

Higher content only

Additional foundation content

Higher content only

identify and work with fractions in ratio problems Notes: See also R8

N12 Basic foundation content interpret fractions and percentages as operators Notes: including interpreting percentage problems using a multiplier. See also R9

3.1.3 Measures and accuracy N13 Basic foundation content

Additional foundation content

Higher content only

use standard units of mass, length, time, money and other measures (including standard compound measures) using decimal quantities where appropriate Notes: know and use metric conversion factors for length, area, volume and capacity. Imperial/metric conversions will be given in the question.

N14 Basic foundation content

Additional foundation content

Higher content only

estimate answers check calculations using approximation and estimation, including answers obtained using technology Notes: including evaluation of results obtained. See also N15

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N15 Basic foundation content

Additional foundation content

round numbers and measures to an appropriate degree of accuracy (eg to a specified number of decimal places or significant figures)

use inequality notation to specify simple error intervals due to truncation or rounding

Higher content only

Notes: including appropriate rounding for questions set in context. Students should know not to round values during intermediate steps of a calculation. See also N14

N16 Basic foundation content

3.2

Additional foundation content

Higher content only

apply and interpret limits of accuracy

including upper and lower bounds

Algebra

3.2.1 Notation, vocabulary and manipulation A1 Basic foundation content

Additional foundation content

Higher content only

• use and interpret algebraic notation, including: • ab in place of a × b • 3y in place of y + y + y and 3× y • a2 in place of a × a, a3 in place of a × a × a, a2b in place of a × a × b a • b in place of a ÷ b • coefficients written as fractions rather than as decimals • brackets Notes: it is expected that answers will be given in their simplest form without an explicit instruction to do so.

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GCSE Mathematics (8300). For exams in May/June 2017 onwards. Version 1.0

A2 Basic foundation content

Additional foundation content

Higher content only

substitute numerical values into formulae and expressions, including scientific formulae Notes: unfamiliar formulae will be given in the question. See the Appendix for a full list of the prescribed formulae. See also A5

A3 Basic foundation content

Additional foundation content

understand and use the concepts and vocabulary of expressions, equations, formulae, inequalities, terms and factors

to include identities

Higher content only

Notes: this will be implicitly and explicitly assessed.

A4 Basic foundation content

Additional foundation content

Higher content only

simplify and manipulate algebraic expressions by:

simplify and manipulate algebraic expressions (including those involving surds) by:

simplify and manipulate algebraic expressions (including those involving surds and algebraic fractions) by:

• expanding products of two binomials • factorising quadratic expressions of the form x2 + bx + c, including the difference of two squares

• expanding products of two or more binomials • factorising quadratic expressions of the form ax2 + bx + c

• collecting like terms • multiplying a single term over a bracket • taking out common factors • simplifying expressions involving sums, products and powers, including the laws o...