gcse mathematics new specification launch - ncetm · gcse mathematics new specification ... and for...

$: GCSE Mathematics New Specification Launch - NCETM · GCSE Mathematics New Specification ... and for your interest in the new AS and A-level AQA specifications.\爀屲Thank you also$
Shaun Procter-Green, Qualifications Manager

Copyright © AQA and its licensors. All rights reserved.

Autumn 2014

Follow us on Twitter @AQACPD.

GCSE Mathematics New Specification Launch

Presenter

Presentation Notes

Possible script / outline Hello and welcome to this launch event for GCSE (Subject) I’m (name) (role) (Provide sufficient information to build credibility, but please be succinct.) I’m interested in knowing where you are joining from today and so please can you answer the poll on your screens. P - Where are you joining from today? North of England / Midlands / South of England / Scotland / Ireland / Wales / Other (British Isles) Overseas I’m really pleased that so many people have been able to join today from across the UK (and from oversees too). And that many of you are sharing this presentation with colleagues. So thank you all for coming along and for your interest in the new AS and A-level AQA specifications. Thank you also for contributing questions in advance of today. We have prepared a Frequently Asked Questions sheet, which we’ll be sharing with you later and will free up more time for asking questions that haven’t already been raised. We may not have included all questions in the document if they have been raised in the last few days and so please add these during our Q&A sessions later. If you would like to post comments on Twitter, you can @AQACPD. P – Are you teaching the existing AQA specification? Y/N

Structure of the session

Overview of the new specification • Summary of content and assessment objectives • Underlying principles and key features • AQA Specification at a glance Break Specimen question papers • Examples from the Foundation and Higher tier specimen question papers

Support and resources

Slide 2 Copyright © AQA and its licensors. All rights reserved. Follow us on Twitter @AQACPD.

Objectives

• To understand the structure and key elements of the specification, teaching content and assessment

• To start thinking about the implications for teaching and learning

• To review the resources and support available from AQA

• To enable you to ask any questions about the specification


Context

• Developed by an experienced team of teachers and examiners

• Designed to engage young people in this subject and provide effective assessments across the ability range

• Submitted to Ofqual for accreditation. Specification accredited in

September 2014

• The new specification is for first assessment in summer 2017

Slide 4 Copyright © AQA and its licensors. All rights reserved.

Presenter

Presentation Notes

First teaching officially from Sept 2015, however, likely that most schools will begin delivery before this Outgoing GCSE Maths specification: Last time offered in June 2016 Every expectation there will be a November 2016 resit

Requirements for all GCSEs in Mathematics

• Written papers only

• Linear assessment – all exams must be taken in the same series

• Summer exams for all

• November opportunity for students who were 16 on 31 August in that year

• Minimum assessment time of 412 hours

• 3313 - 50% non-calculator assessment

• Foundation and Higher tiers

• New grading structure 1-9, with 9 being the highest Foundation tier 1 – 5 Higher tier 4 – 9

• Will carry a double weighting in the new accountability measures


Presenter

Presentation Notes

The tiering structure will remain the same, with an overlap between the tiers at grades 4 and 5. The way Ofqual will set standards for these new grades has not been finalised. Higher tier will have an allowed grade 3 Double weighting = additional content = more assessment. Expected that schools consider allocating more teaching time to support delivery Held specific support courses addressing the needs of post-16 students in June likely to be repeated in the autumn

AQA Specification at a glance


• Students will be required to answer all questions on all papers

• The assessment structure will be the same for both foundation and higher tiers

Paper 1: non-calculator Paper 2: calculator Paper 3: calculator

Content • Content from any part

of the specification may be assessed





Assessment • 1 hour 30 minutes • written exam • 80 marks • 331

3% of GCSE


3% of GCSE


3% of GCSE

New accountability measures

From summer 2016 there will be four key measures: • Students' progress across 8 subjects between KS2 and KS4 compared to

their expected progress (Progress 8)

• School's average grade across the same suite of 8 subjects (Attainment 8)

• % of students achieving a C grade or higher in English and Maths

• % of students gaining the Ebacc


Presenter

Presentation Notes

Published Jan 2017 Progress 8 - will show how they have performed and the average of all students' progress will create the school's result.

New grading structure: after Ofqual consultation

9 8 7 6 5 4 3 2 1

A

C

B

A*

D,E,F

“Goo

d”

“Goo

d”??

G


New accountability measures: Attainment 8

• Grades will be converted into points

• Measured across a suite of eight subjects:

• Only first entry in each subject counts Slide 8 Copyright © AQA and its licensors. All rights reserved.

Core (x2) 20% each

• English Language or English Literature

• Maths

EBacc (x3) 10% each

• Sciences • Computer

Science • Geography • History • Languages

Other (x3) 10% each

• English Literature or English Language

• Other EBacc subjects

• Approved non-EBacc subjects

Presenter

Presentation Notes

Progress 8 - will measure a school's average grade across a suite of eight subjects The scale is still to be decided, but for 2016 it is proposed that A* gets 8 points and G gets 1 point Maths and English double weighted If a students takes both English Language and Literature the higher grade will be double weighted. The lower grade could count in the 'other' group of subjects. Combined Science counts for 2 of the 3 EBacc slots Approved non-EBacc subjects = any GCSE or any of the high value, approved vocational qualifications (refer to DfE website for full list)

New accountability measures: Progress 8

• Progress 8 = actual Attainment 8 minus expected Attainment 8

• Presented as average number of grades above/below expectation • A positive Progress 8 score shows more progress than expected

• School average Progress 8 is then calculated

• This is the only measure to have a floor target


Presenter

Presentation Notes

Designed to encourage schools to offer a broad and balanced curriculum at KS4 Can be of benefit to less-able students to strive for good grades in fewer subjects with an emphasis on doing well in English and Maths. Example: a student's expected attainment (given their Key Stage 2 prior attainment) is 4 grade Bs and 4 grade Cs student's actual attainment is 8 grade Bs student has achieved on average half a grade higher than expectation (as they achieved a total of 4 grades higher across 8 subjects) so student's Progress 8 is 0.5.

x of x Version 3.0


Progress 8 = actual Attainment 8 minus expected Attainment 8

Year 7 Year 11

Pro

gres

s

C

D

Key: actual progress expected progress

Underlying principles of mathematics at AQA

• Mathematics is for everyone

• Develop qualifications and support to enable students to engage, enjoy and succeed in maths

• Our qualifications equip students with the appropriate skills, whatever their chosen pathway

• Our question papers are accessible, allowing students to demonstrate their knowledge and understanding to achieve the results they deserve

• Work with teachers to develop resources and support materials that are of genuine help in the classroom


Presenter

Presentation Notes

Have a group of 19 practising teachers on resource development group who will be concentrtating oin updating and adding to the support on All About Maths

Overview of specification content 1

The DfE has split the subject content into three groups:

• content that all students should master

• content that should be taught, but higher achieving students should master

• content that will be taught only to higher achieving students and mastered by the highest achievers (those likely to go on to A-level study in maths)


Presenter

Presentation Notes

The new GCSE will have more focus on making sure that every student masters the fundamentals of maths. These have been defined by the DfE as areas such as calculation, ratio and proportion.

Overview of specification content 2


Subject area Foundation Tier weighting

Higher Tier weighting

Number 25% (35%) 15% (17%)

Algebra 20% (17%) nMa : Ma

30% (35%) nMa : Ma

No stipulation Ratio, proportion and rates of change

25% (subsumed in other areas)

20% (subsumed in other areas)

Geometry and measures

15% (28%) 20% (28%)

Probability and statistics

15% (20%) 15% (20%)

The mathematical content is defined by the DfE’s GCSE subject content and assessment objectives document.

Figures in brackets show weightings for the current qualification

Presenter

Presentation Notes

The new Maths GCSE will be more demanding with additional content, greater assessment and an anticipation that schools will need to increase the time spent teaching.

Key changes from the existing specifications

• New content

• Additional content in the foundation tier

• New assessment objectives

• More formulae need to be known


Presenter

Presentation Notes

Highlight comparisons with the current specification. Aim to give reassurances Refer to handouts rather than slides re content changes In General Information Booklet show excerpt from DfE document on one page and on facing page AQAs example – subject team to choose suitable section To also refer at this point to the matching document and show on screen Save more detailed comments about skills and approaches until the later sections on the different question papers.

Assessment Objective 1


Use and apply standard techniques Students should be able to:

• accurately recall facts, terminology and definitions

• use and interpret notation correctly

• accurately carry out routine procedures or set tasks requiring

multi-step solutions

Weighting: F 50% H 40%

Presenter

Presentation Notes

Questions will be straightforward with the maths required being clear.



Reason, interpret and communicate mathematically

Students should be able to:

• make deductions and inferences and draw conclusions from mathematical information

• construct chains of reasoning to achieve a given result

• interpret and communicate information accurately

• present arguments and proofs

• assess the validity of an argument and critically evaluate a given way of processing information


Presenter

Presentation Notes

Most significant change in focus in AOs – increased emphasis on reasoning, interpreting and communicating (well beyond that expected in the current spec)



Solve problems within mathematics in other contexts

Students should be able to:

• translate problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes

• make and use connections between different parts of mathematics

• interpret results in the context of the given problem

• evaluate methods used and results obtained

• evaluate solutions to identify how they may have been affected by assumptions made


Presenter

Presentation Notes

Similar to current AO3 (20% of current spec) which requires students to develop and apply a strategy to solve a problem.


General questions

Presenter

Presentation Notes

Display the relevant section of the FAQ document containing questions and answers that relate to the spec as a whole. Ask participants to read through the questions and answers. Ask them to raise any further questions about the spec as a whole. Questions about individual assessment should be taken after later sections.

Foundation Tier


C D E F G

2

5

4

3

1 50%

50%

Current GCSE linear 175 marks

New GCSE 240 marks

53 marks

120 marks

50%

50%

Focus on key grades

Mastery of the ‘basics’

Intrinsic structural demands

Foundation tier structure


Structure of Foundation Tier Papers

• Each paper will start with 4 multiple choice questions

• 4 further multiple choice questions are spread throughout each paper

• Early questions test the basic foundation content in a straightforward way • As the paper progresses the basic foundation content is tested in more

complex ways

• Towards the end of the paper additional foundation content is included, but is tested in a straightforward way


Presenter

Presentation Notes

Teachers to refer to the Foundation Tier (and then Higher tier) specimen question papers booklet. F and H QPs to be in separate booklets, followed by another booklet containing all of MS Alan/Dave/Ben/Shaun to agree on 10 questions from each tier that can be focused on with the reasons why these are good questions to exemplify Following this slide, refer to specimen foundation tier question papers in the booklet (show selected questions with corresponding mark scheme on screen for online) Explain the different question types and expectations of candidates’ responses. Explain how the different command words relate to question demand. Mention that we have been testing these with students so we have feedback on their accessibility and will have lots of exemplar answers to share at a later stage.

Accredited specimen papers from exam boards

Total words used • On foundation tier papers, AQA uses:

• 21% fewer words than Edexcel • 28% fewer words than OCR

• On higher tier papers, AQA uses:

• 34% fewer words than Edexcel • 37% fewer words than OCR

Foundation Tier

Higher Tier

Combined Tiers

AQA

2415

2106

4521

Edexcel

3058

3172

6230

OCR

3337

3322

6659

Example of testing results Paper 1F Question 25b

Part (b) 26% scored 4 marks 16% scored 3 marks 13% scored 2 marks 17% scored 1 mark 28% scored 0 marks Great discrimination and good source of marks on AO2 at the end of Foundation paper


Example of testing results Paper 2F Question 22

Brand new topic from DfE content. 53% scored 2 marks 35% scored 1 mark 12% scored 0 marks Our team know how to assess new and demanding content in an accessible way


[2 marks]


Questions on Foundation Tier

Presenter

Presentation Notes

Display the relevant section of the FAQ document containing questions and answers that relate to the foundation papers. Q&A - Are the any further questions?


Higher Tier

A* A B C D

6

9 8

7

4

5

50%

50%

Current GCSE linear 175 marks

New GCSE 240 marks

53 marks

120 marks 50%

50%

Sustained challenge at the top end

Mastery of the ‘basics’

Intrinsic structural demands

Higher tier structure


Structure of Higher Tier Papers

• Each paper will start with 4 multiple choice questions

• 4 further multiple choice questions are spread throughout each paper

• Early questions test the additional foundation content in a straightforward way and the basic foundation content in a more complex way

• As the paper progresses the higher content is tested in a straightforward

way and the additional foundation content is tested in a more complex way

• At the end of the paper higher content is tested in both straightforward and more complex ways


Presenter

Presentation Notes

Following this slide, refer to specimen higher tier question papers in the booklet (show selected questions with corresponding mark scheme on screen for online) Explain the different question types and expectations of candidates’ responses. Explain how the different command words relate to question demand. Mention that we have been testing these with students so we have feedback on their accessibility and will have lots of exemplar answers to share at a later stage.

Example of testing results Paper 1H Question 18

Problem solving questions don’t need to be in context or word-heavy Still a challenge! 10% scored 4 marks 9% scored 3 marks 10% scored 2 marks 22% scored 1 mark 49% scored 0 marks


Example of testing results Paper 2H Question 21

Testing helps us focus our support for you. Proof at Higher tier. Good differentiator, but few can fully meet the demands. 3% scored 5 marks 15% scored 4 marks 7% scored 3 marks 35% scored 2 marks 18% scored 1 mark 22% scored 0 marks



Questions on Higher Tier

Presenter

Presentation Notes

Display the relevant section of the FAQ document containing questions and answers that relate to the higher tier. Q&A - Are the any further questions?

Ongoing support and resources


Presenter

Presentation Notes

Emphasise that AQA’s qualifications’ support is ongoing, not just at launch. Thinkstock #95927930

• All About Maths

• Teaching Guidance

• E-library

• Route Maps

• Lesson plans – worksheets, activity plans and homework sheets

• Topic tests

• Textbooks

• Practice papers

GCSE Maths Resources

• Our dedicated website to Maths resources What’s new? • dedicated section to the new GCSE

• all the new GCSE resources are behind a log in

• current members need to update their details to get the new GCSE

resources

• new GCSE resources are in a separate area to current resources

All About Maths

Teaching guidance

What does it do?

• a teaching guide

• a comprehensive breakdown of the subject content

What does it do? • explains what “students should

be able to do” against each spec reference

• illustrates the types of questions which would be asked on a question paper, against each spec reference

E-library

• hosted on All About Maths

• looking for something different?

• ever growing list of free resources across the web

• search by topic/tier/resource type etc

• web resources recommended to us by teachers

Route Maps

AQA Route Maps are flexible planning tools designed to help you: • Organise teaching of the whole specification around your timetable • Find the resources you need to help teach each topic

Topics are broken down to sub-topics for you

Fully customisable

Available now for 3 year teaching

Presenter

Presentation Notes

The functionality is exactly the same as the previous powerpoint version

Lesson plans and further resources

• under “Plan” “Teach”

“Assess” find further support resources for every topic

• lesson plans

• activities

• worksheets

• homework

• topic tests

Other resources

Teach-it ExamPro Alfiecloud Approved textbooks and electronic resources from:

• Collins

• Cambridge University press

• Oxford University Press


Presenter

Presentation Notes

Thinkstock #106518823 AlfieCloud Online progress tests – Quick and easy online testing from Alfie These on-screen tests for Key Stage 4 maths are ideal to test progress, enhance homework or as a revision resource. The GCSE style questions, written by subject experts, are marked instantly and provide diagnostic information for both the student and teacher on areas of strength, and areas for development. The test scores can also be fed directly into the schools information management system (SIMS), allowing student’s progress to be tracked over time. Alfie also offer Key Stage 1-3 maths questions. Exampro – The essential exam preparation tool Exampro is an online bank of past paper questions, full mark schemes and examiner comments, all mapped to the current GCSE and A-level specifications and learning objectives. You can build your own homework resources or tests, and then export these into word for printing or projecting in the classroom. Teachit – Resources made for teachers, by teachers Teachit maths is an online bank of resources covering ages 11-18. The library offers hundreds of pages of resources all created by teachers for teachers. The PDF version of these documents are free to access, and if you want to edit the resource or use the interactive versions you can subscribe to the site. Publishers We’re working with the three publishers listed (Oxford University Press, Cambridge University Press and Collins). The materials will be written independently of AQA, but an AQA appointed reviewer from the team who developed the new GCSE specification will approve the books on AQA’s behalf. This means that these books will be checked to ensure they are suitable for the new specification.

Textbooks – available Spring 2015

We’re endorsing textbooks from: • Collins

• 1 foundation • 1 higher

• Oxford University Press

• 1 foundation • 1 higher

• Cambridge University Press

• 1 foundation • 1 higher • 1 problem solving foundation • 1 problem solving higher

Contact points for more information and guidance


• Maths Subject Team [email protected] 0161 957 3852

• Teacher Support and CPD Managers [email protected] 0161 957 3646

• AQA Website

www.aqa.org.uk

Presenter

Presentation Notes

Timeline


First teaching of 2-year course

May

2014

Draft Specification and specimen Question Papers, and Mark Schemes published

May/June

2017

FREE Introductory events online

and face to face

Accredited Specification published

FREE Preparing to teach events

Summer

2014

Autumn

2014

Spring

2015

Summer

2015

September

2015

Teacher and learner resources published

First assessment of GCSE Mathematics

Teacher training courses available

Additional teacher and learner resources published

First teaching of 3-year course

GCSE Mathematics (8300) Resource Timeline

Copyright 2014 © AQA and its licensors. All rights reserved.

Foundation Lesson Plans and Topic Tests to cover some topics with big changes in content

Higher Lesson Plans and Topic Tests to cover some topics with big changes in content

1st set of Practice Papers available in the autumn

e-library available

Final interactive versions of Route Maps available on All About Maths

Further Lesson Plans and supporting resources available

2nd set of Practice Papers available in January Complete Lesson

Plans, Topic Tests and supporting resources available for 3 year teaching

Textbooks will be published

Route Maps available for 2 year teaching

August 2014

September 2014

Winter 2014

Spring 2015

Teaching Guidance available

2016

Sets 3 and 4 of Practice Papers available

Next steps – Preparing to teach

x of x Version 3.0 Copyright © AQA and its licensors. All rights reserved.

• We will be holding Preparing to Teach (PTT) meetings in the future

• These will focus on a more detailed look at content and suggestions about how it might be delivered

• Meetings will involve practical exercises as well as greater in-depth demonstrations of resources

• If you have any feelings regarding the best timing of these events, please record your thought on the feedback form.


Final questions

Presenter

Presentation Notes

Any final questions?

Objectives revisited

• To understand the structure and key elements of the specification, teaching content and assessment

• To start thinking about the implications for teaching and learning

• To review the resources and support available from AQA

• To enable you to ask any questions about the specification



Thank you


We are an independent education charity and the largest provider of academic qualifications for all abilities taught in schools and colleges. Our aim is to enable students to realise their potential and provide teachers with the support and resources they need so that they can focus on inspiring learning. http://www.aqa.org.uk/

http://www.aqa.org.uk/

gcse mathematics new specification launch - ncetm · gcse mathematics new specification ... and for...

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