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T H E E N G L I S H N A T I O N A L P R O G R A M M E
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T H E E N G L I S H N A T I O N A L P R O G R A M M E
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An outline of the course content and the assessment procedure.
In mathematics, students can enter at either the Higher or Intermediate tiers. Students taking Higher tier papers can achieve grades A* to C. Anything below a C is classed as a fail. Students taking Intermediate papers can achieve grades B to E. Grades above B cannot be awarded at this tier of entry. Students entering for the Intermediate tier study the same range of mathematics but to a lower level of difficulty than for the Higher tier. Edexcel advises us to enter students for the Higher tier only if we believe them to be capable of achieving a grade A.
Students take the Edexcel GCSE in Mathematics specification A 1387which is made up of two written papers each worth 40% and a teacher-assessed coursework component worth 20%. The content of the syllabus is split into four sections:
Ma1 is assessed through the coursework, in contexts provided by Ma2, 3 and 4.
Ma2, 3 and 4 are assessed through examinations.
There are two parallel papers at each tier. Students will sit the exams in June, each two hours in length. These both contribute 40% towards the final assessment; hence most of the year is prioritised for these examinations. Both papers cover the entire syllabus from sections Ma2, 3 and 4, although Ma 2 (Number and Algebra) contributes twice as much as each of the others. The first paper is a non-calculator paper, in the second a calculator is allowed. Students are not allowed to use calculators which have algebraic manipulation software in them, this applies to some of the more advanced Graphics calculators. A standard scientific calculator such as the Casio College is more than adequate at this stage.
Two separate tasks must be submitted for GCSE coursework in mathematics, to be completed during usual lesson and homework time - a mathematical investigation and a statistics project. The resulting mark accounts for the remaining 20% of the total assessment and a total of about 6 weeks will be devoted to the tasks. The tasks set will be similar in style to the investigations which students have worked on throughout the collège years of mathematics. The coursework is assessed in three areas as shown in Ma1 above. A further explanation of the required level of mathematics within each area for a given grade is provided in lessons as appropriate.
Each task requires a significant number of hours of solid work - spread throughout the time allotted and not just at the end. Students should not waste the first week as they need a good start – they must ask for help as soon as they feel lost. Clear written explanations of all ideas are essential - always adding sentences saying what they have discovered at every stage and what it means within the work (for top grades, half of the marks come from explanations).
Each final coursework project should represent all that can be achieved on the subject as there is sufficient time to study the tasks carefully and in depth – students should organise their time to work on all sections of the coursework. Students should definitely aim for at least as good a grade in the coursework as they hope for in the GCSE overall.
For further information students may ask their mathematics teacher, Mrs Knowles. Alternatively they may consult the Edexcel website http://www.edexcel.org.uk and follow path qualification GCSE subject Mathematics and then GCSE (Linear) Mathematics A . Teachers' Guide - Content Exemplification gives the syllabus content.