### INTRODUCTION

At Wright Robinson we strive to provide a broad, coherent, satisfying and worthwhile course of study to all learners. We encourage students to develop confidence in, and demonstrate positive attitude towards mathematics and to recognise the importance of mathematics in their own lives and to society. We also provide a strong mathematical foundation for students who go on to study mathematics in further and higher education.

At Wright Robinson, pupils study the Pearson Edexcel 1Ma1 GCSE (9–1) in Mathematics

Assessments will cover the following content headings:

1 Number

2 Algebra

3 Ratio, Proportion and Rates of Change

4 Geometry and Measures

5 Statistics and Probability

● Two tiers are available: Foundation and Higher.

● Each student is permitted to take assessments in either the Foundation tier or Higher tier.

● The qualification consists of three equally-weighted written examination papers at either Foundation tier or Higher tier.

● All three papers must be at the same tier of entry and must be completed in the same assessment series.

● Paper 1 is a non-calculator assessment and a calculator is allowed for Paper 2 and Paper 3.

● Each paper is 1 hour and 30 minutes long.

● Each paper has 80 marks.

● The content outlined for each tier will be assessed across all three papers.

● Each paper will cover all Assessment Objectives, in the percentages outlined for each tier. (See the section Breakdown of Assessment Objectives for more information.)

● Each paper has a range of question types; some questions will be set in both mathematical and non-mathematical contexts.

● The qualification will be graded and certificated on a nine-grade scale from 9 to 1 using the total mark across all three papers where 9 is the highest grade. Individual papers are not graded.

● Foundation tier: grades 1 to 5.

● Higher tier: grades 4 to 9 (grade 3 allowed).

The full specification document can be found here

https://qualifications.pearson.com/content/dam/pdf/GCSE/mathematics/2015/specification-and-sample-assesment/gcse-maths-2015-specification.pdf

During KS3, pupils complete up to 18 units of work. After each unit, pupils are formatively assessed through unit tests. Pupils receive regular feedback, and lessons are tailored towards pupils needs. Weekly homework is prescribed for each set and is interleaved throughout the year to aid memory retention. Students undertake 3 summative assessments throughout the year which track the long term gains in progress.

In Year 8, pupils consolidate knowledge learnt in Year 7 by completing memory retention tasks. This knowledge is built on and extended in Year 8 with problem solving and extension activities. Extra Year 8 topics include testing conjectures, congruence and types of data.

At year 9 a choice is made for the most appropriate tier of entry for every student. Learning takes a more personalised approach, with teachers catering for the specific needs of classes. Regular assessment and feedback is given, where students are encouraged and guided to be successful independent learners. Foundation students work on core skills, including solving equations, negative numbers, area of shapes and probability scales. Higher students will learn about graphs, volume and transformations

At year 10 a choice is made for the most appropriate tier of entry for every student. Learning takes a more personalised approach, with teachers catering for the specific needs of classes. Regular assessment and feedback is given, where students are encouraged and guided to be successful independent learners.

Year 11 involves pupils being aware of their target grade and knowing how to apply themselves to achieve that grade.

**To achieve grade 8, pupils will be able to:**

• perform procedures accurately

• interpret and communicate complex information accurately

• make deductions and inferences and draw conclusions

• construct substantial chains of reasoning, including convincing arguments and formal proofs

• generate efficient strategies to solve complex mathematical and non-mathematical problems by translating them into a series of mathematical processes

• make and use connections, which may not be immediately obvious, between different parts of mathematics

• interpret results in the context of the given problem

• critically evaluate methods, arguments, results and the assumptions made

**To achieve grade 5, pupils will be able to:**

• perform routine single- and multi-step procedures effectively by recalling, applying and interpreting notation, terminology, facts, definitions and formulae

• interpret and communicate information effectively

• make deductions, inferences and draw conclusions

• construct chains of reasoning, including arguments

• generate strategies to solve mathematical and non-mathematical problems by translating them into mathematical processes, realising connections between different parts of mathematics

• interpret results in the context of the given problem

• evaluate methods and results

**To achieve grade 2, pupils will be able to:**

• recall and use notation, terminology, facts and definitions; perform routine procedures, including some multi-step procedures

• interpret and communicate basic information; make deductions and use reasoning to obtain results

• solve problems by translating simple mathematical and non-mathematical problems into mathematical processes

• provide basic evaluation of methods or results

• interpret results in the context of the given problem

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