Maths

Course Title & course code

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Mathematics (1MA1)

Awarding Body

Pearson

About the course

This is a linear qualification. The content is arranged by topic area as below. Centres are free to teach the content for the appropriate tier in the order most appropriate to their learners’ needs.

1. Number
2. Algebra
3. Ratio, proportion and rates of change
4. Geometry and measures
5. Probability
6. Statistics

Any topic area may be assessed on any component, as relevant at that tier Two tiers are available: Foundation and Higher (content is defined for each tier in the specification).

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.

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).

Link to the specification

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

Course Aims

The aims and objectives of the National Curriculum for Mathematics and Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Mathematics are to enable students to:

•          develop fluent knowledge, skills and understanding of mathematical methods and concepts

•          acquire, select and apply mathematical techniques to solve problems

•          reason mathematically, make deductions and inferences, and draw conclusions

•          comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.

In The Workplace, we take these aims and objectives further. We know that Mathematics is challenging but can be rewarding and fun. It is both logical and creative and studying mathematics have a variety of opportunities. Career opportunities are unlimited for mathematics uses: career paths in business, science or technical fields or disciplines such as social services, education and government. In our approach, we provide a curriculum that embeds mathematics in every vocational area giving learners excellent opportunity for mathematics to be applied in ‘real life’ contexts.

In Mathematics department, we cater for the needs of all individuals, it is inclusive, incorporating sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving. Learners are required to explore mathematics in depth, using mathematical vocabulary to reason and explain their workings. Wide ranges of mathematical resources are available and used and learners are taught to explain their choice of methods thereby developing their mathematical reasoning skills. We encourage resilience and acceptance that struggle is often a necessary step in learning.

Overall, we make learning Mathematics fun with numbers.