ccea gcse specification in further...
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GCSE
For first teaching from September 2017For first assessment in Summer 2018For first award in Summer 2019Subject Code: 2330
CCEA GCSE Specification in
Further Mathematics
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Contents 1 Introduction 3 1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 41.4 Classificationcodesandsubjectcombinations
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2 Specification at a Glance
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3 Subject Content 7 3.1 Unit1:PureMathematics 73.2 Unit2:Mechanics 93.3 Unit3:Statistics 103.4 Unit4:DiscreteandDecisionMathematics 12
4 Scheme of Assessment 14 4.1 Assessmentopportunities 144.2 Assessmentobjectives 144.3 Assessmentobjectiveweightings 154.4 Reportingandgrading 154.5 Useofcalculators
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5 Grade Descriptions
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6 Curriculum Objectives 19 6.1 Cross-CurricularSkillsatKeyStage4 196.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4
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7 Links and Support 22 7.1 Support 227.2 Examinationentries 227.3 Equalityandinclusion 227.4 Contactdetails 23
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SubjectCodeQAN
2330603/1054/6
ACCEAPublication©2017
Thisspecificationisavailableonlineatwww.ccea.org.uk
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1 Introduction ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcourseinFurtherMathematics.Wehavedesignedthisspecificationtomeettherequirementsof:
• NorthernIrelandGCSEDesignPrinciples;and• NorthernIrelandGCEandGCSEQualificationsCriteria.FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019.Thisspecificationisaunitisedcourse.Theguidedlearninghours,asforallourGCSEs,are120hours.ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempoweryoungpeopletoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives,aswellasitsobjectives:
• todeveloptheyoungpersonasanindividual;• todeveloptheyoungpersonasacontributortosociety;and• todeveloptheyoungpersonasacontributortotheeconomyandenvironment.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk
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1.1 Aims Thisspecificationaimstoencouragestudentsto:
• developfurthertheirmathematicalknowledge,skillsandunderstanding;• selectandapplymathematicaltechniquesandmethodstomathematical,everydayandreal-worldsituations;
• reasonmathematically,interpretandcommunicatemathematicalinformation,makedeductionsandinferences,anddrawconclusions;
• extendtheirbaseinmathematicsfromwhichtheycanprogressto:- higherstudiesinmathematics;and/or- studiessuchasscience,geography,technologyorbusiness,whichcontainasignificantrequirementinmathematicsbeyondHigherTierGCSEMathematics;and
• designanddevelopmathematicalmodelsthatallowthemtouseproblem-solvingstrategiesandapplyabroaderrangeofmathematicstoavarietyofsituations.
1.2 Key features Thefollowingareimportantfeaturesofthisspecification.
• ItoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthedeliveryoftheNorthernIrelandCurriculumatKeyStage3.
• ItcatersforstudentswhorequireknowledgeofmathematicsbeyondGCSEHigherTierMathematicsandwhoarecapableofworkingbeyondthelimitsoftheGCSEMathematicsspecification.
• Itisdesignedtobroadentheexperienceofstudentswhosemathematicalabilityisaboveaverageandwhowouldliketo:- studymathematicalcoursesatAS/Alevel;- studyothercoursesatAS/AlevelthatrequiremathematicsbeyondGCSEHigherTier;or
- extendtheirknowledgeofmathematics.• Itgivesstudentstheappropriatemathematicalskills,knowledgeandunderstandingtohelpthemprogresstofurtheracademicandvocationalstudyandtoemployment.
• Thisisaunitisedspecification.However,onlyUnit1:PureMathematicsisavailableinSummer2018.CentresshouldbeawarethatfirstawardisinSummer2019.ThelegacyspecificationforGCSEFurtherMathematicswillbeawardedforthelasttimeinSummer2018.
1.3 Prior attainment StudentstakingthisGCSEFurtherMathematicsspecificationshouldideallyhavecoveredallofthecontentintheCCEAGCSEMathematicsspecificationatHigherTier,includingallofthecontentofunitsM4andM8.
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1.4 Classification codes and subject combinations Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis2330.Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesamemayoccurwithanytwoGCSEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeschools,collegesanduniversitiesthattheywouldliketoattendbeforebeginningtheirstudies.
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2 Specification at a Glance ThetablebelowsummarisesthestructureoftheGCSEFurtherMathematicscourse.Studentsmustcompletethemandatoryunit(Unit1)andtwoofthethreeoptionalunits(Units2,3and4).
Content
Assessment
Weightings
Availability
Unit1:PureMathematics(Mandatory)
Externalwrittenexaminationintheformofasinglequestion-and-answerbookletthatincludesaformulasheet2hours
50% Summerfrom2018
Unit2:Mechanics(Optional)
Externalwrittenexaminationintheformofasinglequestion-and-answerbookletthatincludesaformulasheet1hour
25% Summerfrom2019
Unit3:Statistics(Optional)
Externalwrittenexaminationintheformofasinglequestion-and-answerbookletthatincludesaformulasheet1hour
25% Summerfrom2019
Unit4:DiscreteandDecisionMathematics(Optional)
Externalwrittenexaminationintheformofasinglequestion-and-answerbooklet1hour
25% Summerfrom2019
Studentsmusttakeatleast40percentoftheassessment(basedonunitweightings)attheendofthecourseasterminalassessment.
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3 Subject Content Wehavedividedthiscourseintofourunits.Thecontentofeachunitandtherespectivelearningoutcomesappearbelow.3.1 Unit 1: Pure Mathematics Inthisunit,studentsinvestigatealgebra,trigonometry,differentiation,integration,logarithms,matricesandquadraticinequalities.
Content
LearningOutcomes
Studentsshouldbeableto:
Algebraicfractions
• add,subtract,multiplyanddividerationalalgebraicfractionswithlinearandquadraticnumeratorsand/ordenominators;
Algebraicmanipulation
• manipulatealgebraicexpressions,includingtheexpansionofthreelinearbrackets;
Completingthesquare
• completethesquarewherethecoefficientof𝑥2willalwaysbe1;
• applycompletingthesquaretosolvingquadraticequationsandidentifyingminimumturningpoints;
Simultaneousequations
• formandsolvethreeequationsinthreeunknowns;
Quadraticinequalities
• solvequadraticinequalities,whicharerestrictedtoquadraticexpressionsthatfactorise;
Trigonometricequations
• sketchthegraphsofsin𝑥,cos𝑥andtan𝑥,wheretherangeof𝑥isasubsetof-360o𝑥360o;and
• solvesimpletrigonometricequationsthatleadtoamaximumoftwosolutionsinagivenrange.
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Content
LearningOutcomes
Studentsshouldbeableto:
Differentiation
• differentiateexpressionsthatarerestrictedtointegerpowersof𝑥;
• applydifferentiationto:- gradients;- findingequationsoftangentsandnormalsatpointsonacurve;
- simpleoptimisationproblems;and- elementarycurvesketchingofaquadraticorcubicfunction;
Integration
• demonstrateknowledgethatintegrationistheinverseprocesstodifferentiation;
• integrateexpressionsthatarerestrictedtointegerpowersof𝑥,(𝑥≠-1);
• formandevaluatedefiniteintegrals;• applyintegrationtofindingtheareaunderacurve;
Logarithms • demonstrateunderstandingoflogarithmsasanaturalevolutionfromindices;
• solveproblemsusing:- thelawsoflogarithms;and- log/loggraphsincontext;
• solveindicialequationsusinglogarithms;
Matrices • add,subtractandmultiplymatrices;• findtheinverseof2×2matrices;• solvematrixequations;and• usematricestosolve2×2simultaneousequations.
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3.2 Unit 2: Mechanics Inthisunit,studentsexplorekinematics,vectors,forces,Newton’sLawsofMotionandmoments.
Content
LearningOutcomes
Studentsshouldbeableto:
Kinematics
• draw,interpretandusedisplacement/timegraphsandvelocity/timegraphs;
• useconstantaccelerationformulae;
Vectors
• demonstrateunderstandingofthedefinitionofvectorandscalarquantities;
• calculatethemagnitudeanddirectionofavector;• useiandjvectorsincalculations;
Forces
• demonstrateunderstandingthatforceisavector;
• identifyallforcesactingonabody;• resolveforcesintocomponents;
• findtheresultantofasetofforces;• demonstrateunderstandingofandapplytheconceptofequilibrium;
Newton’slawsofmotion
• applyF=matothefollowingscenarios:- abodyinhorizontalorverticalmotion;- abodyonaninclinedplane;and- twoconnectedbodiesinrectilinearmotion;(F=µRwillnotbetested–ifincluded,frictionwillbegivenasavalueorasavalueperunitmass,whereappropriate.)
Moments • demonstrateunderstandingofthePrincipleofMomentsandequilibriumofarigidbody(restrictedtoahorizontaluniformrodsupportedbyoneortwopivots).
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3.3 Unit 3: Statistics Inthisunit,studentsinvestigatecentraltendencyanddispersion,probability,thebinomialandnormaldistributionsandbivariateanalysis.
Content
LearningOutcomes
Studentsshouldbeableto:
Centraltendencyanddispersion
• calculatethemeanandstandarddeviationfromdataorestimatesofthesefromgroupeddata;
• calculatethemeanandstandarddeviationforcombinedsetsofdata;
• demonstrateknowledgeoftheeffectonthemeanandstandarddeviationofalineartransformationonasetofdata;
Probability
• calculatecombinedprobabilitiesusingtheadditionrule,toincludeeventsthatmaynotbemutuallyexclusive;
• calculateandinterpretconditionalprobabilitiesusingexpectedfrequencies,two-waytables,treediagramsandVenndiagrams;
• usethemostappropriatemethodtosolvecomplexproblems,includingtheconstructionanduseofVenndiagramsandtreediagrams;
Binomialdistribution
• usePascal’striangletoexpand(p+q)nwheren 8;• understandandusethebinomialexpansiontocalculateprobabilitiesinreal-lifecontexts;
Normaldistribution
• recognisethatthedistributionofmanyreal-worldvariablestakestheshapeofabellcurve;and
• calculateasingleprobabilityfromthenormaldistribution
usingtablesandz= (𝑥−μ)σ wherethemeanandstandarddeviationaregiven.
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Content
LearningOutcomes
Studentsshouldbeableto:
Bivariateanalysis • calculateandinterpretSpearman’sRankCorrelationCoefficient;
• drawthelineofbestfitbyeyepassingthrough(𝒙, 𝒚);and• calculateandusetheequationofthelineofbestfit.
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3.4 Unit 4: Discrete and Decision Mathematics Inthisunit,studentsexplorecounting,logic,linearprogramming,timeseriesandcriticalpathanalysis.
Content
LearningOutcomes
Studentsshouldbeableto:
Counting
• demonstrateunderstandingofandusetheadditionandmultiplicationprinciplestocounteventsinseriesandparallelrespectively;
• calculatethenumberofwaysofarrangingrobjectsfromnobjects;
• calculatethenumberofwaysofchoosingrobjectsfromnobjects;
Logic • demonstrateunderstandingoftheconceptofBooleanvariables,includingformingcompoundexpressionsusinglogicaloperatorsAND,ORandNOT;
• usetruthtablestoprovetheequivalenceofpropositionalstatements(involvingnomorethanthreevariables);
Linearprogramming
• modelreal-lifescenariosaslinearprogrammingproblems;
• usegraphicalmethodstomaximiseorminimiseanexpressioninvolvinguptofiveinequalitiesinoneortwovariables(solutionsmayberealnumbersorrestrictedtointegers);
Timeseries
• demonstrateunderstandingofwhywesmoothdata;
• calculateappropriatemovingaverages(usingthree,fourorfivepoints);and
• drawatrendlineanduseittomakepredictions(theplottingoforiginaldatawillbegiven).
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Content
LearningOutcomes
Studentsshouldbeableto:
Criticalpathanalysis
• demonstrateunderstandingofhowanactivitynetworkrepresentsaproject(usingactivitiesonanarc);
• constructanactivitynetworkfromaprecedencetable;• identifythecriticalpathbyfindingtheearliestandlatesteventtimes;
• calculatefloattimes;and• performbasicschedulingusingGanttcharts.
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4 Scheme of Assessment 4.1 Assessment opportunities Fortheavailabilityofexaminations,seeSection2.Thisisaunitisedspecification;candidatesmustcompleteatleast40percentoftheoverallassessmentrequirementsattheendofthecourse,intheexaminationseriesinwhichtheyrequestafinalsubjectgrade.Thisistheterminalrule.Candidatesmayresitindividualassessmentunitsoncebeforecash-in.ThebetterofthetworesultswillcounttowardstheirfinalGCSEgradeunlessaunitisrequiredtomeetthe40percentterminalrule.Ifitis,themorerecentmarkwillcount(whetherornotitisthebetterresult).ResultsforindividualassessmentunitsremainavailabletocounttowardsaGCSEqualificationuntilwewithdrawthespecification.4.2 Assessment objectives Therearethreeassessmentobjectivesforthisspecification(AO1,AO2andAO3).AO1 UseandapplystandardtechniquesCandidatesshouldbeableto:
• accuratelyrecallfacts,terminologyanddefinitions;• useandinterpretnotationcorrectly;and• accuratelycarryoutroutineproceduresorsettasksrequiringmulti-stepsolutions.
AO2 Reason,interpretandcommunicatemathematicallyCandidatesshouldbeableto:
• makedeductions,inferencesanddrawconclusionsfrommathematicalinformation;
• constructchainsofreasoningtoachieveagivenresult;• interpretandcommunicateinformationaccurately;• presentargumentsandproofs;and• assessthevalidityofanargumentandcriticallyevaluateagivenwayofpresentinginformation.
AO3 SolveproblemsinmathematicsandothercontextsCandidatesshouldbeableto:
• translateproblemsinmathematicalornon-mathematicalcontextsintoaprocessoraseriesofmathematicalprocesses;
• makeanduseconnectionsbetweendifferentpartsofmathematics;• interpretresultsinthecontextofthegivenproblem;• evaluatemethodsusedandresultsobtained;and• evaluatesolutionstoidentifyhowtheymayhavebeenaffectedbyassumptionsmade.
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4.3 Assessment objective weightings ThetablebelowsetsouttheassessmentobjectiveweightingsforeachassessmentcomponentandtheoverallGCSEqualification.
AssessmentObjective
UnitWeighting(%) OverallWeighting(%)
ExternalAssessment
Unit1 Unit2 Unit3 Unit4
AO1 35–45 35–45 35–45 35–45 40
AO2 25–35 25–35 25–35 25–35 30
AO3 25–35 25–35 25–35 25–35 30
TotalWeighting 100 100 100 100 100
4.4 Reporting and grading Wereporttheresultsofindividualassessmentunitsonauniformmarkscalethatreflectstheassessmentweightingofeachunit.Wedeterminethegradesawardedbyaggregatingtheuniformmarksthatcandidatesobtaininindividualassessmentunits.WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthehighest.Theninegradesavailableareasfollows:
Grade A* A B C* C D E F GIfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).4.5 Use of calculators Candidatesmustuseelectroniccalculatorswithtrigonometric,logarithmicandrelevantstatisticalfunctions.Pleasenotethatcandidatesmustshowthefulldevelopmentoftheiranswerstoobtainfullcredit.Calculatorsmustbe:
• ofasizesuitableforuseonthedesk;• eitherbatteryorsolarpowered;and• freeoflids,casesandcoverswhichhaveprintedinstructionsorformulae.
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Calculatorsmustnot:
• bedesignedoradaptedtoofferanyofthesefacilities:- languagetranslators;- symbolicalgebramanipulation;- symbolicdifferentiationorintegration;or- communicationwithothermachinesortheinternet;
• beborrowedfromanothercandidateduringanassessmentbyexaminationforanyreason;or
• haveretrievableinformationstoredinthem,including(butnotlimitedto):- databanks;- dictionaries;- mathematicalformulae;or- text.
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5 Grade Descriptions Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.
Grade
Description
A Candidatescharacteristically:
• performproceduresaccurately;• interpretandcommunicatecomplexinformationaccurately;• makedeductionsandinferencesanddrawconclusions;• constructsubstantialchainsofreasoning,includingconvincingargumentsandformalproofs;
• generateefficientstrategiestosolvecomplexmathematicalandnon-mathematicalproblemsbytranslatingthemintoaseriesofmathematicalprocesses;
• makeanduseconnections,whichmaynotbeimmediatelyobvious,betweendifferentpartsofmathematics;and
• interpretresultsinthecontextofthegivenproblem.
C Candidatescharacteristically:
• performroutinesingle-andmulti-stepprocedureseffectivelybyrecalling,applyingandinterpretingnotation,terminology,facts,definitionsandformulae;
• interpretandcommunicateinformationeffectively;• makedeductions,inferencesanddrawconclusions;• constructchainsofreasoning,includingarguments;• generatestrategiestosolvemathematicalandnon-mathematicalproblemsbytranslatingthemintomathematicalprocesses,realisingconnectionsbetweendifferentpartsofmathematics;
• interpretresultsinthecontextofthegivenproblem;and• evaluatemethodsandresults.
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Grade
Description
F Candidatescharacteristically:
• recallandusenotation,terminology,factsanddefinitions;• performroutineprocedures,includingsomemulti-stepprocedures;
• interpretandcommunicatebasicinformation;• makedeductionsandusereasoningtoobtainresults;• solveproblemsbytranslatingsimplemathematicalandnon-mathematicalproblemsintomathematicalprocesses;
• providebasicevaluationofmethodsorresults;and• interpretresultsinthecontextofthegivenproblem.
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6 Curriculum Objectives ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4,andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused. 6.1 Cross-Curricular Skills at Key Stage 4
Communication
Studentsshouldbeableto:
• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner,forexamplebyusingappropriatemathematicallanguageandnotationinresponsetoopen-endedtasks,problems,structuredquestionsorexaminationquestions;
• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose,forexamplethroughtheuseofvariedlearningactivitiesappliedtoawiderangeofcontextsthatrequirestudentstoorganiseandrecorddata,justifychoiceofstrategytosolveproblems,articulateprocesses,proofsetc.andprovidefeedbackfromcollaborativelearningactivities;
• participateindiscussions,debatesandinterviews,forexamplebysharingideas,investigatingmisconceptions,exploringalternativestrategies,justifyingtheirchoiceofstrategy,negotiatingdecisionsandlisteningtoothers;
• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexamplebydevelopingamathematicalsolutiontoaproblemandcommunicatingideas,strategiesandsolutions;and
• exploreandrespond,bothimaginativelyandcritically,toavarietyoftexts,forexamplebyusingopen-endedtasksandactivities.
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UsingMathematics
Studentsshouldbeableto:
• usemathematicallanguageandnotationwithconfidence,forexamplecalculus,matricesandforcediagrams;
• usementalcomputationtocalculate,estimateandmakepredictionsinarangeofsimulatedandreal-lifecontexts,forexamplesimplifyingexpressionsinalgebra;
• selectandapplymathematicalconceptsandproblem-solvingstrategiesinarangeofsimulatedandreal-lifecontexts,forexamplemovingaveragesinafinancialcapabilitycontextorapplyingNewton’slawstoquestionsrelatingtodynamics;
• interpretandanalyseawiderangeofmathematicaldata,forexamplecalculatinganestimateforthemeanandstandarddeviationfromagroupedfrequencydistribution;
• assessprobabilityandriskinarangeofsimulatedandreal-lifecontexts,forexampletreediagramsorVenndiagrams;and
• presentmathematicaldatainavarietyofformatsthattakeaccountofaudienceandpurpose,forexamplenumerical,graphicalandalgebraicrepresentations.
UsingICT
Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawiderangeofcontextstoaccess,manage,selectandpresentinformation,includingmathematicalinformation,forexamplecalculators,suitablesoftwarepackagestoexploregeometry,algebraicfunctionsorcalculus,researchingdataonline,analysingdataandworkingwithformulaeinspreadsheets.
6.2 Thinking Skills and Personal Capabilities at Key Stage 4
Self-Management
Studentsshouldbeableto:
• planwork,forexamplebyidentifyingappropriatestrategies,workingsystematicallyandpersistingwithopen-endedtasksandproblems;
• setpersonallearninggoalsandtargetstomeetdeadlines,forexamplebyidentifying,prioritisingandmanagingactionsrequiredtodevelopcompetenceandconfidenceinmorechallengingmathematics;
• monitor,reviewandevaluatetheirprogressandimprovetheirlearning,forexamplebyself-evaluatingtheirperformance,identifyingstrengthsandareasforimprovementandseekingsupportwhererequired;and
• effectivelymanagetheirtime,forexamplebyplanning,prioritisingandminimisingdistractionsinordertomeetdeadlinessetbyteachers.
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WorkingwithOthers
Studentsshouldbeableto:
• learnwithandfromothersthroughco-operation,forexamplebyengagingindiscussionsandexplainingideas,challengingandsupportingoneanother,creatingandsolvingeachother’squestionsandworkingcollaborativelytosharemethodsandresultsduringsmallgrouptasks;
• participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexamplebyworkingtogetheronchallengingsmallgrouptaskswithsharedgoalsbutindividualaccountability;and
• listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexamplebyparticipatingconstructivelyinsmallgroupactivities,articulatingpossibleproblem-solvingstrategiesandpresentingawellthoughtoutrationaleforoneapproach.
ProblemSolving
Studentsshouldbeableto:
• identifyandanalyserelationshipsandpatterns,forexamplemakelinksbetweencauseandeffects,forexamplebyconsideringtheratesofchangeofafunctionwithrespecttooneofitsvariablesthroughthestudyofcalculus;
• proposejustifiedexplanations,forexamplebyprovingamathematicalstatementistrue;
• analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexampleusingdatatomakepredictionsaboutthelikelihoodoffutureeventsoccurring;
• analyseandevaluatemultipleperspectives,forexamplemodellingreal-lifescenariosasfurthermathematicsproblems;
• weighupoptionsandjustifydecisions,forexampleusingthemostappropriatemethodtosolvecomplexmathematicalproblems;and
• applyandevaluatearangeofapproachestosolveproblemsinfamiliarandnovelcontexts,forexamplebychoosingtheappropriatediagrammaticmethodinprobabilityortheuseofconstantaccelerationformulaeversususeofvelocity/timegraphs.
Thereisanemphasisonproblemsolvinginthisspecification,whichwillrequirethedevelopmentofalloftheseskills.
AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.
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7 Links and Support 7.1 Support Thefollowingresourcesareavailabletosupportthisspecification:
• ourMathematicsmicrositeatwww.ccea.org.ukand• specimenassessmentmaterials.Wealsointendtoprovide:
• pastpapers;• markschemes;• ChiefExaminer’sreports;• planningframeworks;• centresupportvisits;• supportdaysforteachers;and• aresourcelist.7.2 Examination entries EntrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonourQualificationsAdministrationHandbookmicrosite,whichyoucanaccessatwww.ccea.org.ukAlternatively,youcantelephoneourExaminationEntries,ResultsandCertificationteamusingthecontactdetailsprovided.7.3 Equality and inclusion Wehaveconsideredtherequirementsofequalitylegislationindevelopingthisspecificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,politicalandotherformsofbias.GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderangeofoccupationsandhigherlevelcourses.Duringthedevelopmentprocess,anexternalequalitypanelreviewedthespecificationtoidentifyanypotentialbarrierstoequalityandinclusion.Whereappropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.Wecanmakereasonableadjustmentsforstudentswithdisabilitiestoreducebarrierstoaccessingassessments.Forthisreason,veryfewstudentswillhaveacompletebarriertoanypartoftheassessment.
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Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk7.4 Contact details Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEAstaffmemberordepartment:
• SpecificationSupportOfficer:JoanJennings(telephone:(028)90261200,extension2552,email:[email protected])
• SubjectOfficer:EleanoreThomas(telephone:(028)90261200,extension2209,email:[email protected])
• ExaminationEntries,ResultsandCertification(telephone:(028)90261262,email:[email protected])
• ExaminerRecruitment(telephone:(028)90261243,email:[email protected])
• Distribution(telephone:(028)90261242,email:[email protected])
• SupportEventsAdministration(telephone:(028)90261401,email:[email protected])
• Moderation(telephone:(028)90261200,extension2236,email:[email protected])
• BusinessAssurance(ComplaintsandAppeals)(telephone:(028)90261244,email:[email protected]@ccea.org.uk).
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