CCEA GCSE Specification in Further Mathematicsccea.org.uk/.../gcse/specs/final/GCSE_Further_Maths_Specification.pdf · CCEA GCSE Specification in Further Mathematics. ... 2 Specification

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

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

SubjectCodeQAN

2330603/1054/6

ACCEAPublication©2017

Thisspecificationisavailableonlineatwww.ccea.org.uk

CCEAGCSEFurtherMathematicsfromSeptember2017

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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


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


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


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


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


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


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


• 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


• 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


• planwork,forexamplebyidentifyingappropriatestrategies,workingsystematicallyandpersistingwithopen-endedtasksandproblems;

• setpersonallearninggoalsandtargetstomeetdeadlines,forexamplebyidentifying,prioritisingandmanagingactionsrequiredtodevelopcompetenceandconfidenceinmorechallengingmathematics;

• monitor,reviewandevaluatetheirprogressandimprovetheirlearning,forexamplebyself-evaluatingtheirperformance,identifyingstrengthsandareasforimprovementandseekingsupportwhererequired;and

• effectivelymanagetheirtime,forexamplebyplanning,prioritisingandminimisingdistractionsinordertomeetdeadlinessetbyteachers.


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WorkingwithOthers


• learnwithandfromothersthroughco-operation,forexamplebyengagingindiscussionsandexplainingideas,challengingandsupportingoneanother,creatingandsolvingeachother’squestionsandworkingcollaborativelytosharemethodsandresultsduringsmallgrouptasks;

• participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexamplebyworkingtogetheronchallengingsmallgrouptaskswithsharedgoalsbutindividualaccountability;and

• listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexamplebyparticipatingconstructivelyinsmallgroupactivities,articulatingpossibleproblem-solvingstrategiesandpresentingawellthoughtoutrationaleforoneapproach.

ProblemSolving


• 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).

© CCEA 2017

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CCEA GCSE Specification in Further Mathematicsccea.org.uk/.../gcse/specs/final/GCSE_Further_Maths_Specification.pdf · CCEA GCSE Specification in Further Mathematics. ... 2 Specification