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Includes assessment objectives AO1–AO3 with weightings, prerequisite GCSE Mathematics topic areas and content, and an at-a-glance programme structured by terms, year groups, and content areas. Covers data collection, estimation, processing and representation, central tendency and dispersion, scatter diagrams and correlation, time series, probability including experimental and theoretical, probability distributions, and further summary statistics aligned to the statistical enquiry cycle framework.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/course-planner-gcse-9-1-statistics-pearson-edexcel-level-1level-2-course-planner-and-contents/620151/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/course-planner-gcse-9-1-statistics-pearson-edexcel-level-1level-2-course-planner-and-contents/620151.png","ImageObject",300,407,{"name":92,"@type":93},"Oliver","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-11-07","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the assessment objectives and their weightings for GCSE Statistics?","Question",{"text":112,"@type":113},"AO1 carries 55%, AO2 25%, and AO3 20%. 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These models are suggestions only and there are a number of valid ways of structuring the course.\nThe amount of time available for statistics in the curriculum varies widely from centre to centre. Teachers will want to adapt the models presented here to suit their circumstances.\nThe course planner provides opportunities to apply statistical techniques to solve problems within the framework of the statistical enquiry cycle (SEC). Students should have experience of the application of statistical techniques across the curriculum, in subjects such as the sciences, social sciences, computing, geography, business and economics, and outside the classroom in the world in general.\nAssessment objectives for GCSE Statistics\nSkill\nWeighting\nAssessment objective\nDemonstrate knowledge and understanding, using appropriate terminology and notation, of standard statistical techniques used to:\n( collect and represent information\n( calculate summary statistics and probabilities.\n55%\nAO1\nInterpret statistical information and results in context and reason statistically to draw conclusions.\n25%\nAO2\nAssess the appropriateness of the statistical methodologies and the conclusions drawn through the application of the statistical enquiry cycle.\n20%\nAO3\nPrerequisite knowledge from GCSE Mathematics\nStudents will need to be familiar with the following mathematics before entering for GCSE Statistics.\nGCSE Mathematics topic area and reference\nContent\n1. Number\nN1\norder positive integers, decimals and fractions; understand and use the symbols =, ≠, \u003C, >, ≤, ≥\nN2\napply the four operations to integers, decimals and simple fractions (proper and improper), and mixed numbers; understand and use place value (for example when working with very large or very small numbers, and when calculating with decimals)\nN3\nrecognise and use relationships between operations, including inverse operations, for example cancellation to simplify calculations and expressions; use conventional notation for priority of operations, including brackets, powers, roots and reciprocals\nN9\nunderstand and use standard form\nN10\nwork interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and  or 0.375 and ). Recognise that some fractions can be written as recurring decimals\nN11\nidentify and work with fractions in ratio problems\nN12\ninterpret fractions and percentages as operators\nN13\nuse standard units of mass, length, time, money and other measures (including standard compound measures) using decimal quantities where appropriate\nN14\nestimate answers; check calculations using approximation and estimation, including answers obtained using technology\nN15\nround numbers and measures to an appropriate degree of accuracy (for example to a specified number of decimal places or significant figures); use inequality notation to specify simple error intervals due to truncation or rounding\n2. Algebra\nA2\nsubstitute numerical values into formulae and expressions, including scientific formulae\nA5\nunderstand and use standard mathematical formulae; rearrange formulae to change the subject\nA8\nwork with coordinates on Cartesian grid\nA9\nunderstand and use the general equation of a straight line y = mx + c where c is the intercept with the y-axis and m =.\nGCSE Mathematics topic area and reference\nContent\n3. Ratio, proportion and rates of change\nR3\nexpress one quantity as a fraction of another, where the ","cbCaijdzm7yJvgjh","https://ap.wps.com/l/cbCaijdzm7yJvgjh","docx",1612530,25,"English","# Introduction\n## Assessment objectives for GCSE Statistics\n## Prerequisite knowledge from GCSE Mathematics\n## Planner at a glance\n## Option 1: Two-year course planner\n## Option 2: One-year course planner","[{\"question\":\"What are the assessment objectives and their weightings for GCSE Statistics?\",\"answer\":\"AO1 carries 55%, AO2 25%, and AO3 20%. They cover knowledge and understanding of statistical techniques, interpretation and reasoning in context, and assessing appropriateness using the statistical enquiry cycle.\"},{\"question\":\"What prerequisite knowledge is required from GCSE Mathematics?\",\"answer\":\"Learners should be familiar with number, algebra, ratio/proportion/rates of change, and probability topics, including standard form, operations and inequalities, substitution and formulae, ratio and percentages, and recording/analyzing probability outcomes.\"},{\"question\":\"How is the course structured under the two-year and one-year planners?\",\"answer\":\"The planner provides two suggested delivery patterns: a two-year option (split by year and term) and a one-year option. Both organize content areas such as data collection, processing and representation, estimation, time series, and probability across the programme.\"}]","Course Planner - GCSE (9–1) Statistics - Pearson Edexcel Level 1/Level 2 - Course planner and contents | DOCX",1792463720,63]