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Summarizes assessment criteria and mark distributions across Number, Algebra, Ratio/proportion/rates of change, Geometry/measures, and Probability & Statistics, with emphasis on increased weighting in ratio and proportion and greater algebra in Foundation tier. Explains assessment objectives (AO1–AO3), including quality of written communication and legible working, plus problem solving expectations, and outlines refinements implemented from the 2018 series.",{"@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/gcse-9-1-mathematics-2018-post-16-making-a-start-guide/619165/",{"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/gcse-9-1-mathematics-2018-post-16-making-a-start-guide/619165.png","ImageObject",300,407,{"name":92,"@type":93},"Himbo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the 2018 Post-16 “Making a Start” guide for GCSE (9-1) Mathematics?","Question",{"text":112,"@type":113},"It helps teachers set up post-16 Foundation tier GCSE (9-1) Mathematics classes and describes useful information about the assessment, including recent refinements and support resources.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the assessment criteria and mark distributions differ across Foundation and Higher tiers?",{"text":117,"@type":113},"The guide provides a topic-by-topic weighting table by tier, showing Foundation includes specific proportions for Number and Algebra and both tiers cover ratio, proportion and rates of change, with Probability & Statistics weighted differently by tier.",{"name":119,"@type":110,"acceptedAnswer":120},"What key assessment-objective changes should teachers emphasize when preparing learners?",{"text":121,"@type":113},"It highlights the role of Quality of Written Communication (QWC) within AO2, the requirement for legible working and reasoning, and the larger contribution of problem solving (AO3) across both tiers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},619165,1792482522,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687197100911,"https://ap-avatar.wpscdn.com/avatar/a000239b6f1da00475?x-image-process=image/resize,m_fixed,w_180,h_180&k=1785132997149421697","GCSE (9-1) Mathematics  \n2018 Post-16: Making a Start Guide  \nGCSE (9-1) Mathematics  \n Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Mathematics (1MA1)   First teaching from September 2016   \nFirst certification from June 2017  Issue 1  \nContents  \nIntroduction 1  \nBrief review of assessment criteria 2  \nRecent refinements to assessment 4  \nInitial/diagnostic assessment and baseline tests 5  \nNovember resit 5  \nSchemes of work – Interactive scheme of work 6  \nExaminers’ reports 6  \nUsing ResultsPlus to help plan teaching and learning 7  \nexamWizard 8  \nProblem solving 8  \nOther useful resources 9  \nForthcoming events 9  \nMaking a Start resources 10  \nIntroduction  \nThis short guide has been designed to help you to get your post-16 Foundation tier GCSE Mathematics classes up and running this September. The guide contains useful information about our GCSE (9-1) Mathematics assessment along with details of recent refinements to our assessments. This guide also provides details of, and links to, free Pearson resources and services designed to support your preparation and delivery of GCSE (9-1) Mathematics.  \nThe last section of the guide includes details of some practical maths activities and exercises you may wish to use in your first few lessons to help address some of the problem areas and topics that post-16 learners find challenging.  \nBrief review of assessment criteria  \nThe following table shows the distribution of marks for each of the specification topic areas by tier:  \n\n| Foundation tier weighting | Assessment topic area | Higher tier weighting |\n| --- | --- | --- |\n| 25% | Number | 15% |\n| 20% | Algebra | 30% |\n| 25% | Ratio, proportion and rates of change | 20% |\n| 15% | Geometry and measures | 20% |\n| 15% | Probability & Statistics | 15% |\n\nRemember that the GCSE Mathematics assessment now has more weighting in the Ratio and proportion area than was the case in the previous GCSE, so there are now more questions on this area and they can be more demanding. There is also more algebra included in Foundation tier than was the case in the previous scheme.  \nThe assessment objectives and their weightings  \nIn 2015 there is less AO1 at Higher and roughly the same at Foundation compared to 2010.  \nQuality of Written Communication (QWC) is also now included as part of AO2 .  \nAnother important change to remember from the previous GCSE is the inclusion of assessment objective 2 (AO2) which requires candidates to support their answers by showing legible working out and reasoning when required. Candidates will not gain full marks in many of the questions if they do not do this, even if they give the correct answer.  \nThe problem solving aspect, assessment objective 3 (AO3), now forms a greater part of the assessment in both tiers and hence requires extra emphasis during teaching and learning.  \nInformation on grade boundaries can be found on the Mathematics Emporium in the GCSE Mathematics 11 MA1 linear drawer ‘Grade boundaries’.  \nFull details and copies of our specification can be found in the Mathematics Emporium and on the website. Further information can also be found in our Getting Started Guide.  \nRecent refinements to assessment  \nFollowing the first assessment of the GCSE (9-1) in June 2017 and after external consultation and internal review procedures the following refinements have been made to GCSE (9-1) Mathematics assessment papers:  \nThe early questions on the Foundation tier papers are accessible to all students and will be mainly one mark questions.  \nThe common questions which appear on both Higher tier and Foundation tier papers are all accessible to students targeting grades 4 and 5.  \nAppropriate language and contexts are used in all questions so that we are testing mathematical ability only.  \nEach series of exams will assess as many topics and skills as possible, including those that are new to the curriculum.  \nThe layout of the papers is reviewed continuously to ensure diagrams are large enough and stud","cbCaiau0YTuezUhq","https://ap.wps.com/l/cbCaiau0YTuezUhq","pdf",854193,15,"English","# Introduction\n# Brief review of assessment criteria\n# Recent refinements to assessment\n# Initial/diagnostic assessment and baseline tests\n# Making a Start resources\n# Forthcoming events","[{\"question\":\"What is the purpose of the 2018 Post-16 “Making a Start” guide for GCSE (9-1) Mathematics?\",\"answer\":\"It helps teachers set up post-16 Foundation tier GCSE (9-1) Mathematics classes and describes useful information about the assessment, including recent refinements and support resources.\"},{\"question\":\"How do the assessment criteria and mark distributions differ across Foundation and Higher tiers?\",\"answer\":\"The guide provides a topic-by-topic weighting table by tier, showing Foundation includes specific proportions for Number and Algebra and both tiers cover ratio, proportion and rates of change, with Probability \\u0026 Statistics weighted differently by tier.\"},{\"question\":\"What key assessment-objective changes should teachers emphasize when preparing learners?\",\"answer\":\"It highlights the role of Quality of Written Communication (QWC) within AO2, the requirement for legible working and reasoning, and the larger contribution of problem solving (AO3) across both tiers.\"}]","GCSE (9-1) Mathematics - 2018 Post-16: Making a Start Guide | PDF",1792462605,38]