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It outlines how teachers can identify and close knowledge gaps by testing prerequisite skills, then supports progression through personalised learning and next steps. The guide introduces learning objectives for graph-related content using structured items G1–G3 and a concept-map pathway toward later graph skills.",{"@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/graphs-teacher-companion-guide-622936/622936/",{"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/graphs-teacher-companion-guide-622936/622936.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","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 Stride Graphs teacher companion guide?","Question",{"text":112,"@type":113},"It explains the rationale and key features of AQA’s Stride assessments and how they help teachers identify knowledge gaps in learners’ prerequisite graph skills.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are learners supported within the Stride assessments?",{"text":117,"@type":113},"The tests are adaptive to learners’ knowledge and include personalised learning and next steps so students can build both understanding and confidence.",{"name":119,"@type":110,"acceptedAnswer":120},"Which early Graphs learning objectives are covered in the guide?",{"text":121,"@type":113},"It includes objectives such as reading values on a linear scale (G1), reading values on measuring devices (G2), and recognising chart types like pictograms, bar charts, pie charts, and line graphs (G3).","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},622936,1792525384,{"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},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","STRIDE INTO  \nTHE FUTURE  \nOF ASSESSMENT  \nTeacher Companion Guide  \nGraphs  \nCopyright © 2024 AQA and its licensors. All rights reserved.  \n| Table of Contents | |\n| --- | --- |\n| 2 Overview and Rationale 3 Concept Map and Key Features 4 G1 Read the values on a linear scale 5 G2 Read the values on a measuring device 6 G3 Recognise charts by type 7 G4 Read and plot coordinates in the first quadrant 8 G5 Read and construct 2-way tables 9 G6 Complete a table of values 10 G7 Read and plot coordinates in four quadrants 11 G8 Plot from a data table 12 G9 Find the midpoint of 2 coordinates 13 G10 Read and compare bar and line charts 13 G11 Read and compare pie charts 14 G12 Understanding and interpreting keys 15 G13 Read conversion graphs 16 G14 Interpret scatter diagrams (including comparison) 17 G15 Line of best fit 18 G16 Identify the key features of a graph 19 G17 Find the gradient 20 G18 Lines parallel to the axes 21 G19 Interpreting y = mx + c 22 G20 Parallel gradients 23 G21 Linear v non-linear graphs 24 G22 Interpret time series (including comparison) 25 G23 Distance/time graphs (including comparison) 26 Contributors |  |\n| 1 | |\n\n| Overview | |\n| --- | --- |\n| Stride is a new offering from AQA which is designed to empower students and quickly identify and close their knowledge gaps in mathematics. Designed to help students starting their GCSEs – either for the first time or as a resit – the tests are accessible for all and adapt to students’ knowledge, delivering the right amount of challenge.\u003Cbr>Our new maths tests will allow teachers to pinpoint gaps in their students’ conceptual knowledge-saving them time and empowering students, who will understand how to improve. They’re fully funded for schools and colleges, easy to use for teachers and engaging for students.\u003Cbr>The five short tests, created with the Key Stage 1 and 2 and Key Stage 3 guidance in mind, focus on key areas of maths that experts have identified as the most impactful for GCSE success. They come with personalised learning and next steps to allow students to develop in both knowledge and confidence.\u003Cbr>Rationale\u003Cbr>We know that maths is a hierarchical subject, with knowledge being built upon foundational maths which underpins the new concept. We have analysed data from hundreds of thousands of exam questions and found that even though content is first encountered in the early stages of a learner’s schooling, a significant proportion of learners answer questions on the foundations of maths incorrectly.\u003Cbr>With this in mind, we want to empower teachers to take control of their classrooms and provide a nurturing environment in which gaps within key prerequisite understanding are identified and corrective instruction is deployed, filling the gaps and ensuring that more complex content can be taught, safe in the knowledge that learners have the underlying knowledge required to be successful in their lessons, and thrive in the GCSE examinations.\u003Cbr>Key features\u003Cbr>The Concept Map, shown on the next page, shows that the key foundational knowledge for success with Graphs is the ability to read and plot coordinates in all four quadrants of the Cartesian plane, as well the ability to interpret scales in a variety of graduations, finding values which aren’t provided on the scales.\u003Cbr>It can also be seen that the gatekeeper to greater success is G17 Find the Gradient, which is a predecessor to five other areas including G19 Interpreting y=mx+c and G21 Linear v Non-linear Graphs. Understanding the concept of gradient is a key development to success with the Higher tier of GCSE mathematics. |  |\n| 2 | |\n\nConcept Map  \n4. Graphs  \n3  \n| G1 Read the values on a linear scale\u003Cbr>What is being tested Learners are being tested on their understanding of the number line and reading scales given with different graduations. Learning Objectives G1 .1 Input the missing values on the number line (decimals tenths)\u003Cbr>G1 .2 Input the missing values on the number line (decimals hundredth","cbCaify48LjuDzph","https://ap.wps.com/l/cbCaify48LjuDzph","pdf",1273419,27,"English","# Overview and Rationale\n# Concept Map and Key Features\n# G1 Read the values on a linear scale\n# G2 Read the values on a measuring device\n# G3 Recognise charts by type","[{\"question\":\"What is the purpose of the Stride Graphs teacher companion guide?\",\"answer\":\"It explains the rationale and key features of AQA’s Stride assessments and how they help teachers identify knowledge gaps in learners’ prerequisite graph skills.\"},{\"question\":\"How are learners supported within the Stride assessments?\",\"answer\":\"The tests are adaptive to learners’ knowledge and include personalised learning and next steps so students can build both understanding and confidence.\"},{\"question\":\"Which early Graphs learning objectives are covered in the guide?\",\"answer\":\"It includes objectives such as reading values on a linear scale (G1), reading values on measuring devices (G2), and recognising chart types like pictograms, bar charts, pie charts, and line graphs (G3).\"}]","Graphs - Teacher Companion Guide | PDF",1792467399,68]