[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-207087-105":59,"doc-detail-207087-en":125},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":118,"head_meta":120,"extra_data":122,"updated_unix":124},105,"en","pearson-edexcel-gcse-9-1-mathematics-a-guide-to-our-assessment","Pearson Edexcel GCSE (9–1) Mathematics - A guide to our assessment","","Pearson Edexcel GCSE (9–1) Mathematics assessment guidance explains how written examination papers are structured to suit both Foundation and Higher tiers. It details the assessment objectives and how each AO is weighted, including grade targeting across grades 1–5 and 4–9. The document describes question demand progression, accessible question style and language principles, and features such as clear layouts, diagrams, mark scheme guidance, and the use of allowed formulae within questions.",{"@graph":69,"@context":117},[70,84,100],{"@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/pearson-edexcel-gcse-9-1-mathematics-a-guide-to-our-assessment/207087/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":94,"encodingFormat":92,"isAccessibleForFree":95,"interactionStatistic":96},"DigitalDocument",{"name":87,"@type":88},"Riley","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-09-06","2026-09-05",true,{"@type":97,"interactionType":98,"userInteractionCount":14},"InteractionCounter",{"@type":99},"ViewAction",{"@type":101,"mainEntity":102},"FAQPage",[103,109,113],{"name":104,"@type":105,"acceptedAnswer":106},"How is the GCSE (9–1) in Mathematics assessed across Foundation and Higher tiers?","Question",{"text":107,"@type":108},"It is assessed through three equally weighted written examination papers at either Foundation tier or Higher tier. Paper 1 is the only non-calculator paper.","Answer",{"name":110,"@type":105,"acceptedAnswer":111},"What do the three Assessment Objectives (AO1, AO2, AO3) cover and how are they weighted?",{"text":112,"@type":108},"AO1 focuses on using and applying standard techniques, AO2 on reasoning, interpreting and communicating mathematically, and AO3 on solving problems in mathematics and other contexts. Weightings differ by tier.",{"name":114,"@type":105,"acceptedAnswer":115},"How do the papers progress in demand and what question features support accessibility?",{"text":116,"@type":108},"Questions start with lower-demand items and gradually increase demand, with upper-grade targeting towards the end. The papers use clear layouts, large diagrams, clear mark schemes, and accessible language principles.","https://schema.org",{"og:url":83,"og:type":119,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":121,"canonical":83},"index,follow",{"doc_id":123,"site_id":62},207087,1788597888,{"code":4,"msg":5,"data":126},{"doc_id":123,"user_id":127,"nickname":87,"user_avatar":128,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":129,"file_id":130,"file_url":131,"file_type":132,"file_size":133,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":134,"language":135,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":67,"update_tm":124,"read_time":41},1374391975076,"https://ap-avatar.wpscdn.com/avatar/14000253ca4ec9f6853?x-image-process=image/resize,m_fixed,w_180,h_180&k=1783305029341752051","Pearson Edexcel GCSE (9–1) Mathematics  \nA guide to our assessment  \n1  \nWe’ve designed our assessment to be accessible to the full range of your learners, yet challenge your most able students. Our papers gradually build in demand and are designed to help your students approach the exams with confidence.  \nThis guide shows you the approach we’ve taken to our assessment to give you a closer look into how they’re designed.  \nStructure and features  \nPearson GCSE (9–1) in Mathematics  \nOur GCSE (9–1) in Mathematics is assessed through three equally-weighted written examination papers at either Foundation tier or Higher tier. Paper 1 is the only non-calculator paper.  \nAssessment Objectives  \nThe diagram below gives an overview of the three Assessment Objectives. The strandsand elements that further define each Assessment Objective are detailed in the specification. Every strand and element must be assessed in every examination series.  \nAO1 is about using and applying standard techniques  \n50% Foundation 40% Higher  \nAO2 is about reasoning, interpreting and communicating mathematically  \n25% Foundation 30% Higher  \nAO3 is about solving problems in mathematics and in other contexts.  \n25% Foundation 30% Higher  \nGrade Structure  \n• Questions are targeted at grades 1–5 at Foundation tier and at grades 4–9 at Higher tier.  \n• The overlapping grades across the two tiers are grades 4 and 5. Students who fall slightly below the grade 4 boundary on Higher tier may be awarded a grade 3, however there will be no questions actively targeting grade 3 on Higher tier papers.  \nOfqual have defined ‘anchor points’ that provide broad proportions and alignments between the old A*–G and the 9–1 GCSE grading systems.  \nFoundation Tier  \nFoundation papers now start at, and reach, a higher level. Previously, 25% of questions were targeted at grades D/C, but now 50% of questions in each paper are targeted at upper 3 to 5 grades (equivalent to D+ to B-), therefore more questions target the top grades.  \nIn the 9–1 Foundation papers, marks will be allocated like this:  \nHigher Tier  \nHigher tier papers now start at a Higher level (with questions targeting grade 4) than in the legacy GCSE, which had questions targeting grade D (broadly aligned to grade 3) .  \nThe 9–1 Higher tier papers will cover 6 grades instead of 5, allowing for more differentiation at the top end of the grades. Previously, 25% of questions were targeted at A/A*, but now 50% of questions in each paper are targeted at the equivalent grades, 7–9.  \nIn the 9–1 Higher papers, marks will be allocated like this:  \n50%  50%   \n 4 5 6  7 8 9    Approximately equivalent to:   C C+/B– B  A A/A* A*  \nBottom two-thirds of C marks  \nTop two-thirds of B marks  \nTop 20% of A/A* marks  \n2  \n50%  \n 1 2 lower 3  \n Approximately equivalent to:  \nG F E D–  \n50%  \nupper 3  \nD+  \n4  \nC  \n5  \nC+/B–  \nBottom of 1 aligned with bottom of G  \nBottom two-thirds of C marks  \nTop third of C marks / bottom third of B marks  \nTop third of C marks / bottom third of B marks  \n3  \nAssessment Style  \nQuestion style  \nOur papers begin with low(er) demand questions to encourage students' engagement and build confidence early on. Our Foundation papers start with short one mark questions usually assessing basic number skills to ease students into the paper. This has been widely judged to be a more meaningful and accessible questioning style method than other forms of assessment such as multiple choice which can encourage guessing and doesn’t always engage students in the same way.  \nUse of language  \nOur professional language experts ensure that wording used in our examination papers is clear and accessible. When writing papers our examiners focus on clarity of language to facilitate understanding- it’s not simply about counting words. Here are some of the principles we follow:  \nWhat we do: What we avoid doing:  \n\n| We use simple and short sentence structures to minimise unnecessary burden on memory and interpretation.\u003Cbr","cbCaifSsfHb3mldy","https://ap.wps.com/l/cbCaifSsfHb3mldy","pdf",4194147,12,"English","# Structure and features\n## Assessment Objectives\n## Grade Structure\n## Assessment Style\n## Formulae\n## Progression of demand\n## Familiar layout","[{\"question\":\"How is the GCSE (9–1) in Mathematics assessed across Foundation and Higher tiers?\",\"answer\":\"It is assessed through three equally weighted written examination papers at either Foundation tier or Higher tier. Paper 1 is the only non-calculator paper.\"},{\"question\":\"What do the three Assessment Objectives (AO1, AO2, AO3) cover and how are they weighted?\",\"answer\":\"AO1 focuses on using and applying standard techniques, AO2 on reasoning, interpreting and communicating mathematically, and AO3 on solving problems in mathematics and other contexts. Weightings differ by tier.\"},{\"question\":\"How do the papers progress in demand and what question features support accessibility?\",\"answer\":\"Questions start with lower-demand items and gradually increase demand, with upper-grade targeting towards the end. The papers use clear layouts, large diagrams, clear mark schemes, and accessible language principles.\"}]","Pearson Edexcel GCSE (9–1) Mathematics - A guide to our assessment | PDF"]