Specification
MATHEMATICS
J560
For first assessment in 2017
ocr.org.uk/gcsemaths
We will inform centres about any changes to the specification. We will also
publish changes on our website. The latest version of our specification will
always be the one on our website (ocr.org.uk) and this may differ from
printed versions.
Copyright
OCR retains the copyright on all its publications, including the specifications.
However, registered centres for OCR are permitted to copy material from this
specification booklet for their own internal use.
5 Appendices 55
5a. Grade descriptors 55
5b. Overlap with other qualifications 56
5c. Avoidance of bias 56
OCR 2016
GCSE (91) in Mathematics i
Introducing
GCSE (91) Mathematics (from September 2015)
Weve developed an inspiring, motivating and coherent Meet the team
mathematics specification for the entire ability range.
We have a dedicated team of Mathematics Subject
It emphasises and encourages:
Specialists working on our mathematics qualifications.
Sound understanding of concepts
Find out more about our Mathematics team at
Fluency in procedural skill ocr.org.uk/mathsteam
Competency to apply mathematical skills in a If you need specialist advice, guidance or support, get
range of contexts in touch as follows:
Confidence in mathematical problem solving. 01223 553998
maths@ocr.org.uk
@OCR_Maths
OCR 2016
ii GCSE (91) in Mathematics
Teaching and learning resources
We recognise that the introduction of a new Plenty of useful resources
specification can bring challenges for implementation
and teaching. Our aim is to help you at every stage and Youll have four main types of subjectspecific teaching
were working hard to provide a practical package of and learning resources at your fingertips:
support in close consultation with teachers and other
Delivery Guides
experts, so we can help you to make the change.
Transition Guides
Designed to support progression for all
Topic Exploration Packs
Our resources are designed to provide you with a
range of teaching activities and suggestions so you can Lesson Elements.
select the best approach for your particular students.
Along with subjectspecific resources, youll also have
You are the experts on how your students learn and
access to a selection of generic resources that focus
our aim is to support you in the best way we can.
on skills development and professional guidance for
We want to teachers.
Support you with a body of knowledge Skills Guides weve produced a set of Skills Guides
that grows throughout the lifetime of the that are not specific to Mathematics, but each covers a
specification topic that could be relevant to a range of qualifications
for example, communication, legislation and
Provide you with a range of suggestions so you research. Download the guides at ocr.org.uk/
can select the best activity, approach or context skillsguides
for your particular students
Active Results a free online results analysis service
Make it easier for you to explore and interact to help you review the performance of individual
with our resource materials, in particular to students or your whole school. It provides access to
develop your own schemes of work detailed results data, enabling more comprehensive
Create an ongoing conversation so we can analysis of results in order to give you a more accurate
develop materials that work for you. measurement of the achievements of your centre and
individual students. For more details refer to
ocr.org.uk/activeresults
OCR 2016
GCSE (91) in Mathematics iii
Professional Development
Take advantage of our improved Professional These events are designed to help prepare you for first
Development Programme, designed with you in mind. teaching and to support your delivery at every stage.
Whether you want to come to facetoface events,
look at our new digital training or search for training Watch out for details at cpdhub.ocr.org.uk.
materials, you can find what youre looking for all in
To receive the latest information about the training
one place at the CPD Hub.
well be offering, please register for GCSE email
An introduction to the new specifications updates at ocr.org.uk/updates.
OCR 2016
iv GCSE (91) in Mathematics
1 Why choose an OCR GCSE (91) in
Mathematics?
1a. Why choose an OCR qualification?
Choose OCR and youve got the reassurance that We provide a range of support services designed to
youre working with one of the UKs leading exam help you at every stage, from preparation through to
boards. Our new GCSE (91) in Mathematics course
has been developed in consultation with teachers,
the delivery of our specifications. This includes:
1
employers and Higher Education to provide students A wide range of highquality creative resources
with a qualification thats relevant to them and meets including:
their needs. o Delivery Guides
o Transition Guides
Were part of the Cambridge Assessment Group, o Topic Exploration Packs
Europes largest assessment agency and a department o Lesson Elements
of the University of Cambridge. Cambridge Assessment o and much more.
plays a leading role in developing and delivering
assessments throughout the world, operating in over Access to Subject Specialists to support you
150 countries. through the transition and throughout the
lifetimes of the specifications.
We work with a range of education providers, including
CPD/Training for teachers to introduce the
schools, colleges, workplaces and other institutions
qualifications and prepare you for first teaching.
in both the public and private sectors. Over 13,000
centres choose our A levels, GCSEs and vocational Active Results our free results analysis service
qualifications including Cambridge Nationals and helps you review the performance of individual
Cambridge Technicals. students or across your whole school.
ExamCreator our new online past papers
Our Specifications service that enables you to build your own test
We believe in developing specifications that help you papers from past OCR exam questions.
bring the subject to life and inspire your students to
All GCSE (91) qualifications offered by OCR are
achieve more.
accredited by Ofqual, the Regulator for qualifications
Weve created teacherfriendly specifications based on offered in England. The QN for this qualification is
extensive research and engagement with the teaching QN 601/4606/0.
community. Theyre designed to be straightforward
and accessible so that you can tailor the delivery of
the course to suit your needs. We aim to encourage
learners to become responsible for their own learning,
confident in discussing ideas, innovative and engaged.
OCR 2016
GCSE (91) in Mathematics 1
1b. Why choose an OCR GCSE (91) in Mathematics?
OCRs GCSE (91) in Mathematics provides a broad, Learnerfocused
coherent, satisfying and worthwhile course of study.
1 It encourages learners to develop confidence in,
and a positive attitude towards mathematics and to
OCRs specification and assessment will consist
of mathematics fit for the modern world and
recognise the importance of mathematics in their presented in authentic contexts.
own lives and to society. It also provides a strong It will allow learners to develop mathematical
mathematical foundation for learners who go on to independence built on a sound base of
study mathematics at a higher level, post16. conceptual learning and understanding.
Aims and learning outcomes OCR will target support and resources to develop
fluency, reasoning and problem solving skills.
OCRs GCSE (91) in Mathematics enables learners to:
It will be a springboard for future progress and
develop fluent knowledge, skills and achievement in a variety of qualifications across
understanding of mathematical methods and subjects along with employment.
concepts Teachercentred
acquire, select and apply mathematical
OCR will provide an extensive teacher support
techniques to solve problems
package, including highquality flexible
reason mathematically, make deductions and resources, particularly for the new GCSE (91)
inferences and draw conclusions subject areas and assessment objectives.
comprehend, interpret and communicate OCRs support and resources will focus on
mathematical information in a variety of forms empowering teachers, exploring teaching
appropriate to the information and context. methods and classroom innovation alongside
more direct contentbased resources.
OCRs GCSE (91) in Mathematics is:
OCRs assessment will be solid and dependable,
Worthwhile recognising positive achievement in candidate
learning and ability.
Research, international comparisons and
engagement with both teachers and the wider Dependable
education community have been used to
enhance the reliability, validity and appeal of our OCRs highquality assessments are backed up
assessment tasks in mathematics. by sound educational principles and a belief that
the utility, richness and power of mathematics
It will encourage the teaching of interesting should be made evident and accessible to all
mathematics, aiming for mastery leading to learners.
positive exam results.
An emphasis on learning and understanding
mathematical concepts underpinned by a sound,
reliable and valid assessment.
OCR 2016
2 GCSE (91) in Mathematics
1c. What are the key features of this specification?
A simple assessment model, featuring 3 papers A flexible support package for teachers formed
at each tier, of equal length with identical through listening to teachers needs, allowing
mark allocations and identical weightings of
Assessment Objectives and subject content.
teachers to easily understand the requirements
of the qualification and present the qualification 1
to learners.
A specification developed by teachers
specifically for teachers, laying out the required A team of OCR Subject Specialists, who centres
content clearly in terms of both topic area can contact for subject and assessment queries.
and difficulty, facilitating learners progression
through the content. Part of a wide range of OCR mathematics
assessments, allowing progression into a range
An exciting package of free resources, developed of further qualifications, from A and AS Level
in conjunction with teachers and through Mathematics and Further Mathematics to Free
research by Cambridge Assessment, taking Standing Mathematics Qualifications, Core
learners from Key Stage 3 right the way through Maths, Level 3 certificates and more.
GCSE, which can be adapted as required by
teachers and shaped to their learners needs. A mock exams package to assess the progression
of learners and easily pick up on topics requiring
further teaching.
OCR 2016
GCSE (91) in Mathematics 3
2 The specification overview
needs.
Any topic area may be assessed on any
Where content in one column is not further 2
exemplified in the column(s) to its right, that content
component, as relevant at that tier. may be assessed at a higher level of demand than
The content of this specification is presented given, as appropriate for learners attaining a higher
in three columns, representing a progression grade. The expectation is that themes will be
within the content strands. developed further and connections explored even
when not explicitly stated.
The columns are cumulative so that the
expectation of a Foundation tier learner is Formulae
exemplified by the first two columns and
that of a Higher tier learner is the sum of the The assessment for this specification will not include
statements in all three columns. a formula sheet. All formulae which learners are
required to know are given in the specification under
Many higher tier learners will already be 6.02d.
confident and competent with the content of
the first column when they begin their GCSE All other formulae required will be given in the
(91) course. It may therefore not be necessary assessment.
to cover this content explicitly with all learners,
though all learners will be assessed on this Units and measures
content at an appropriate level of demand.
Learners should be familiar with and calculate with
Learners should build on all of the content from appropriate units: 24hour and 12hour clock;
earlier key stages. Knowledge of the content of seconds (s), minutes (min), hours (h), days, months
Key Stages 1 and 2 is therefore assumed, but will and years including the relation between consecutive
not be assessed directly. units (1 year = 365 days); and pence; $ and cents;
and cents; degrees; standard units of mass, length,
The division of content into three columns is intended
area, volume and capacity, and related compound
to give an indication of the progression in conceptual
units. Learners should be able to convert between
and procedural difficulty in each content strand.
units efficiently. Learners should be able to use rulers
This structure: and protractors to measure the lengths of lines and the
sizes of angles.
helps teachers to target teaching appropriately
promotes assessment for learning by presenting Calculators
the content as a progression not simply the end If no reference is made in the specification to
point calculator use then learners are expected to be able
to use both calculator and noncalculator methods. All
allows teachers to start this GCSE (91) course
content may be assessed on either the calculator or
at a level which is appropriate to their learners,
noncalculator papers.
without feeling that they have to spend time on
content with which their learners are familiar
OCR 2016
GCSE (91) in Mathematics 5
Sketching and plotting curves A plot is drawn on squared or graph paper
for a given range of values by calculating
This specification makes a distinction between
the coordinates of points on the curve and
sketching and plotting curves.
connecting them as appropriate. Where a table
A sketch shows the most important features of of values is given it will include sufficient points
a curve. It does not have to be to scale, though to determine the curve. Where such a table is
axes should be labelled and the graph should not given, the number of points required is left
interact with the axes correctly. A sketch should to the discretion of the learner.
2
fall within the correct quadrants and show the
correct longterm behaviour. A sketch only needs Statement References
to be labelled with xintercepts, yintercepts, Individual references for the statements of this
turning points or other features when requested specification are included in the column headed GCSE
in the assessment. A sketch does not require (91) Content Ref.. Corresponding statements from the
graph or squared paper. The assessment for this Department for Education (DfE) Mathematics GCSE
specification will expect a sketch to be drawn subject content and assessment objectives document
freehand. are included in the column headed DfE Ref..
OCR 2016
6 GCSE (91) in Mathematics
GCSE (91) in Mathematics
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2
2
8
2
2
10
2
2
12
1 3 1
=
3+1 2
13
2
2
14
2
2
16
Currency conversion
problems.
[see also Similar shapes, 9.04c]
5.02b Inverse proportion Solve simple word problems Solve more formal problems Formulate equations and R10,
involving quantities in inverse involving quantities in inverse solve problems involving a R13
proportion or simple algebraic 1 quantity in inverse proportion
proportion (i.e. where y ? ).
proportions. x to a power or root of another
e.g. speedtime contexts k quantity.
(if speed is doubled, time is Recognise that if y = ,
x
halved). where k is a constant, then y is
inversely proportional to x.
17
2
2
18
6.01b Collecting like terms in sums and Simplify algebraic expressions A1,
differences of terms by collecting like terms. A3,
e.g. 2a + 3a = 5a A4
OCR 2016
GCSE (91) in Mathematics
OCR 2016
2a # 3b = 6ab e.g. a2 # 2a = 2a 2
2 3 5 2 3 3 1 5 2
a #a = a 2a b ' 4a b = 2 a b
3 2
3a ' a = 3a
[see also Laws of indices,
3.01c]
6.01d Multiplying out brackets Simplify algebraic expressions Expand products of two Expand products of more than A1,
by multiplying a single term binomials. two binomials. A3,
over a bracket. e.g. e.g. A4
e.g. 2 (a + 3b) = 2a + 6b 2
(x  1) (x  2) = x  3x + 2 (x + 1) (x  1) (2x + 1)
2 (a + 3b) + 3 (a  2b) = 5a (a + 2b) (a  b) = a + ab  2b
2 2
= 2x + x  2x  1
3 2
6.01e Factorising Take out common factors. Factorise quadratic expressions Factorise quadratic expressions A1,
2
e.g. 3a  9b = 3 (a  3b) of the form x + bx + c . of the form ax2 + bx + c (where A3,
2
2
e.g. x  x  6 = (x  3) (x + 2) a 0 or 1) A4
2x + 3x = x (2 + 3x)
2
x  16 = (x  4) (x + 4) e.g.
x  3 = _x  3i_x + 3i
2 2
2x + 3x  2 = (2x  1) (x + 2)
2
2
20
6.02d Recall and use standard formulae Recall and use: Recall and use: Recall and use: A2,
Circumference of a circle Pythagoras theorem The quadratic formula A3,
2 r = d 2 2 2 2 A5
a +b = c b!

b  4ac
x=
2a
2
Area of a circle r Trigonometry formulae
o a o Sine rule
sin i = , cos i = , tan i =
h h a a b c
= =
sin A sin B sin C
Cosine rule
2 2 2
a = b + c  2bc cos A
Area of a triangle
1
ab sin C
2
21
2
2
22
2
area 40cm . 2 2
 =1
x x+1
OCR 2016
GCSE (91) in Mathematics
OCR 2016
2
2
24
1 1 3x  5 G 10
#x  2 1 x G 5
2 3 4 5
2
2
26
2
2
28
2
2
30
2
2
32
2
2
34
2
2
36
9.04 Similarity
9.04a Similar triangles Identify similar triangles. Prove that two triangles are G6,
similar. G7
9.04b Enlargement Enlarge a simple shape from Identify the centre and Perform and recognise R2,
a given centre using a whole scale factor (including enlargements with negative R12,
number scale factor, and fractional scale factors) of scale factors. G7
identify the scale factor of an an enlargement of a simple
enlargement. shape, and perform such
an enlargement on a simple
shape.
9.04c Similar shapes Compare lengths, areas and Apply similarity to calculate Understand the relationship R12,
volumes using ratio notation unknown lengths in similar between lengths, areas and G19
and scale factors. figures. volumes of similar shapes.
[see also Direct proportion, [see also Direct proportion,
GCSE (91) in Mathematics
5.02a] 5.02a]
OCR 2016
GCSE (91) in Mathematics
OCR 2016
10.01b Compound units Use and convert simple Use and convert other N13,
compound units (e.g. for compound units (e.g. density, R1,
speed, rates of pay, unit pressure). R11,
pricing). Know and apply: G14
Know and apply in simple density = mass volume
cases: speed = distance time Use and convert compound
units in algebraic contexts.
10.01c Maps and scale drawings Use the scale of a map, and R2,
work with bearings. G15
Construct and interpret scale
drawings.
10.02 Perimeter calculations
10.02a Perimeter of rectilinear shapes Calculate the perimeter of G17
rectilinear shapes.
10.02b Circumference of a circle Know and apply the formula Calculate the arc length of a G17,
circumference = 2 r = d to sector of a circle given its angle G18
calculate the circumference of and radius.
a circle.
37
2
2
38
cylinders).
OCR 2016
GCSE (91) in Mathematics
OCR 2016
2
2
40
2
2
42
2
2
44
2
2
46
2
There are no prior qualifications required in order for
learners to enter for a GCSE (91) in Mathematics, nor Find out more at www.ocr.org.uk.
is any prior knowledge or understanding required for
entry onto this course.
OCR 2016
GCSE (91) in Mathematics 47
3 Assessment of OCR GCSE (91) in
Mathematics
3a. Forms of assessment
The GCSE (91) in Mathematics is a linear Learners are permitted to use a scientific or
qualification with 100% external assessment. graphical calculator for Paper 1 and Paper 3
on the Foundation tier or Paper 4 and Paper
This qualification consists of six examined 6 on the Higher tier. Calculators are subject
components. Three are Foundation tier and to the rules in the document Instructions for
three are Higher tier, all are externally assessed Conducting Examinations, published annually by
by OCR. Each carries an equal weighting of one JCQ (www.jcq.co.uk).
third of the marks for that tier of the GCSE (91)
qualification. Each examination has a duration of In each question paper, learners are expected to
1 hour and 30 minutes. support their answers with appropriate working.
OCR 2016
48 GCSE (91) in Mathematics
3d. Assessment objectives (AOs)
There are three Assessment objectives in the OCR
GCSE (91) in Mathematics. These are detailed in the
table below:
Weighting
Assessment Objectives
Higher Foundation
Use and apply standard techniques
Learners should be able to:
AO1
accurately recall facts, terminology and definitions
use and interpret notation correctly
40% 50% 3
accurately carry out routine procedures or set tasks requiring
multistep solutions.
Reason, interpret and communicate mathematically
Learners should be able to:
make deductions, inferences and draw conclusions from
mathematical information
construct chains of reasoning to achieve a given result
interpret and communicate information accurately
AO2 30% 25%
present arguments and proofs
assess the validity of an argument and critically evaluate a given
way of presenting information.
Where problems require learners to use and apply standard
techniques or to independently solve problems a proportion of
those marks should be attributed to the corresponding Assessment
objective.
Solve problems within mathematics and in other contexts
Learners should be able to:
translate problems in mathematical or nonmathematical
contexts into a process or a series of mathematical processes
make and use connections between different parts of
mathematics
AO3 interpret results in the context of the given problem 30% 25%
evaluate methods used and results obtained
evaluate solutions to identify how they may have been affected
by assumptions made.
Where problems require learners to use and apply standard
techniques or to reason, interpret and communicate mathematically
a proportion of those marks should be attributed to the corresponding
Assessment objective.
OCR 2016
GCSE (91) in Mathematics 49
Mark distribution of AO weightings in GCSE (91) Mathematics
The relationship between the Assessment objectives and the question papers at each tier in terms of marks are
shown in the following tables.
3e. Tiers
This scheme of assessment consists of two tiers: Higher tier option for learners who are a small number
Foundation tier and Higher tier. Foundation tier of marks below the grade 3/4 boundary. Learners must
assesses grades 5 to 1 and Higher tier assesses grades be entered for either the Foundation tier or the Higher
9 to 4. An allowed grade 3 may be awarded on the tier.
OCR 2016
50 GCSE (91) in Mathematics
3g. Calculating qualification results
A learners overall qualification grade for GCSE (91) This mark will then be compared to the qualification
in Mathematics will be calculated by adding together level grade boundaries for the entry option taken
their marks from the three components taken to give by the learner and for the relevant exam series to
their total weighted mark. determine the learners overall qualification grade.
OCR 2016
GCSE (91) in Mathematics 51
4 Admin: what you need to know
The information in this section is designed to give an information about these processes, together with
overview of the processes involved in administering the deadlines can be found in the OCR Admin Guide
this qualification so that you can speak to your exams and Entry Codes: 1419 Qualifications, which can be
officer. All of the following processes require you to downloaded from the OCR website: www.ocr.org.uk.
submit something to OCR by a specific deadline. More
4a. Preassessment
Estimated entries
Estimated entries are your best projection of the should be submitted to OCR by the specified deadline.
number of learners who will be entered for a They are free and do not commit your centre in any
qualification in a particular series. Estimated entries way.
Final entries
4 Final entries provide OCR with detailed data for Final entries must be submitted to OCR by the
each learner, showing each assessment to be taken. published deadlines or late entry fees will apply.
It is essential that you use the correct entry code,
considering the relevant entry rules and ensuring that All learners taking OCR GCSE (91) in Mathematics
you choose the entry option for the assessment tier to must be entered for one of the following entry options:
be taken.
OCR 2016
52 GCSE (91) in Mathematics
4b. Accessibility and special consideration
Reasonable adjustments and access arrangements Special consideration is a postassessment adjustment
allow learners with special educational needs, to marks or grades to reflect temporary injury, illness
disabilities or temporary injuries to access the or other indisposition at the time the assessment was
assessment and show what they know and can do, taken.
without changing the demands of the assessment.
Applications for these should be made before the Detailed information about eligibility for special
examination series. Detailed information about consideration can be found in the JCQ publication,
eligibility for access arrangements can be found A guide to the special consideration process.
in the JCQ Access Arrangements and Reasonable
Adjustments.
The Head of Centre is required to provide a declaration Any failure by a centre to provide the Head of Centre
to the JCQ as part of the annual NCN update, Annual Declaration will result in your centre status
conducted in the autumn term, to confirm that the being suspended and could lead to the withdrawal of
centre is meeting all of the requirements detailed in our approval for you to operate as a centre.
the specification.
OCR 2016
GCSE (91) in Mathematics 53
4d. Results and certificates
Grade Scale
GCSE (91) qualifications are graded on the scale: 91, subjects in which grades 9 to 1 are attained will be
where 9 is the highest. Learners who fail to reach the recorded on certificates.
minimum standard of 1 will be Unclassified (U). Only
Results
Results are released to centres and learners for The following supporting information will be available:
information and to allow any queries to be resolved
before certificates are issued. raw mark grade boundaries for each component
weighted mark grade boundaries for each entry
Centres will have access to the following results option.
information for each learner:
4 the grade for the qualification
Until certificates are issued, results are deemed to
be provisional and may be subject to amendment.
A learners final results will be recorded on an OCR
the raw mark for each component
certificate.
the total weighted mark for the qualification.
The qualification title will be shown on the certificate
as OCR Level 1/2 GCSE (91) in Mathematics.
4f. Malpractice
Any breach of the regulations for the conduct Detailed information on malpractice can be found
of examinations and coursework may constitute in Suspected Malpractice in Examinations and
malpractice (which includes maladministration) and Assessments: Policies and Procedures published by
must be reported to OCR as soon as it is detected. JCQ.
OCR 2016
54 GCSE (91) in Mathematics
5 Appendices
OCR 2016
GCSE (91) in Mathematics 55
5b. Overlap with other qualifications
There is a small degree of overlap between the content
of this specification and those for GCSE Statistics and
Free Standing Mathematics Qualifications.
OCR 2016
56 106712/4 GCSE (91) in Mathematics
Your checklist
Our aim is to provide you with all
the information and support you
need to deliver our specifications.
To stay up to date with all the relevant news about our qualifications, register for email updates at
ocr.org.uk/updates
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offer guidance, discover and share ideas, best practice and a range of Maths support materials.
To sign up, go to social.ocr.org.uk
follow us on
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