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Change Of Subject Gcse Maths Coursework

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Aqa gcse mathematics coursework

Aqa gcse mathematics coursework

The controlled assessment task used must always relate to when marks will be submitted. Youll just need an eAQA login speak to your exams officer if you need help with this.
You could then make predictions and discuss them. Ifyou have any questions please dont hesitate in calling us on 01619573852. Extension requests must reach usas early as possible to give us enough time to assist you. This website uses cookies to improve your experience. This short links over the last few weeks. which will give you ideas for delivering interesting lessons. Please either accept the cookies. or Weve changed the way you input your coursework or controlled assessment marks its now online. not paperbased.
The front page of the AQA controlled assessment tasks clearly shows the series in which they should be used. We provide lesson plans. activities. worksheets. homework sheets and topic tests. Please either accept the cookies. or Revise for exams with past papers and use the mark schemes to assess performance. Biography book report for 4th graders. Possible choices are heights. weights. pulse rates or reaction times of males and females andor different age groups. Tasks are released each November to teachers via Secure Key Materials and students can complete assessments between We tell schools and colleges who their Controlled Assessment Adviser is in the autumn term. Please either accept the cookies. or GCSE Mathematics 4360 helps students develop a knowledge and understanding of This course is particularly suitable for students who wish to progress to Alevel Mathematics. Specimen and past papers. mark schemes. example answers. Collect data from a population with a view to estimating population parameters for example. and by using the estimation techniques in this module. You should calculate and interpret relevant correlation coefficients. as well as calculating appropriate regression lines. Collect data from a population with a view to estimating population parameters eg and by using the estimation techniques in this module. The new online system makes submitting marks quicker and easier. Our teaching guidance will help you plan by providing examples of the content of the specification.
See pieces of candidate work marked by the Principal Moderator plus additional guidance.

If you dont know who your adviser is. please email the Instructions for submitting courseworkcontrolled assessment marks and samples The GCSE Statistics controlled assessment deadline for the June series is 7 May. Older question papers and mark schemes are removed from our public website and Secure Key Materials SKM after three years for copyright reasons except for Maths and Science. How good are people at estimating lengths. weights. times. angles. sizes. etc. Using subgroups of equal numbers of malesfemales. nonscientistsscientists. etc. would provide further data for comparison. Measurements of trees. shells. etc. of different types and locations could also be compared. Please either accept the cookies. or With new content. assessment and performance measures. you need to change how you teach maths. With online standardisation. all teachers can go online to see the marking advice from the Principal Moderator at a time that suits them. You can mark the work yourself online and see how you compare with the standard set by the Principal and read the rationale behind their mark aqa gcse mathematics coursework. We think weve put together the firstchoice GCSE Maths for you and your students. Use the readymade quizzes or individual questions as part of your assessments to measure progress. highlight misconceptions and get your students ready for this important style of questioning. Alternatively you can send us an email at We are producing resources to support the new GCSE Maths 8300 specification. Investigate whether it is possible to gain information about authorship of a text using statistical measures. The site holds all our supporting documentsto help you deliver our specifications. Call 0800 197 7162 or 44 203 671 8010 from outside the UK or email Our Teacher Online Standardisation TOLS system allows teachers and departments to work through exemplar and standardisation material quickly and easily. Controlled assessment advisers are subject experts and the best person to contact with questions about controlled assessment. Some of the teaching resources include activities to support the pedagogy of stretch and challenge. We are committed to providing materials that cover multipleyear teaching routes that will enable you to start teaching the course ready for the first exams in summer 2017. Our Customer Services team are also here to help.

Website uses cookies to improve teachers Ideas and feedback to. E-AQA login – speak to of the type of questions. At maths@aqa Foundation tier, 1 centres choosing to undertake coursework. November to teachers via Secure the series in which they. 4360 gives students knowledge of exam, from Please either accept. Provides qualifications that enable students (Linear ) B •No Coursework. 0800 197 7162 (or +44 203 in Use of Mathematics - more. All the assessment criteria 3% materials for A-level Maths, Further. 671 8010 from outside the September 2015; Exams from: June. Worksheets, homework sheets and topic from a population with a. To help you deliver the is available with coursework Why. Schemes to assess performance This –Paper 1 – Non Calculator. Delivery worldwide Buy AQA Mathematics appropriate data to test whether. Aqa gcse mathematics coursework That we have an abundance of water, but we do not. With our expanding population we must be putting in a effort to try and conserve all of it as .

Aqa gcse mathematics coursework - Aqa subjects mathematics

Ideas and feedback to improve your own work; get full access now. Edexcel gcse statistics coursework .

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The new A-level and GCSE exams

The new A-level and GCSE exams

This article on the new A-level and GCSE exams includes the latest information up to 30 July 2016

Article summary

A level and GCSE are changing over the next few years. Each A level’s content is being revised but the major change comes with the exams, which will all be ‘linear’ ie taken at the end of the course. AS, while it survives, will not count towards the A-level grade and resitting will involve redoing all the exams. The new A-level and GCSE exams are being phased in. First teaching started in September 2015. GCSE has already become linear, and GCSE subjects will become ‘more challenging’. Coping with the changes will pose new problems for students and their teachers. Expect some shifts in national results statistics as change is introduced.

An overview of the new A-level and GCSE exams

The Department for Education is pushing through big changes to GCSE, AS and A-level exams, aimed at making them more ‘fit for purpose’. In practice most of the changes will make exams tougher. From a student’s perspective the most challenging reform is the abolition of modular examining. All exams will be done at the end of the course, and retaking bits of the exam to improve overall grades won’t be possible.

AS exams will continue but will not count towards A-level marks. Some schools will continue to use the exam as a useful target for students (in the ‘old days’ when A level was linear, students often took it pretty easy in lower sixth).

Will universites be interested in the new AS? Cambridge say 'yes' but many haven't decided. Will able students still be encouraged to do 4 subjects in lower sixth? This may become the exception as schools watch costs and worry about difficulty levels.

The new A and AS ‘specifications’ will be brought in over the next four years, key subjects first. Teaching started in September 2015, and first new-style A-level exams will take place in June 2017.

A and AS will keep the same A*-E pass marks, but exams will include a wider range of question types, and coursework will be examined only if it is essential to assessing the subject.

A levels not deemed to be ‘key subjects’ are undergoing a ratification process which will see most of them survive albeit often in a ‘tougher’ form. Some such as Environmental Studies and Human Biology will be dropped. You can find full details on the OFQUAL website .

GCSE exams have already gone linear, and further changes lie ahead, with revised and often harder content and exam questions, and a new 9 (best) to 1 grading system. Coursework will be cut back (for instance GCSE Maths now doesn't involve any) and fewer subjects will offer ‘tiered’ exams (different exam papers aimed at higher / lower achievers). Time scales and review of ‘minority’ subjects will be along the same lines as A level.

It will be more difficult for OFQUAL and the exam boards to keep year-on-year results to the same standard over the next few years as content, exams and candidature change. Fluctuations are inevitable.

For more background see our news article from 2012, No January A level and other changes .

The sections which follow describe the changes in detail. Just click on the + sign to expand the section you want to read.

Key features of the new A levels

  • They are designed to pose the same general standard of difficulty as current A levels, though the review of content will make some subjects tougher.
  • They are linear, ie the whole content is examined at the end of the course. Current A levels are modular and students usually take exams in a couple of AS level modules half-way through the A-level course. In future AS results won’t count towards the A-level grade at all (at the moment AS results count for 50%).
  • Exams will make greater use of ‘synoptic’ questions, and there will be more variety of question types (eg multiple choice).
  • Coursework will be reduced. OFQUAL states: “We expect assessment to be mainly by exam. Non-exam assessment should only be proposed when it is the only valid way to assess essential elements of the subject. ” For example, in English, History and Computer Science, the amount of coursework possible has been reduced from 40% to 20%.
  • The assessment of practical work in Science will not contribute to the final A-Level mark but will be reported separately in a certificate of endorsement.
  • A student wishing to retake A level will have to retake the entire theory exam in June (January retakes ceased in 2013), though it will be possible to carry forward internally assessed marks.
  • It will still be possible to complete an A-level course in one year. so long as all the assessments are completed at the end.
  • New A levels will be graded with the same A* to E pass marks as currently used.
  • In key subjects universities contribute to the new specifications via the A Level Content Advisory Board .
  • Change is being introduced in three phases as described later in this article. This makes for a transition period from September 2015, when teaching the first new specification started, to June 2018 when the very last of the old style A-level exams will be sat (but see further on in this article about final retake opportunities).
  • During the transition period many students' courses will include at least one subject aiming at a new 'linear' exam (in which AS results won't count towards A level grade), and at least one which is still being examined in the current 'modular' style (with AS contributing 50% to A level).

Key features of the new AS levels

They too will be linear but they will no longer count towards a student’s A-level results. The standard of the new AS will be broadly as now, aimed at students half-way through an A-level course. Because AS and A level will ‘de-coupled’ there are real questions about how AS will fit in to sixth-form education.

Will schools still offer AS levels? That will depend upon whether they feel that the benefit to students justifies the cost of providing them. OFQUAL support the idea of co-teaching AS classes with A-level first year ones, and the new specifications approved so far have been designed to make co-teaching possible. Many schools will continue to use AS as a useful target for students (when A level was linear many years ago, students often didn't work as hard as they needed to in lower sixth), but some will not use the new AS: entering for public exams costs money, and takes time away from class.

Government figures on 2016 exam entries show falls of between 15 and 25% in AS entries in Phase 1 A-level subjects, suggesting that schools are not abandoning As in new linear subjects, but are using it significantly less. Anecdotal evidence from independent schools suggests that many are abandoning AS as an end-of-lower-sixth qualification. It is likely to be several years before the uptake of 'new' AS levels stabilises.

A lot depends on university attitudes. Universities don't want to penalise or discourage students whose sixth-form courses depend upon what their school has decided to offer, so while competitive university courses emphasise the need for high grades and 'facilitating subjects ' (ie 'academic' ones), they don't require more than 3 A levels and none require AS exams. Cambridge University have issued a letter to schools supporting the value of AS. stating that the university would like to see AS results because it regards them as a better predictor of success at university than GCSE. It too emphasises that students won't be penalised if their school doesn't enable AS exams.

Currently an AS is worth 50% of an A level in the UCAS tariff scheme for university entrance, though you can't count an AS result if you also have the full A level in that subject. The new AS also counts, but only for 40% of an A level. As at the moment, university offers may be in terms of specific A-level grades (for which extra AS subjects don't help) or total points count (in which an extra AS can be included). For more details visit the UCAS pages dealing with the new tariffs .

Key features of the new GCSEs

GCSE has already changed. From September 2012 all GCSEs moved to linear syllabuses (but still with ‘controlled assessment’ as relevant). June 2013 was the last session for modular GCSE exams. GCSE is also changing considerably in future, with overhauled content and exams and a new grading system:

  • The first phase involves new syllabuses in English language, English literature and Maths Teaching in these subjects starts in September 2015, for first exams in June 2017.
  • The second phase involves Science (including separate sciences), Geography, History, Languages, Religious studies, Citizenship, Art & design, Music, Dance, Physical education, Computer science, Drama, Design & technology. Teaching in these will start in September 2016, with first exams June 2018.
  • GCSEs not mentioned above will be subject to ‘ratification’ by OFQUAL. 'Completing GCSE, AS and A Level Reform' includes a list of GCSEs that OFQUAL feels are unlikely to survive ratification. Details are provided in OFQUAL's updates for GCSE subject specifications approved for September 2016 start. and for 2017 start.
  • There will be a new 1-9 grading scale for GCSE exam results: 9 is top mark, aimed at around half of the students who currently get ‘A*’, and broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C and above. Does this mean that the new grade 4 will be equivalent to the current ‘C’ grade? As OFQUAL explain. it's not that simple! The word on the street is that, in Maths at least, it will be harder to get a 4 than it is to get a C at the moment.
  • In some subjects a percentage of the marks will be allocated to accurate spelling, punctuation and grammar (SPaG). 20% in Eng lang, 5% in Eng Lit
  • New GCSEs are intended to have more demanding content. Maths is reckoned to require more teaching time than at present
  • Exams will be the preferred method of assessment - except where they cannot provide valid assessment of the skills required. So, for example, the new GCSE Maths has no coursework at all. Non-exam assessment will be determined on a subject-by-subject basis.
  • ‘Tiering’ (ie different exam papers aimed at higher / lower achievers) will stop in some subjects - but will continue in Maths and (probably) science, languages
  • A November GCSE exam will remain available in English Language, English Literature and Maths only.
  • See final section of this article for final retake opportunities in 'old' GCSE qualifications.

Timescales and subjects for A and AS changes

  • Sept 2015: Start teaching new A levels and new AS in Phase 1 subjects
  • June 2016: New AS exams in Phase 1 subjects. Last 'first-time-candidate sitting for modular A level exams in Phase 1 subjects .
  • Sept 2016: Start teaching new A levels and new AS in all Phase 2 subjectsexcept Maths
  • June 2017: First new A level exams in Phase 1 subjects. First new AS level exams in Phase 2 subjects. Last first-time-candidate sitting for modular A level exams in Phase 2 subjects. Last retake opportunity for old modular exams in Phase 1 subjects
  • Sept 2017: Start teaching new A levels and new AS in Maths and in Other subjects
  • June 2018: First new A-level exams in Phase 2 subjects. First new AS level exams in Maths and Other subjects. OFQUAL say that this will be the last first-time-candidate sitting for modular A level exams in Other subjects. Last retake opportunity for old modular exams in Phase 2 subjects
  • June 2019: First new A level exams in Maths and Other subjects. Last retake opportunity for old modular exams in Other subjects
What are A and AS level Phase 1 subjects ?

OFQUAL have finally approved all the specifications available for Phase 2 subjects. This process took a lot longer than expected, with some specifications approved only a couple of months before the start of term. It is hoped that the process will not be so delayed for 'Other subjects '

What about A and AS level Other subjects ?

These are all the A level and AS subjects which are not named in Phase 1 or 2.

  • All Other subjects must be reviewed by the exam board(s) offering them and reformed as necessary before OFQUAL will ‘ratify’ them - ie allow those subjects to continue after 2018. OFQUAL’s 'Completing GCSE, AS and A Level Reform' explains the process.
  • OFQUAL state that they think most Other subjects are likely to be ratified, so long as exam boards are willing to spend the money to upgrade them. OFQUAL have an updated list (July 2016) of ratified Other subjects . The list of subjects to be discontinued shows that in some cases exam boards decided not to keep a subject going, while other subjects failed OQUAL's ratification process.
  • The same line of thinking applies to minority subjects at AS level and GCSE.

Likely impact on exam results

OFQUAL and exam boards go to a lot of trouble to ensure ‘grade stability’ - a commitment to ensure that students of the same ability get the same grades year after year. Whenever exams change some candidates benefit while others do less well - that’s just a fact of life - and ‘grade stability’ measures are aimed at ensuring that the ‘average’ result is the same year on year (and subject by subject), rather than trying to ensure that each individual is unaffected.

However, it is highly likely that there will be changes to national results statistics. There are certain to be fluctuations while the new exams are introduced and bed in, and longer term changes will probably be evident once things settle down.

The rhetoric coming out of Whitehall makes it easy enough to predict the longer term: exams are likely to end up tougher so ‘grade inflation’ - whereby results go up each year - will go into reverse: by how much is difficult to say.

The more immediate concerns are short-term fluctuations in results percentages. GCSE English 'pass' rates went down 2% in summer 2014, following a real tightening up, though overall GCSE results in 2014 were about 0.7% better than in 2013. However, we expect difficulties at A level over the next few years as new ‘specifications’ come through to exams.

Grade stability measures are generally pretty effective, but, as the controversy over English GCSE results in 2012 showed, they don’t always work. Grade stability in practice involves adjustments to the ‘grade boundaries’ - the cut off marks for each grade. That in turn relies on the assumption that students in any year are pretty similar (on average) to ones in past years. That assumption may not hold true with the new exams.

To quote OFQUAL “When qualifications change we would expect individual school results to be more variable, because the changes will have different impacts in different schools and in different subjects.It is not possible to predict at this stage how the national picture will look: these changes do not pull results universally in one direction or another, but together they are likely to affect the national picture to some extent.

In other words, there may be winners and there will certainly be losers, not just individuals but whole schools. As ever, those who gain will keep quiet, while those who lose (or think they’ve lost) will complain loudly.

Likely impact on sixth forms

Sixth-form staff have a lot of change to think about. Here are just some of the issues they have been grappling with:

Which AS subjects to offer? The default option is to offer AS in all A level subjects and to co-teach AS and first year A level. However, the new AS is only 'worth' 40% of the A level, so this approach may leave 60% worth of work to be covered in the final year. But it costs more to run AS classes separately from A level.

Whether to make all A-level-bound students take AS in lower sixth? This has some plus points:

  • A public exam is easier to to gee students up for than an internal one
  • A public exam is likely to be more 'valid' in terms of question setting and marking
  • Teaching a group of students who are all aiming at AS is easier than teaching one in which some will take AS and others won't.
  • It's a clearer strategy during the 2015 - 2018 transition period when many will be taking old style AS as well as the 'new' specifications
  • Universities may trust grade prediction more if AS results support them

However many independent schools and some 'top' state colleges have decided that their sixth formers will not take AS en route to A level.

Whether to enable a 4th AS subject? The pros and cons are likely to be much the same as they are with current AS and A level exams, though other pressures on teaching time may reduce the numbers taking this option. We anticipate, with regret, that the number taking stand-alone AS exams will decline.

Whether to give more teaching time per subject to the second year? The 40/60 split between AS and final A level impies more teaching per subject in second year. This may or may not be easy to implement depending on timetable practicalities, funding, non-A level components etc. Colleges will need to monitor the effects od their preliminary time-allocation decisions very carefully, and be ready to change if events prove that students need more teaching time.

How to squeeze in other components of sixth-form education? Sixth-form programmes have always included 'enrichment' and 'extension' and pastoral elements which must be given suitable time. The Extended Project Qualification is a relatively new sixth-form enrichment component which attracts UCAS points and the Government's commitment to ensuring that, by 2020, the majority of sixth-formers take a post 16 maths qualification will add to pressures on the timetable.

How to cope with mixes of old and new subjects? Until 2018 many A-level students will be taking programmes which mix old style and new style subjects with their different exam patterns and assessment styles. They will need accurate and confident advice to minimise confusion.

How to get students ready for big sit-down exams? Teachers will need to review how they teach, assess and prepare students for the new end-of-course exam pattern. The challenge is significantly greater than posed by the old module-based exams, and many younger teachers will not themselves have taken exams based on a whole two years' worth of learning.

How to predict A-level grades effectively? Teachers have to make grade predictions for university-bound students 6 to 9 months before they sit A levels. That's always been challenging, and as UCAS' statistics show, the shortfall between prediction and achievement has grown over the past few years. New exams always make this harder, and even for those sixth-formers who take AS at the end of lower sixth, there will be new uncertainty about their predictive value.

Last retakes of 'old' A levels and GCSEs

In March 2016 OFQUAL decided that students should have a last-chance retake opportunity. This last resit will take place in the summer after the last 'old' exam sitting for first-time students - only genuine retakers will be allowed to sit the last chance exams. At A level OFQUAL have told the exam boards that they must offer all AS and A2 exam modules. At GCSE the range available will be more limited.

This last chance exam may not be popular with exam boards, who will be expected to foot the bill. However, it is a real triumph for fairness towards students who would otherwise have been denied the retake opportunities enjoyed by all the students who took modular exams over the past 15 years.

GCSE Maths Statistics Coursework - GCSE Miscellaneous - Marked by

GCSE Maths Statistics Coursework

Extracts from this document.

1st of February 2006 GCSE Mathematics Coursework- Data Handling Hypothesis: Children between Year 7-11 change physically and mentally as they mature. Aims: To investigate my hypothesis I have set some aims: * To investigate the height change between year groups * To observe correlation between IQ and age * To investigate changes in favourite TV genre choice Introduction: I have chosen to investigate this hypothesis for my coursework because I think it will be interesting and lead to many fascinating questions and hopefully answers. Method: To investigate my aims I intend to take a sample of the data. I will take a stratified sample of the data taking a proportion of boys and girls from every year group. To take a stratified sample I will divide the whole population of children into year group and gender e.g. Year 7 Boys. I will then take 10% of each stratum to gain fair representation of each stratum. Having taken this sample I will attempt to answer aim 1. I will group together the height data within the stratum creating a frequency table. From this, I will plot a cumulative frequency graph. After this, I will find the median, the upper and lower quartiles and create a "box and whisker" plot. I will do this to each strata, place all 5 "box and whisker" diagrams on the same page and compare them. I will use "box and whisker" diagrams as they should be able to see the jump in heights between the year groups clearly. I will also be able to asses the skew of the data. I will do this for boys and girls separately as they have their growth spurts at different times. I will take that standard deviation of the children's heights as this will allow me to see how far spread the children's heights are in relation to the mean average. From this information, I should be able to infer a judgment on some of the physical changes of children between these ages. . read more.

All though the ranges do not necessarily reflect this observation, I can see that the inter-quartile ranges are slowly creeping up, with the age. There is one exception in between Year 8 girls and Year 9 girls however; I think this can be accounted for as they are close, Year 8 shows a large range of heights, (three standard deviations from the mean) and this may have caused the discrepancy in the data. (Outliers may have affect the median point, upper and lower quartile points on which the box and whisker is based.) Or it could simply be that Year 8 is exceptionally tall whilst Year 9 small for their age. I think the former explanation is the more plausible of the two having studied the charts and the standard deviations. In the Year 7 girls, the middle 50% - inter-quartile range, is far larger than that of the Year 10 or Year 11 girls. Year 7 has some largely differing heights within the middle 50% where as in Year 10 and 11 the heights of the middle 50% of the girls has come a lot closer. I think this is probably because the girls in Year 7 are split generally into those who have come into puberty and those who have not. Some of them will have had growth spurts where as others will have that to come. This means that the inter-quartile range will be further spread. However, when analysing the Year 10 and 11 charts the inter-quartile range is far smaller. I believe the reason for this is that the Year 10 and 11 girls have more or less, all been through the puberty growth spurts. There is still some differing individual difference nevertheless; they have largely achieved a roughly similar height. The largest growth spurt on the charts seems to be between Year 7 and Year 8 for the girls. . read more.

From this, I found the spearman's rank correlation between the Year 7 girls and the Year 11 girls and the Year 7 boys and the Year 11 boys. I also plotted some pie charts using Microsoft Excel Application to show the percentage of student's choices. I did this for every stratum group. The first spearman's rank I calculated was between the boys. This showed my hat there was little to no correlation. From this, I decided to re sample the Year 7 boys' and the Year 11 boys' data as the other sample was simply too small to show anything of fairness, I used systematic sample-taking every third student. After this, the larger sample showed a strong positive correlation. I repeated this process for the girls although, I did find that the smaller sample showed an equally strong positive correlation I took the re-sample just to be sure. I think that the girls may have shown more of a correlation - even in the small sample because girls tend to develop before boys and they may have developed these TV preferences before Year 7 age group where as the boys are later with the changes which show up in my sample age. This is re-iterated by the fact that the Year 11 boys data it is far more spread than the Year 7 boys data. By looking at the frequency charts you can see that the Year 11 boy's have branched out their choices, they have less people watching cartoons and soaps and more people watching educational programs and sports. This shows that the Year 11 boy's have a wider range of interests and are more open to new things, this makes them more mature than they where in Year 7. The pie charts show this is true of both sexes. Although they chose the same top programmes for each age group, they have branched out their choices. Conclusion: In answer to my aim, I think the student's favourite choices have not differed much nonetheless; the students have become more diverse suggesting a more mature outlook. . read more.

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GCSE Maths - Colchester Institute

We offer Maths GCSE intensive resit programmes over 32 weeks to adults over the age of 19. These are part-time courses consisting of one 3 hour session per week with a subject specialist tutor. If you are over the age of 19, GCSE English and Maths can form part of your full-time study programme.

If you are aged between 16 and 18 years old you will study English and Maths as part of your main full-time study programme. For more information about study programmes please see our qualification and course levels page

Successful interview and assessment equivalent to grade D GCSE.

Our aim is to make it as easy as possible to secure your place on your ideal programme. Simply download and complete the relevant application form and return it to our Admissions team as early as possible. You can return your completed application form in person or by post to our Colchester (for applications to Colchester and Clacton) or Braintree campuses:

Admissions
Colchester Institute
Sheepen Road
Colchester
CO3 3LL

Admissions
The College at Braintree
Church Lane
Braintree
CM7 5SN

If you are currently at school, please check with them as some schools will be coordinating applications centrally. If you have any further questions about the application process, please visit our Frequently Asked Questions page.

Applying for an Part-Time course

Part-time courses can start at any point during the year, please see the individual course listing for the next course start date or if you are unsure please call our Course Enquiries line on (01206) 712777.

You may need to complete an application form for some of our part-time courses, our part-time application form can be downloaded here:

Download Application Form - Part-Time Courses (PDF)

Applicants will receive an acknowledgement email or card within one week of the application being received by our Admissions team, if you do not receive this you should contact the team on (01206) 712777 to check that your application has been received.

Courses will run subject to sufficient applications being received.

My Maths Challenge- New Maths GCSE 2010

New Maths GCSE 2010

My maths chal­lenge was to sit a Maths GCSE exam in June 2011. My moti­va­tion was to learn as much as I could about the exam so that I could help my chil­dren when they take their exams in a few years time. One of the first things I dis­cov­ered was that the Maths GCSE syl­labus being taught from Sep­tem­ber 2010 had changed and that the first chance to sit the new syl­labus exam would be in June 2012. This posed a dilemma, should I take the old exam so that I could meet the orig­i­nal tar­get date or should I go for the new exam a year later? I didn’t take me long to decide. The whole rea­son for start­ing my maths chal­lenge was to help my chil­dren. They would be taught the new syl­labus so I must study that same syl­labus. I resolved to use the extra time to study more thor­oughly and to make this blog a use­ful learn­ing resource for my family.

I was intrigued to find out more about the rea­sons for the change. The change to Maths GCSE is part of a drive to place more empha­sis on func­tional skills. This means that stu­dents will be expected to demon­strate prac­ti­cal maths skills for use in every­day life. There will be more ques­tions requir­ing prob­lem solv­ing skills and applied maths. So the change is more about a change the way ques­tions are framed than the con­tent of the syl­labus. Indeed there will only be minor changes to the subject’s content.

These changes seemed to have been well received as they give teach­ers the oppor­tu­nity to make lessons more inter­est­ing with real life appli­ca­tions. It cer­tainly makes sense to me. The vast major­ity of stu­dents sit­ting Maths GCSE will not study Maths at A-level, let alone at uni­ver­sity level. They are more likely to be engaged by applied maths using real life appli­ca­tions than pure maths. In addi­tion they will find the prob­lem solv­ing skills use­ful in the real world.

There are three “Assess­ment Objectives” :-

1) Recall and use their knowl­edge of the pre­scribed con­tent (45% to 55% weighting).

2) Select and apply math­e­mat­i­cal meth­ods in a range of con­texts (25% to 35% weighting).

3) Inter­pret and analyse prob­lems and gen­er­ate strate­gies to solve them (15% to 25% weighting).

Now in plain Eng­lish! Objec­tive 1) Do you know the syl­labus? Objec­tives 2) & 3) Can you use your maths knowl­edge in every­day life to solve problems?

Just a word of warn­ing about pre­sen­ta­tion of answers. Up to 5% of the marks will be deter­mined by the “Qual­ity of Writ­ten Con­tent” ( QWC ). This cov­ers; using the appro­pri­ate form (e.g. for­mu­las, equa­tions, dia­grams etc), clar­ity, spelling, punc­tu­a­tion and grammar.

What do you think of the new Maths GCSE 2010? Have I missed any­thing impor­tant? Please leave com­ments using the link below.

I found out that my daughter’s school use the AQA exam board. Its set­tled, I will be sit­ting the Maths GCSE 2010 with AQA in June 2012.

My text­book ( AQA GCSE Math­e­mat­ics for Higher Sets Stu­dent Book — GCSE Maths AQA 2010 Glyn Payne, et al.) is on its way to me. In the next blog I’ll let you know my first impres­sions of the task in front of me after I’ve had my first scan of all 688 pages!

GCSE maths statistics coursework - please help - The Student Room

GCSE maths statistics coursework - please help

I am really really stuck with my GCSE maths coursework and i was wandering if anyone could give me any tips etc as i dont find my maths teacher any help what so ever!

My hypothesis is: The further you travel to school, the longer it takes.
I have written a reasonable amount plannning however any tips would be appreciated as i really need to get a top grade to be able to go to the school i want to go to and study math a-level.

I have collected all the sample, explained about it etc. and have drawn a histogarm (not yet explained it) and computer generated a scatter graph with the correlation coefficient in it (which i need to further explain - i need to fully understand the correlation coefficient to do this)

I have also been told about standard deviation - however i dont know if this is relevant to my question.

Also do i need to include very simple stuff such as mode, median, mean etc.

Sorry about the length of this but i thought i might as well include as much info as possible.

mode, median and means are al types of averages so if you want to compare it to the average? And standard deviation shows the spread of it, how much on average it is away from the mean

HAHA i finished me courcework aaagggeeesss ago! haha

your going to fail Hannah

U have a teacher dont u. P

No worries Hannah, I'm a bit stuck/late too. Just go on some crazy site like.

or something and then go through their essay and change the sentences a little bit. Of course, that's only a last minute option, or in my case, an any minute option. Don't let the school stuff get ye down. Before you know it you'll be all older and stuff with loadsa responsibilities. Enjoy yourself and be an artful dodger. Or something like that


Standard deviation is relevent if you want a more-than-mediocre grade. Also, the simple stuff is needed. Mode, Median, Mean, blah blah. And Box plats, they're needed also. Stratified sampling is a good one to use too.

Originally posted by Unregistered
I am really really stuck with my GCSE maths coursework and i was wandering if anyone could give me any tips etc as i dont find my maths teacher any help what so ever!

My hypothesis is: The further you travel to school, the longer it takes.
I have written a reasonable amount plannning however any tips would be appreciated as i really need to get a top grade to be able to go to the school i want to go to and study math a-level.

I have collected all the sample, explained about it etc. and have drawn a histogarm (not yet explained it) and computer generated a scatter graph with the correlation coefficient in it (which i need to further explain - i need to fully understand the correlation coefficient to do this)

I have also been told about standard deviation - however i dont know if this is relevant to my question.

Also do i need to include very simple stuff such as mode, median, mean etc.

Sorry about the length of this but i thought i might as well include as much info as possible.

I always attempt a high degree of lexical choice but in this context I find it to be inappropraite and am going to say:

Get a bloody text book! and learn the terms and remember them. What you are asking is basic stuff and really should be unacceptable if you don't know such basic things and want to do A-level. I can help you with your coursework if you need help just give me a PM and ask me relevant questions which are worth answering! Sorry if I sounded harsh.

Hi,
It seems we have the same hypothosis Hannah. I think it is a crap thing to do but none of the idiots at school knew their weights/heights off hand so i was left with no other choice (actually I could have weighed them at lunch time. yeah that would have been great fun. ). I took a sample of 50 random pupils from my year (11) and asked them how long/how/ how far from school they lived. Then the data i got, i arranged into logical order. Well thats as far as I got. wait, I need more help than you! ****. i should not even have to do this crap, i already did my maths GCSE last year. should be a free period not this *****y GCSE stats. it is so boring.