4 coursework gcse grid in maths module number
The descriptors of attainment reference the assessment objectives for that particular question. Please click on the link below to access our examination notes published here to help candidates in advance of taking a test paper. Attached below is a pdf copy of this years computer studies project for the candidates taking computer studies as their technical subject. Past kcse papers.
National 5 Mathematics
This website works best with JavaScript switched on. Please enable JavaScript. Find past papers and specimen papers for new courses, on our website at aqa. This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.
There is synoptic assessment in both components of the GCSE that provides rigour and presents opportunities for students as follows:. In Component 1 portfolio students develop responses to initial starting points, project briefs or specified tasks and realise intentions informed by research, the development and refinement of ideas and meaningful engagement with selected sources. Responses will include evidence of drawing for different purposes and needs and written annotation.
In Component 2 externally set assignment students respond to a starting point provided by AQA. The exams and non-exam assessment will measure how students have achieved the following assessment objectives. The ability to handle materials, techniques and processes effectively, skilfully and safely underpins all the assessment objectives. It is important in enabling students to develop a personal language, to express ideas and to link their intentions to outcomes in a confident and assured manner.
The assessment objectives are equally weighted in each case. The Assessment criteria grid indicates the levels of attainment that would be expected for the award of marks in the ranges shown. Each component is marked out of a total of 96 marks. As the assessment objectives are equally weighted in each component, there is a maximum of 24 marks for each of the assessment objectives. The marks, out of 24, for each assessment objective must be added together to produce the total mark out of You are required to provide a mark for each of the assessment objectives separately in accordance with the assessment criteria and a mark out of 96 must be provided for each component.
Six mark band descriptors are provided, with a range of marks for each of the four assessment objectives. A Candidate record form CRF must be completed for each student for each component. Four marks are available for each mark band in each assessment objective. The lower mark indicates that the student has just met the requirement described in that particular band, the next mark indicates that evidence is adequate , the next that evidence is clear and the higher mark indicates that evidence is convincing but that the student has not quite met the requirements set out in the next band.
The same process is met for Component 2, preparatory studies and the work undertaken in the supervised time, must be assessed together when arriving at an overall mark. Work submitted for assessment for the GCSE components is assessed at a standard that can be reasonably expected of a student after a full GCSE course of study.
If your school or college offers the art, craft and design title alongside endorsed titles, evidence of an area of study for the art, craft and design title must be assessed to the same standard as it would for the relevant endorsed title. Teacher standardisation meetings are provided free of charge in the spring term. At these meetings teachers are trained to use the assessment criteria grid through marking exercises using 'live' sets of students' work from each title.
In addition, online exemplification materials are provided on e-AQA with written commentaries which explain how the marks have been awarded. To ensure you use the assessment criteria grid to mark to the correct standard:. For more information on attendance at teacher standardisation meetings and internal standardisation refer to Teacher standardisation and Internal standardisation.
The grid below further expands on the assessment objectives. It provides a link between the grade descriptions and the assessment objectives. An exceptional ability to effectively develop ideas through creative and purposeful investigations. An exceptional ability to engage with and demonstrate critical understanding of sources.
An exceptional ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes. An exceptional ability to skillfully and rigorously record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses.
An exceptional ability to competently present a personal and meaningful response and realise intentions with confidence and conviction. A highly developed ability to effectively develop ideas through creative and purposeful investigations.
A highly developed ability to thoughtfully refine ideas. A highly developed ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes. A highly developed ability to competently present a personal and meaningful response and realise intentions with confidence and conviction. A consistent ability to effectively develop ideas through purposeful investigations.
A consistent ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes. A consistent ability to competently present a personal and meaningful response and realise intentions. A moderate ability to effectively develop ideas through purposeful investigations. A moderate ability to demonstrate critical understanding of sources.
A moderate ability to thoughtfully refine ideas. A moderate ability to effectively select and purposefully experiment with appropriate media, materials, techniques and processes. A moderate ability to skillfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. A moderate ability to competently present a personal and meaningful response and realise intentions. A moderate ability to demonstrate understanding of visual language.
Some ability to demonstrate critical understanding of sources. Some ability to select and experiment with appropriate media, materials, techniques and processes. Minimal ability to select and experiment with appropriate media, materials, techniques and processes. Minimal ability to present a personal and meaningful response and realise intentions. The marks awarded on the papers will be scaled to meet the weighting of the components. Grade boundaries will be set using this total scaled mark.
The scaling and total scaled marks are shown in the table below. AQA is not responsible for the content of external sites. This website uses cookies to improve your experience. Please either accept the cookies, or find out how to remove them Accept Accept cookies. More information Accept.
Coronavirus Subjects Qualifications Professional development Exams administration. Scheme of assessment Find past papers and specimen papers for new courses, on our website at aqa. All materials are available in English only. Our GCSE exams in Art and Design include questions that allow students to demonstrate their ability to: bring together the knowledge, understanding and skills acquired during their course of study select and present work produced during their studies to demonstrate attainment, reflecting a holistic approach to coverage of the assessment objectives make connections between knowledge, understanding and skills when engaging with sources such as the work of artists, craftspeople and designers and when applying working methods and processes appropriate to one or more of: a starting point, stimulus or issue-based concern a design brief or problem requiring a solution a task which specifies an outcome such as an image, artefact or product.
There is synoptic assessment in both components of the GCSE that provides rigour and presents opportunities for students as follows: In Component 1 portfolio students develop responses to initial starting points, project briefs or specified tasks and realise intentions informed by research, the development and refinement of ideas and meaningful engagement with selected sources.
AO1: Develop ideas through investigations, demonstrating critical understanding of sources. AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. AO3: Record ideas, observations and insights relevant to intentions as work progresses. AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
Marking to the correct standard Work submitted for assessment for the GCSE components is assessed at a standard that can be reasonably expected of a student after a full GCSE course of study. To ensure you use the assessment criteria grid to mark to the correct standard: access the online exemplification materials provided on e-AQA before you mark your own students work ensure a senior art and design representative from your school or college, with responsibility for conducting internal standardisation, attends a teacher standardisation meeting.
Assessment criteria grid The grid below further expands on the assessment objectives. Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
Record ideas, observations and insights relevant to intentions as work progresses. Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
An exceptional ability to thoughtfully refine ideas with discrimination. An exceptional ability to demonstrate understanding of visual language. A highly developed ability to demonstrate critical understanding of sources. A highly developed ability to skillfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. A highly developed ability to demonstrate understanding of visual language.
A consistent ability to demonstrate critical understanding of sources. A consistent ability to thoughtfully refine ideas. A consistent ability to skillfully record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses.
A consistent ability to demonstrate understanding of visual language. Some ability to refine ideas. Some ability to record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses. Some ability to present a personal and meaningful response and realise intentions. Some ability to demonstrate understanding of visual language. Minimal ability to demonstrate critical understanding of sources.
Minimal ability to refine ideas. Minimal ability to record ideas, observations and insights through drawing and annotation, and any other appropriate means relevant to intentions, as work progresses.
Minimal ability to demonstrate understanding of visual language. Assessment weightings The marks awarded on the papers will be scaled to meet the weighting of the components. Component Maximum raw mark Scaling factor Maximum scaled mark Component 1: Portfolio 96 x3 Component 2: Externally set assignment 96 x2 Total scaled mark: Download Specification for first teaching in Thinking of teaching with us? Yes, tell me more.
Unit 10 Foundation Overview Section 1 deals with reflection and rotation. This is now extended to cover shapes and reflection in simple lines of the grid. Any line other than the x- or y-axis is always drawn for the pupil. given from which the pupils have to write down the number sequence and so work out the formula. Extra Resource Sheets are available in Sections 1 and 4. Unit 10 in Unit 5. This is now extended to cover shapes and reflection in simple lines of the grid. The last part of the section looks at adding and subtracting fractions both with vulgar fractions and mixed numbers. Key Maths GCSE Nelson Thomes Ltd Unit
This website works best with JavaScript switched on. Please enable JavaScript. Find past papers and specimen papers for new courses, on our website at aqa.
This explains the overall structure of the Course, including its purpose and aims and information on the skills, knowledge and understanding that will be developed. These reports provide information on the performance of candidates which it is hoped will be useful to teachers, lecturers and assessors in their preparation of candidates for future assessment.
Though career training comes in a number of different formats. A useful revision guide providing a detailed look at light reflection and refraction. Ursework Gcse Grid Investigating Number.
