GCSE (current)Mathematics C (Graduated Assessment) - J517

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New GCSEs (for first teaching in 2010)

Mathematics GCSEs have been revised for first teaching in 2010. For further information, please view the GCSE (for first teaching in 2010) page.

This qualification will be available for the final time in the January 2012 series.

Past papers

These pages include past papers and specimen papers for the J517 Mathematics C specification. To find past papers from the previous J516 and 1966 specifications, please join the Graduated Assessment e-community.

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Overview

This course is designed to offer students the opportunity to acquire a valuable qualification often requested by employers. This particular course has a simplified module test structure providing a single series of ten stages with a link to National Curriculum levels at KS3.

The course is appropriate for anyone requiring a general qualification in Mathematics. Successful completion of the course means that students may progress either directly to employment, or to study for an Advanced Level qualification.

Specification aims

The aims of this specification are to encourage students to:

  • Develop a positive attitude to Mathematics.
  • Consolidate basic skills and meet appropriately challenging work.
  • Apply mathematical knowledge and understanding to solve problems.
  • Think and communicate mathematically - precisely, logically and creatively.
  • Appreciate the place and use of Mathematics in society.
  • Apply mathematical concepts to situations arising in their own lives.
  • Understand the interdependence of different branches of Mathematics.
  • Acquire the skills needed to use technology such as calculators and computers effectively.
  • Acquire a firm foundation for further study.

The specific aims of the modular components of the specification are to:

  • Provide a series of progressive, accessible targets, which give students a sense of achievement and progress.
  • Provide targets, which are challenging, by demanding a high level of competence, but at the same time ensuring that the targets are attainable.
  • Provide information on students' mathematical progress to teachers, parents, prospective employers and the students themselves.
  • Provide a clear link, where appropriate, with students' performance at Key Stage 3.

Related information

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