When it comes to GCSE Mathematics, some numerical topics are usually evaluated without the need for a calculator. These include HCF, LCM, prime product, standard form, power and root calculations. While there is interesting content related to these topics, they are less likely to be tested at the Foundation level. However, there is still a lot of essential content in the chapter on number and proportion.

In terms of test accommodations, the formula sheet includes the algebraic formula for compound interest, but this is expressed in formal terms, using “principal amount”, interest rate, and the word “accrued”; it may be worth making sure that students are familiar with these terms if they intend to trust the formula given in the exam. At the Foundation level, a significant amount of algebra is evaluated procedurally and without context; this suggests that it is less valuable to spend a lot of vital exam preparation time on issues important to these topics. It is worth remembering that while the complexity and degree of problem-solving expected for algebra at Foundation is relatively low, students find the topics themselves more challenging, so they are not necessarily easier notes. I would also recommend a lot of coverage on the correct use of mathematical equipment, such as scale drawing work and bearings, as these frequently appear for a good number of notes, and students may have had varying degrees of success working on them remotely. Like algebra, a significant amount of probability and statistics is evaluated in the Foundation procedurally and without context; again, there is less value in terms of exam preparation by spending a lot of time on rich problems. From my analysis of the Foundation curriculum, it is clear that there must be a continued strong emphasis on the work of numbers and proportions, particularly in their application in other contexts.

Basic arithmetic work should be continually reviewed and practiced, as should standard procedures such as expanding, factoring, simplifying, and using formulas. Again, students can be evaluated on any of the topics described above, although in document 2, a calculator is allowed. The equivalent grades of GCSE Grade 5 are a “strong pass” and equivalent to a high C and a low B in the old grading system. At the GCSE level, a school-wide approach may be needed to determine which skills are critical to successful post-16 studies; this will depend on the individual environment and school demographics. The **GCSE Math** calculator free paper contains a mix of question styles, from short one-note questions to multi-step problems.

As your GCSE **Math** test approaches, you should focus on reviewing the topics that are likely to come up that day. In the current climate, I would consider spending less time on these issues, in favor of spending more time on graphics, sequences and functions, especially since candidates traditionally approach them poorly. A balance must also be struck between preparing students for their GCSE Math exams and providing them with life and study skills. Although students traditionally struggle with probability and statistics, the questions asked in GCSE Mathematics are sometimes easier than in other subjects. One thing highlighted in the analysis of the GCSE paper is that arithmetic skills and proportional reasoning are the backbone of the current GCSE Foundation curriculum, and a significant amount of this is assessed non-standardly or using “real life” contexts.

GCSE intervention strategies must be implemented from the beginning of the school year to pick up students who are already struggling.