Mathematics: GCSE (9-1) Specification

Qualification
Accredited
Oxford Cambridge and RSA
GCSE (9-1)
Specification
MATHEMATICS
J560
For first assessment in 2017
Version 1.4 (July 2021) ocr.org.uk/gcsemaths

Disclaimer Specifications are updated over time. Whilst every effort is made to check all
documents, there may be contradictions between published resources and the
specification, therefore please use the information on the latest specification at
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Contents
Introducing… GCSE (9–1) Mathematics (from September 2015) ii
Teaching and learning resources iii
Professional Development iv
1 Why choose an OCR GCSE (9–1) in Mathematics? 1

1a. Why choose an OCR qualification? 1
1b. Why choose an OCR GCSE (9–1) in Mathematics? 2
1c. What are the key features of this specification? 3
1d. How do I find out more information? 3
2 The specification overview 4

2a. OCR’s GCSE (9–1) in Mathematics (J560) 4
2b. Content of GCSE (9–1) in Mathematics (J560) 5
2c. Prior knowledge, learning and progression 47
3 Assessment of OCR GCSE (9–1) in Mathematics 48

3a. Forms of assessment 48
3b. Assessment availability 48
3c. Retaking the qualification 48
3d. Assessment objectives (AOs) 49
3e. Tiers 50
3f. Synoptic assessment 50
3g. Calculating qualification results 51
4 Admin: what you need to know 52

4a. Pre-assessment 52
4b. Accessibility and special consideration 53
4c. External assessment arrangements 53
4d. Results and certificates 54
4e. Post-results services 54
4f. Malpractice 54
5 Appendices 55
5a. Grade descriptors 55
5b. Overlap with other qualifications 56
5c. Avoidance of bias 56
Summary of Updates 56
© OCR 2021
GCSE (9–1) in Mathematics i
Introducing…
GCSE (9–1) Mathematics (from September 2015)
We’ve 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:
Advisors working on our mathematics qualifications.
• Sound understanding of concepts
Find out more about our mathematics qualifications
• Fluency in procedural skill and support at ocr.org.uk/maths
• Competency to apply mathematical skills in a If you need specialist advice, guidance or support, get
range of contexts in touch:
• Confidence in mathematical problem solving. 01223 553998
maths@ocr.org.uk
@OCR_Maths
© OCR 2021
ii GCSE (9–1) 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 assist you at every stage. You’ll have four main types of subject-specific teaching
We have worked hard in close consultation with and learning resources at your fingertips:
teachers and other subject experts to provide a
• Delivery Guides
practical package of support to help you to make the
move to OCR GCSE (9-1) Maths. • Transition Guides
Designed to support progression for all • Topic Exploration Packs
Our resources are designed to provide you with a • Lesson Elements.

range of teaching activities and suggestions so you can
Along with subject-specific resources, you’ll also have
select the best approach for your particular students.
access to a selection of generic resources that focus
You are the experts on how your students learn and
on skills development and professional guidance for
our aim is to support you in the best way we can.
teachers.
We want to…
Skills Guides – we’ve produced a set of Skills Guides
• Support you with a body of knowledge that are not specific to Mathematics, but each covers a
that grows throughout the lifetime of the topic that could be relevant to a range of qualifications
specification – for example, communication, legislation and
research. Download the guides at ocr.org.uk/
• Provide you with a range of suggestions so you qualifications/skills-guides/
can select the best activity, approach or context
for your particular students Active Results – a free online results analysis service
to help you review the performance of individual
• Make it easier for you to explore and interact students or your whole school. It provides access to
with our resource materials, in particular to detailed results data, enabling more comprehensive
develop your own schemes of work analysis of results in order to give you a more accurate
• Create an ongoing conversation so we can measurement of the achievements of your centre and
develop materials that work for you. individual students. For more details refer to
ocr.org.uk/activeresults
© OCR 2021
GCSE (9–1) in Mathematics iii
Professional Development
Take advantage of our improved Professional These events are designed to help support you at
Development webpages, designed with you in mind. every stage, from making the move to OCR through to
Whether you want to come to events, look at our new preparing for assessment.
digital training or search for training materials, you
can find what you’re looking for all in one place on our Visit ocr.org.uk/gcsemathscpd for details and booking
Professional Development webpages. of upcoming training, or to find materials from
previous courses.
We run regular sessions introducing OCR GCSE (9-1)
Mathematics qualification, as well as sessions on To receive the latest information about the training we
marking or giving you feedback on student exam offer, please register for GCSE email updates at
performance. ocr.org.uk/updates.
© OCR 2021
iv GCSE (9–1) in Mathematics
1 Why choose an OCR GCSE (9–1) in
Mathematics?
1a. Why choose an OCR qualification?
Choose OCR and you’ve got the reassurance that We provide a range of support services designed to
you’re working with one of the UK’s leading exam help you at every stage, from preparation through to
boards. Our GCSE (9–1) 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 high-quality creative resources
with a qualification that’s relevant to them and meets including:
their needs. o Delivery Guides
o Transition Guides
We’re part of the Cambridge Assessment Group, o Topic Exploration Packs
Europe’s 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 ocr.org.uk/gcsemaths
assessments throughout the world, operating in over
150 countries. • Access to Subject Advisors to support you
through the transition and throughout the
We work with a range of education providers, including lifetimes of the specifications.
schools, colleges, workplaces and other institutions ocr.org.uk/gcsemaths
in both the public and private sectors. Over 13,000
• CPD/Training for teachers to introduce the
centres choose our A levels, GCSEs and vocational
qualifications and prepare you for first teaching.
qualifications including Cambridge Nationals and
ocr.org.uk/gcsemathscpd
Cambridge Technicals.
• Active Results – our free results analysis service
Our Specifications helps you review the performance of individual
students or across your whole school.
We believe in developing specifications that help you ocr.org.uk/activeresults
bring the subject to life and inspire your students to
achieve more. • ExamBuilder – our free online past papers
service that enables you to build your own test
We’ve created teacher-friendly specifications based on papers from past OCR exam questions.
extensive research and engagement with the teaching ocr.org.uk/exambuilder
community. They’re designed to be straightforward
and accessible so that you can tailor the delivery of All GCSE (9–1) qualifications offered by OCR are
the course to suit your needs. We aim to encourage accredited by Ofqual, the Regulator for qualifications
learners to become responsible for their own learning, offered in England. The QN for this qualification is
confident in discussing ideas, innovative and engaged. QN 601/4606/0.
© OCR 2021
GCSE (9–1) in Mathematics 1
1b. Why choose an OCR GCSE (9–1) in Mathematics?
OCR’s GCSE (9–1) in Mathematics provides a broad, Learner-focused
coherent, satisfying and worthwhile course of study.
1 It encourages learners to develop confidence in,
and a positive attitude towards mathematics and to
• OCR’s 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, post-16. conceptual learning and understanding.
Aims and learning outcomes • OCR will target support and resources to develop
fluency, reasoning and problem solving skills.
OCR’s GCSE (9–1) 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 Teacher-centred
• acquire, select and apply mathematical
• OCR will provide an extensive teacher support
techniques to solve problems
package, including high-quality flexible
• reason mathematically, make deductions and resources, particularly for the new GCSE (9–1)
inferences and draw conclusions subject areas and assessment objectives.
• comprehend, interpret and communicate • OCR’s 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 content-based resources.
OCR’s GCSE (9–1) in Mathematics is:
• OCR’s 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 • OCR’s high-quality 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 2021
2 GCSE (9–1) 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 Advisors, 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.
1d. How do I find out more information?

If you are not already a registered OCR centre, contact Email: maths@ocr.org.uk
us at ocr.org.uk/qualifications/expression-of-interest
to find out more information on the benefits of Customer Contact Centre: 01223 553998
becoming one.
Twitter: @OCR_Maths
If you are a registered centre, get in touch with our
team of Maths Subject Advisors to find out more.
© OCR 2021
2 The specification overview
2a. OCR’s GCSE (9–1) in Mathematics (J560)

Learners are entered for either Foundation tier (Paper 1, Paper 2 and Paper 3) or Higher tier (Paper 4, Paper 5 and
Paper 6).
Qualification Overview Assessment Overview
Foundation tier, grades 5 to 1

2 Written paper
100 marks
33 13– %
• Paper 1 (Foundation tier)
J560/01 1 hour 30 minutes of total
Calculator permitted GCSE
Written paper
33 13– %
• Paper 2 (Foundation tier) 100 marks
Calculator not permitted GCSE
Written paper
33 13– %
• Paper 3 (Foundation tier) 100 marks
Higher tier, grades 9 to 4 Written paper
33 13– %
• Paper 4 (Higher tier) 100 marks
Written paper
33 13– %
Calculator not permitted GCSE
Written paper
33 13– %
© OCR 2021
2b. Content of GCSE (9–1) in Mathematics (J560)
The content of this specification. • allows for easier movement from Foundation
tier to Higher tier by showing how the required
• This is a linear qualification. The content is
content for the former progresses to the latter
arranged by topic area and exemplifies the level
of demand for different tiers, but centres are All exemplars contained in the specification are for
free to teach the content for the appropriate tier illustration only and do not constitute an exhaustive
in the order most appropriate to their learners’ list.
•
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
(9–1) 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: 24-hour and 12-hour 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 non-calculator methods. All
• allows teachers to start this GCSE (9–1) course
content may be assessed on either the calculator or
at a level which is appropriate to their learners,
non-calculator papers.
without feeling that they have to spend time on
content with which their learners are familiar
© OCR 2021
Sketching and plotting curves Statement References
This specification makes a distinction between Individual references for the statements of this
sketching and plotting curves. specification are included in the column headed ‘GCSE
(9–1) Content Ref.’. Corresponding statements from the
• A sketch shows the most important features of Department for Education (DfE) Mathematics – GCSE
a curve. It does not have to be to scale, though subject content and assessment objectives document
axes should be labelled and the graph should are included in the column headed ‘DfE Ref.’.
interact with the axes correctly. A sketch should
2
fall within the correct quadrants and show the For further information on this specification including
correct long-term behaviour. A sketch only needs our accessibility principles, content weightings,
to be labelled with x-intercepts, y-intercepts, command words, formulae guides and example
turning points or other features when requested questions, please download our Exploring Our
in the assessment. A sketch does not require Question Papers guide.
graph or squared paper. The assessment for this
specification will expect a sketch to be drawn
freehand.
• A plot is drawn on squared or graph paper
for a given range of values by calculating
the coordinates of points on the curve and
connecting them as appropriate. Where a table
of values is given it will include sufficient points
to determine the curve. Where such a table is
not given, the number of points required is left
to the discretion of the learner.
© OCR 2021
GCSE (9–1) in Mathematics
© OCR 2021
GCSE (9–1) Initial learning for this

Foundation tier learners Higher tier learners should DfE
content Subject content qualification will enable
should also be able to… additionally be able to… Ref.
Ref. learners to…
OCR 1 Number Operations and Integers
1.01 Calculations with integers
1.01a Four rules Use non-calculator methods to N2
calculate the sum, difference,
product and quotient of
positive and negative whole
numbers.
1.02 Whole number theory
1.02a Definitions and terms Understand and use the terms N2,
odd, even, prime, factor N4,
(divisor), multiple, common N6
factor (divisor), common
multiple, square, cube, root.
Understand and use place
value.
1.02b Prime numbers Identify prime numbers less Identify prime numbers. N4,
than 20. Use power notation in N6
Express a whole number as a expressing a whole number as
product of its prime factors. a product of its prime factors.
3 2
e.g. 24 = 2 # 2 # 2 # 3 e.g. 600 = 2 # 3 # 5
Understand that each number
can be expressed as a product
of prime factors in only one
way.
7
2
2
8

Ref. learners to…
1.02c Highest Common Factor (HCF) and Find the HCF and LCM of two Find the HCF and LCM of two N4
Lowest Common Multiple (LCM) whole numbers by listing. whole numbers from their
prime factorisations.
1.03 Combining arithmetic operations

1.03a Priority of operations Know the conventional order N3
for performing calculations
involving brackets, four
rules and powers, roots and
reciprocals.
1.04 Inverse operations
1.04a Inverse operations Know that addition and N3,
subtraction, multiplication and N6
division, and powers and roots,
are inverse operations and
use this to simplify and check
calculations, for example, in
reversing arithmetic in “I’m
thinking of a number” or
“missing digit” problems.
e.g.
223 – 98 = 223 + 2 – 100 = 125
25 × 12 = 50 × 6 = 100 × 3 = 300
[see also Calculation and

estimation of powers and
roots, 3.01b]
© OCR 2021
© OCR 2021

Ref. learners to…
OCR 2 Fractions, Decimals and Percentages
2.01 Fractions
2.01a Equivalent fractions Recognise and use equivalence N3
between simple fractions and
mixed numbers.
2 1
e.g. =
6 3
1 5
2 =
2 2
2.01b Calculations with fractions Add, subtract, multiply and Carry out more complex [see also Algebraic fractions, N2,
divide simple fractions (proper calculations, including the use 6.01g] N8
and improper), including of improper fractions.
mixed numbers and negative 2 5
fractions. e.g. +
5 6
1 3
e.g. 1 + 2 1 3
2 4 + #
3 2 5
5 3
#
6 10
4
-
3#
5
2.01c Fractions of a quantity Calculate a fraction of a Calculate with fractions N12,
quantity. greater than 1. R3,
2 R6
e.g. of £3.50
5
Express one quantity as a

fraction of another.
[see also Ratios and fractions,
5.01c]
9
2
2
10

Ref. learners to…
2.02 Decimal fractions
2.02a Decimals and fractions Express a simple fraction as Use division to convert a Convert a recurring decimal to N10,
a terminating decimal or vice simple fraction to a decimal. an exact fraction or vice versa. N2
versa, without a calculator. 1
e.g. = 0.16666… o o = 41
e.g. 0.41
2 6 99
e.g. 0.4 =
5
Understand and use place

value in decimals.
2.02b Addition, subtraction and multiplication Add, subtract and multiply N2
of decimals decimals including negative
decimals, without a calculator.
2.02c Division of decimals Divide a decimal by a whole Without a calculator, divide a N2
number, including negative decimal by a decimal.
decimals, without a calculator. e.g. 0.3 ' 0.6
e.g. 0.24 ' 6
2.03 Percentages
2.03a Percentage conversions Convert between fractions, R9
decimals and percentages.
1
e.g. = 0.25 = 25%
4
1
1 = 150%
2
© OCR 2021
© OCR 2021

Ref. learners to…
2.03b Percentage calculations Understand percentage is R9,
‘number of parts per hundred’. N12
Calculate a percentage of a
quantity, and express one
quantity as a percentage of
another, with or without a
calculator.
2.03c Percentage change Increase or decrease a quantity Express percentage change R9,
by a simple percentage, as a decimal or fractional N12
including simple decimal or multiplier. Apply this to
fractional multipliers. percentage change problems
Apply this to simple original (including original value
value problems and simple problems).
interest. [see also Growth and decay,
e.g. Add 10% to £2.50 by 5.03a]
either finding 10% and
adding, or by multiplying
by 1.1 or 110
100

Calculate original price of

an item costing £10 after a
50% discount.
2.04 Ordering fractions, decimals and percentages
2.04a Ordinality Order integers, fractions, N1,
decimals and percentages. N2,
4 3 R9
e.g. , , 0.72, –0.9
5 4
2.04b Symbols Use 1, 2, G, H, =, ! N1
11
2
2
12

Ref. learners to…
OCR 3 Indices and Surds
3.01 Powers and roots
3.01a Index notation Use positive integer indices to Use negative integer indices to Use fractional indices N6,
write, for example, represent reciprocals. to represent roots and N7
2#2#2#2 = 2
4 combinations of powers and
roots.
3.01b Calculation and estimation of powers Calculate positive integer Calculate with integer powers. Calculate fractional powers. N6,
and roots powers and exact roots. -3 1 -3
1 1 N7
e.g. 2 = e.g. 16 4 = =
8
_4 16i 8
4 3
e.g. 2 = 16
9=3 Calculate with roots.
Estimate powers and roots.
3
8=2
e.g. 51 to the nearest whole
Recognise simple powers of 2, number
3, 4 and 5.
3
e.g. 27 = 3
[see also Inverse operations,
1.04a]
3.01c Laws of indices [see also Simplifying products Know and apply: N7,
and quotients, 6.01c] m n m+n A4
a #a = a
m n m-n
a 'a = a
_ami = amn
n
[see also Calculations with

numbers in standard form,
3.02b, Simplifying products

and quotients, 6.01c]
© OCR 2021
© OCR 2021

Ref. learners to…
3.02 Standard form
3.02a Standard form Interpret and order numbers N9
expressed in standard form.
Convert numbers to and from
standard form.
3
e.g. 1320 = 1.32 # 10 ,
-3
0.00943 = 9.43 # 10
3.02b Calculations with numbers in standard Use a calculator to perform Add, subtract, multiply and N9
form calculations with numbers in divide numbers in standard
standard form. form, without a calculator.
[see also Laws of indices,
3.01c]
3.03 Exact calculations
3.03a Exact calculations Use fractions in exact Use multiples of π in exact Use surds in exact calculations N2,
calculations without a calculations without a without a calculator. N8
calculator. calculator.
3.03b Manipulating surds Simplify expressions with N8
surds, including rationalising
denominators.
e.g. 12 = 2 3
1 3
=
3 3
1 3 –1
=
3+1 2
13
2
2
14

Ref. learners to…
OCR 4 Approximation and Estimation
4.01 Approximation and estimation
4.01a Rounding Round numbers to the nearest Round answers to an N15
whole number, ten, hundred, appropriate level of accuracy.
etc. or to a given number
of significant figures (sf) or
decimal places (dp).
4.01b Estimation Estimate or check, without Estimate or check, without a N14
a calculator, the result of a calculator, the result of more
calculation by using suitable complex calculations including
approximations. roots.
e.g. Estimate, to one
significant figure, the cost of Use the
2.8 kg of potatoes at 68p symbol ≈ appropriately.
per kg.
2.9
e.g. . 10
0.051 # 0.62
© OCR 2021
© OCR 2021

Ref. learners to…
4.01c Upper and lower bounds Use inequality notation to Calculate the upper and lower N15,
write down an error interval bounds of a calculation using N16
for a number or measurement numbers rounded to a known
rounded or truncated to a degree of accuracy.
given degree of accuracy. e.g. Calculate the area of a
e.g. If x = 2.1 rounded to 1 dp, rectangle with length and
then 2.05 G x 1 2.15 . width given to 2 sf.
If x = 2.1 truncated to 1 dp, Understand the difference
then 2.1 G x 1 2.2 . between bounds of discrete
Apply and interpret limits of and continuous quantities.
accuracy. e.g. If you have 200 cars to
the nearest hundred then the
number of cars n satisfies:
150 G n 1 250 and
150 G n G 249 .
OCR 5 Ratio, Proportion and Rates Of Change
5.01 Calculations with ratio
5.01a Equivalent ratios Find the ratio of quantities in R4,
the form a : b and simplify. R5
Find the ratio of quantities in
the form 1 : n.
e.g. 50 cm : 1.5 m = 50 : 150
=1:3
15
2
2
16

Ref. learners to…
5.01b Division in a given ratio Split a quantity into two parts Split a quantity into three or R5,
given the ratio of the parts. more parts given the ratio of R6
e.g. £2.50 in the ratio 2 : 3 the parts.
Express the division of a
quantity into two parts as a
ratio.
Calculate one quantity from
another, given the ratio of the
two quantities.
5.01c Ratios and fractions Interpret a ratio of two parts N11,
as a fraction of a whole. R5,
e.g. £9 split in the ratio 2 : 1 R6,
2 1 R8
gives parts # £9 and # £9 .
3 3
[see also Fractions of a
quantity, 2.01c]
5.01d Solve ratio and proportion problems Solve simple ratio and R5,
proportion problems. R8
e.g. Adapt a recipe for 6 for 4
people.
Understand the relationship
between ratio and linear
functions.
© OCR 2021
© OCR 2021

Ref. learners to…
5.02 Direct and inverse proportion
5.02a Direct proportion Solve simple problems Solve more formal problems Formulate equations and solve R7,
involving quantities in direct involving quantities in direct problems involving a quantity R10,
proportion including algebraic proportion (i.e. where y ? x ). in direct proportion to a power R13
proportions. Recognise that if y = kx, where or root of another quantity.
e.g. Using equality of ratios, k is a constant, then y is
y1 x1 proportional to x.
if y ? x , then = or
y2 x2
y1 y2
= .
x1 x2
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. speed–time 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

Ref. learners to…
5.03 Discrete growth and decay
5.03a Growth and decay Calculate simple interest Solve problems step-by- Express exponential growth or R9,
including in financial contexts. step involving multipliers decay as a formula. R16
over a given interval, for e.g. Amount £A subject to
example, compound interest, compound interest of
depreciation, etc. 10% p.a. on £100 as
n
e.g. A car worth £15 000 new A = 100 # 1.1 .
depreciating by 30%, 20% Solve and interpret answers in
and 15% respectively in growth and decay problems.
three years.
[see also Exponential
[see also Percentage change, functions, 7.01d, Formulate
2.03c] algebraic expressions, 6.02a]
OCR 6 Algebra
6.01 Algebraic expressions
6.01a Algebraic terminology and proofs Understand and use the Recognise the difference Use algebra to construct A3,
concepts and vocabulary between an equation and an proofs and arguments. A6
of expressions, equations, identity, and show algebraic e.g. prove that the sum
formulae, inequalities, terms expressions are equivalent. of three consecutive
and factors. e.g. show that integers is a multiple of 3.
2 2
(x + 1) + 2 = x + 2x + 3
Use algebra to construct

arguments.
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
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6.01c Simplifying products and quotients Simplify algebraic products Simplify algebraic products N3,
and quotients. and quotients using the laws A1,
e.g. a # a # a = a
3 of indices. A4
1 -3 -5
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)
6.01f Completing the square Complete the square on a A11,

quadratic expression. A18
e.g.
2 2
x + 4x - 6 = (x + 2) - 10
5 2 17
2x + 5x + 1 = 2 d x + n -
2
4 8
19
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2
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6.01g Algebraic fractions Simplify and manipulate A1,
algebraic fractions. A4
1 n
e.g. Write + as a
n-1 n+1
single fraction.
2
n + 2n
Simplify 2
.
n +n-2
6.02 Algebraic formulae

6.02a Formulate algebraic expressions Formulate simple formulae [see, for example, Direct A3,
and expressions from real- proportion, 5.02a, Inverse A5,
world contexts. proportion, 5.02b, Growth and A21,
e.g. Cost of car hire at £50 per decay, 5.03a] R10
day plus 10p per mile.
The perimeter of a
rectangle when the
length is 2 cm more than
the width.
6.02b Substitute numerical values into Substitute positive numbers Substitute positive or negative A2,
formulae and expressions into simple expressions and numbers into more complex A5
formulae to find the value of formulae, including powers,
the subject. roots and algebraic fractions.
2
e.g. Given that v = u + at, find e.g. v = u + 2as with
v when t = 1, a = 2 and u = 2.1, s = 0.18, a = -9.8 .
u = 7.
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6.02c Change the subject of a formula Rearrange formulae to change Rearrange formulae to change [Examples may include A4,
the subject, where the subject the subject, including cases manipulation of algebraic A5
appears once only. where the subject appears fractions, 6.01g]
e.g. Make d the subject of the twice, or where a power
formula c = rd . or reciprocal of the subject
appears.
Make x the subject of the
formula y = 3x - 2 . e.g. Make t the subject of the
formulae
1 2
(i) s = at
2
x
(ii) v=
t
(iii)
2ty = t + 1
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,
2rr = rd 2 2 2 2 A5
a +b = c b!
-
b - 4ac
2 x=
Area of a circle rr 2a
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
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6.02e Use kinematics formulae Use: A2,
v = u + at A3,
1 2 A5
s = ut + at
2
2 2
v = u + 2as
where a is constant
acceleration, u is initial
velocity, v is final velocity,
s is displacement from position
when t = 0 and t is time taken.
6.03 Algebraic equations
6.03a Linear equations in one unknown Solve linear equations in one Set up and solve linear [Examples may include A3,
unknown algebraically. equations in mathematical and manipulation of algebraic A17,
e.g. Solve 3x - 1 = 5 non-mathematical contexts, fractions, 6.01g] A21
including those with the
unknown on both sides of the
equation.
e.g. Solve 5 (x - 1) = 4 - x
Interpret solutions in context.
6.03b Quadratic equations Solve quadratic equations with Know the quadratic formula. A18
2
coefficient of x equal to 1 by Rearrange and solve quadratic
factorising. equations by factorising,
2
e.g. Solve x - 5x + 6 = 0 . completing the square or using
Find x for an x cm by the quadratic formula.
2
(x + 3) cm rectangle of e.g. 2x = 3x + 5
2
area 40cm . 2 2
- =1
x x+1
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6.03c Simultaneous equations Set up and solve two linear Set up and solve two A19,
simultaneous equations in two simultaneous equations in two A21
variables algebraically. variables algebraically (including
e.g. Solve simultaneously where one is a quadratic or that
2x + 3y = 18 and result in a quadratic).
y = 3x - 5 e.g. Solve simultaneously
2 2
x + y = 50 and 2y = x + 5
6.03d Approximate solutions using a graph Use a graph to find the Use graphs to find Know that the coordinates A11,
approximate solution of a approximate roots of of the points of intersection A17,
linear equation. quadratic equations and the of a curve and a straight A18,
approximate solution of two line are the solutions to the A19
linear simultaneous equations. simultaneous equations for
the line and curve.
6.03e Approximate solutions by iteration Find approximate solutions A20,
to equations using systematic R16
sign-change methods (for
example, decimal search or
interval bisection) when there
is no simple analytical method
of solving them.
Specific methods will not be
requested in the assessment.
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6.04 Algebraic inequalities
6.04a Inequalities in one variable Understand and use the Solve linear inequalities in one Solve quadratic inequalities in N1,
symbols 1, G, 2 and H variable, expressing solutions one variable. A3,
on a number line using the 2
e.g. x - 2x 1 3 A22
conventional notation.
e.g 2x + 1 H 7
Express solutions in set
notation.
e.g. #x | x H 3-
3 4 5 6
1 1 3x - 5 G 10
#x | 2 1 x G 5-
2 3 4 5
[see also Polynomial and

reciprocal functions, 7.01c]
6.04b Inequalities in two variables Solve (several) linear A22
inequalities in two variables,
representing the solution set
on a graph.
[see also Straight line graphs,
7.02a]
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6.05 Language of functions
6.05a Functions Interpret, where appropriate, Interpret the reverse process A7
simple expressions as as the ‘inverse function’.
functions with inputs and Interpret the succession of
outputs. two functions as a ‘composite
e.g. y = 2x + 3 as function’.
[Knowledge of function
x ×2 +3 y notation will not be required]
[see also Translations and
reflections, 7.03a]
6.06 Sequences
6.06a Generate terms of a sequence Generate a sequence by Generate a sequence from a Use subscript notation for A23,
spotting a pattern or using formula for the nth term. position-to-term and term-to- A25
a term-to-term rule given 2
e.g. nth term = n + 2n gives term rules.
algebraically or in words. e.g. xn = n + 2
3, 8, 15, …
e.g. Continue the sequences xn + 1 = 2xn - 3
Find a formula for the nth term
1, 4, 7, 10, ... of an arithmetic sequence. Find a formula for the nth term
1, 4, 9, 16, ... e.g. 40, 37, 34, 31, … 43 – 3n of a quadratic sequence.
Find a position-to-term rule for e.g. 0, 3, 10, 21, …
simple arithmetic sequences,
2
un = 2n - 3n + 1
algebraically or in words.
e.g. 2, 4, 6, … 2n
3, 4, 5, … n + 2
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6.06b Special sequences Recognise sequences of Recognise Fibonacci and Generate and find nth terms of A24
triangular, square and quadratic sequences, and other sequences.
cube numbers, and simple simple geometric progressions e.g. 1, 2, 2, 2 2, …
arithmetic progressions. (rn where n is an integer and r
is a rational number > 0). 1 2 3
, , , …
2 3 4
OCR 7 Graphs of Equations and Functions
7.01 Graphs of equations and functions
7.01a x- and y-coordinates Work with x- and y-coordinates A8
in all four quadrants.
7.01b Graphs of equations and functions Use a table of values to plot Use a table of values to plot Use a table of values to plot A9,
graphs of linear and quadratic other polynomial graphs and exponential graphs. A14
functions. reciprocals. e.g. y = 3 # 1.1
x
3
e.g. y = 2x + 3 e.g. y = x - 2x
2 1
y = 2x + 1 y = x+
x
2x + 3y = 6
7.01c Polynomial and reciprocal functions Recognise and sketch the Recognise and sketch graphs Sketch graphs of quadratic A11,
graphs of simple linear and 3 1 functions, identifying the A12
of: y = x , y = .
quadratic functions. x turning point by completing
e.g. y = 2 Identify intercepts and, using the square.
symmetry, the turning point of
x=1 graphs of quadratic functions.
y = 2x Find the roots of a quadratic
2
y=x equation algebraically.
7.01d Exponential functions Recognise and sketch graphs A12

of exponential functions in the
form y = kx for positive k.
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7.01e Trigonometric functions Recognise and sketch the A12
graphs of y = sin x , y = cos x
and y = tan x .
7.01f Equations of circles Recognise and use the A16
equation of a circle with centre
at the origin.
7.02 Straight line graphs
7.02a Straight line graphs Find and interpret the gradient Use the form y = mx + c to Identify the solution sets A9,
and intercept of straight find and sketch equations of of linear inequalities in two A10,
lines, graphically and using straight lines. variables, using the convention A22
y = mx + c . Find the equation of a line of dashed and solid lines.
through two given points, or
through one point with a given
gradient.
7.02b Parallel and perpendicular lines Identify and find equations of Identify and find equations of A9,
parallel lines. perpendicular lines. A16
Calculate the equation of a
tangent to a circle at a given
point.
[see also Equations of circles,
7.01f]
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7.03 Transformations of curves and their equations
7.03a Translations and reflections Identify and sketch translations A13
and reflections of a given
graph (or the graph of a given
equation).
[Knowledge of function
notation will not be required]
[see also Functions, 6.05a]
e.g. Sketch the graph of
y = sin x + 2
2
y = (x + 2) - 1
2
y =- x
7.04 Interpreting graphs
7.04a Graphs of real-world contexts Construct and interpret graphs Recognise and interpret graphs A14,
in real-world contexts. that illustrate direct and R10,
e.g. distance-time inverse proportion. R14
money conversion
temperature conversion
[see also Direct proportion,
5.02a, Inverse proportion,
5.02b]
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7.04b Gradients Understand the relationship Interpret straight line gradients Calculate or estimate gradients A14,
between gradient and ratio. as rates of change. of graphs, and interpret in A15,
e.g. Gradient of a distance- contexts such as distance-time R8,
time graph as a velocity. graphs, velocity-time graphs R14,
and financial graphs. R15
Apply the concepts of average
and instantaneous rate of
change (gradients of chords
or tangents) in numerical,
algebraic and graphical
contexts.
7.04c Areas Calculate or estimate areas A15
under graphs, and interpret in
contexts such as distance-time
graphs, velocity-time graphs
and financial graphs.
OCR 8 Basic Geometry
8.01 Conventions, notation and terms
Learners will be expected to be familiar with the following geometrical skills, conventions, notation and terms, which will be assessed in
questions at both tiers.
8.01a 2D and 3D shapes Use the terms points, lines, line segments, vertices, edges, planes, parallel lines, perpendicular G1
lines.
8.01b Angles Know the terms acute, obtuse, right and reflex angles. G1
Use the standard conventions for labelling and referring to the sides and angles of triangles.
e.g. AB, +ABC , angle ABC, a is the side opposite angle A
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8.01c Polygons Know the terms: G1
• regular polygon
• scalene, isosceles and equilateral triangle
• quadrilateral, square, rectangle, kite, rhombus, parallelogram, trapezium
• pentagon, hexagon, octagon.
8.01d Polyhedra and other solids Recognise the terms face, surface, edge, and vertex, cube, cuboid, prism, cylinder, pyramid, cone G12
and sphere.
8.01e Diagrams Draw diagrams from written descriptions as required by questions. G1
8.01f Geometrical instruments Use a ruler to construct and measure straight lines. G2,
Use a protractor to construct and measure angles. G15
Use compasses to construct circles.
8.01g x- and y-coordinates Use x- and y-coordinates in plane geometry problems, including transformations of simple shapes. G7,
G11
8.02 Ruler and compass constructions
8.02a Perpendicular bisector Construct the perpendicular G2
bisector and midpoint of a line
segment.
8.02b Angle bisector Construct the bisector of an G2
angle formed from two lines.
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8.02c Perpendicular from a point to a line Construct the perpendicular G2
from a point to a line.
Construct the perpendicular to
a line at a point.
Know that the perpendicular
distance from a point to a line
is the shortest distance to the
line.
8.02d Loci Apply ruler and compass G2
constructions to construct
figures and identify the loci of
points, to include real-world
problems.
Understand the term
‘equidistant’.
8.03 Angles
8.03a Angles at a point Know and use the sum of the Apply these angle facts to find Apply these angle properties G3,
angles at a point is 360c. angles in rectilinear figures, in more formal proofs of G6
and to justify results in simple geometrical results.
8.03b Angles on a line Know that the sum of the proofs. G3,
angles at a point on a line is e.g. The sum of the interior G6
180c. angles of a triangle is
8.03c Angles between intersecting and parallel Know and use: 180c. G3,
lines vertically opposite angles are G6
equal
alternate angles on parallel
lines are equal
corresponding angles on
parallel lines are equal.
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8.03d Angles in polygons Derive and use the sum of the Apply these angle facts to find Apply these angle properties G3,
interior angles of a triangle is angles in rectilinear figures, in more formal proofs of G6
180c. and to justify results in simple geometrical results.
Derive and use the sum of the proofs.
exterior angles of a polygon is e.g. The sum of the interior
360c. angles of a triangle is
Find the sum of the interior 180c.
angles of a polygon.
Find the interior angle of a
regular polygon.
8.04 Properties of polygons
8.04a Properties of a triangle Know the basic properties of Use these facts to find lengths Use these facts in more formal G4,
isosceles, equilateral and right- and angles in rectilinear figures proofs of geometrical results, G6
angled triangles. and in simple proofs. for example circle theorems.
Give geometrical reasons to
justify these properties.
8.04b Properties of quadrilaterals Know the basic properties Use these facts to find lengths Use these facts in more formal G4,
of the square, rectangle, and angles in rectilinear figures proofs of geometrical results, G6
parallelogram, trapezium, kite and in simple proofs. for example circle theorems.
and rhombus.
Give geometrical reasons to
justify these properties.
8.04c Symmetry Identify reflection and rotation G1,
symmetries of triangles, G4
quadrilaterals and other

polygons.
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8.05 Circles
8.05a Circle nomenclature Understand and use the terms Understand and use the G9
centre, radius, chord, diameter terms tangent, arc, sector and
and circumference. segment.
8.05b Angles subtended at centre and Apply and prove: G10
circumference the angle subtended by an arc
at the centre is twice the angle
at the circumference.
8.05c Angle in a semicircle Apply and prove: G10
the angle on the circumference
subtended by a diameter is a
right angle.
8.05d Angles in the same segment Apply and prove: G10
two angles in the same
segment are equal.
8.05e Angle between radius and chord Apply and prove: G10
a radius or diameter bisects
a chord if and only if it is
perpendicular to the chord.
8.05f Angle between radius and tangent Apply and prove: G10
for a point P on the
circumference, the radius
or diameter through P is
perpendicular to the tangent
at P.
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8.05g The alternate segment theorem Apply and prove: G10
for a point P on the
circumference, the angle
between the tangent and a
chord through P equals the
angle subtended by the chord
in the opposite segment.
8.05h Cyclic quadrilaterals Apply and prove: G10
the opposite angles of a
cyclic quadrilateral are
supplementary.
8.06 Three-dimensional shapes
8.06a 3-dimensional solids Recognise and know the G12
properties of the cube, cuboid,
prism, cylinder, pyramid, cone
and sphere.
8.06b Plans and elevations Interpret plans and elevations Construct plans and elevations G1,
of simple 3D solids. of simple 3D solids, and G13
representations (e.g. using
isometric paper) of solids from
plans and elevations.
OCR 9 Congruence and Similarity
9.01 Plane isometric transformations
9.01a Reflection Reflect a simple shape in a Identify a mirror line x = a, G7
given mirror line, and identify y = b or y = ± x from a simple

the mirror line from a shape shape and its image under
and its image. reflection.
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9.01b Rotation Rotate a simple shape Identify the centre, angle and G7
clockwise or anti-clockwise sense of a rotation from a
through a multiple of 90c about simple shape and its image
a given centre of rotation. under rotation.
9.01c Translation Use a column vector to G7,
describe a translation of a G24
simple shape, and perform a
specified translation.
9.01d Combinations of transformations Perform a sequence of G8
isometric transformations
(reflections, rotations or
translations), on a simple
shape. Describe the resulting
transformation and the
changes and invariance
achieved.
9.02 Congruence
9.02a Congruent triangles Identify congruent triangles. Prove that two triangles are G5,
congruent using the cases: G7
3 sides (SSS)
2 angles, 1 side (ASA)
2 sides, included angle (SAS)
Right angle, hypotenuse, side
(RHS).
9.02b Applying congruent triangles Apply congruent triangles in G6,
calculations and simple proofs. G19
e.g. The base angles of an
isosceles triangle are
equal.
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9.03 Plane vector geometry
9.03a Vector arithmetic Understand addition, Use vectors in geometric G25
subtraction and scalar arguments and proofs.
multiplication of vectors.
9.03b Column vectors Represent a 2-dimensional G25
vector as a column vector,
and draw column vectors on a
square or coordinate grid.
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,
5.02a] 5.02a]
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OCR 10 Mensuration
10.01 Units and measurement
10.01a Units of measurement Use and convert standard units Use and convert standard units N13,
of measurement for length, in algebraic contexts. R1,
area, volume/capacity, mass,
time and money. G14
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 = 2rr = rd to sector of a circle given its angle G18
calculate the circumference of and radius.
a circle.
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10.02c Perimeter of composite shapes Apply perimeter formulae G17,
in calculations involving the G18
perimeter of composite 2D
shapes.
10.03 Area calculations
10.03a Area of a triangle Know and apply the formula: Know and apply the formula: G16,
1 1 G23
area = base × height. area = ab sin C .
2 2
10.03b Area of a parallelogram Know and apply the formula: G16
area = base × height.
[Includes area of a rectangle]
10.03c Area of a trapezium Calculate the area of a G16
trapezium.
10.03d Area of a circle Know and apply the formula Calculate the area of a sector G17,
2
area = rr to calculate the area of a circle given its angle and G18
of a circle. radius.
10.03e Area of composite shapes Apply area formulae in G17,
calculations involving the area G18
of composite 2D shapes.
10.04 Volume and surface area calculations
10.04a Polyhedra Calculate the surface area G16
and volume of cuboids and
other right prisms (including
cylinders).
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10.04b Cones and spheres Calculate the surface area N8,
and volume of spheres, cones G17
and simple composite solids
(formulae will be given).
10.04c Pyramids Calculate the surface area G17
and volume of a pyramid
1
(the formula 3 area of base
× height will be given).
10.05 Triangle mensuration
10.05a Pythagoras’ theorem Know, derive and apply Apply Pythagoras’ theorem G6,
Pythagoras’ theorem in more complex figures, G20
2 2 2
a + b = c to find lengths including 3D figures.
in right-angled triangles in 2D
figures.
10.05b Trigonometry in right-angled triangles Know and apply the Apply the trigonometry of R12,
trigonometric ratios, sin i , right-angled triangles in more G20
cos i and tan i and apply complex figures, including 3D
them to find angles and figures.
lengths in right-angled
triangles in 2D figures.
[see also Similar shapes, 9.04c]
10.05c Exact trigonometric ratios Know the exact values of sin i R12,
and cos i for i = 0° , 30c, 45c, G21
60c and 90c.
Know the exact value of tan i
for i = 0° , 30c, 45c and 60c.
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10.05d Sine rule Know and apply the sine rule, G22
a b c
= = , to find
sin A sin B sin C
lengths and angles.
10.05e Cosine rule Know and apply the cosine G22
2 2 2
rule, a = b + c - 2bc cos A ,
to find lengths and angles.
OCR 11 Probability
11.01 Basic probability and experiments
11.01a The probability scale Use the 0-1 probability scale P3
as a measure of likelihood of
random events, for example,
‘impossible’ with 0, ‘evens’
with 0.5, ‘certain’ with 1.
11.01b Relative frequency Record, describe and analyse P1
the relative frequency of
outcomes of repeated
experiments using tables and
frequency trees.
11.01c Relative frequency and probability Use relative frequency as an Understand that relative P3, P5
estimate of probability. frequencies approach the
theoretical probability as the
number of trials increases.
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11.01d Equally likely outcomes and probability Calculate probabilities, P2, P7
expressed as fractions
or decimals, in simple
experiments with equally likely
outcomes, for example flipping
coins, rolling dice, etc.
Apply ideas of randomness
and fairness in simple
experiments.
Calculate probabilities of
simple combined events, for
example rolling two dice and
looking at the totals.
Use probabilities to calculate
the number of expected
outcomes in repeated
experiments.
11.02 Combined events and probability diagrams
11.02a Sample spaces Use tables and grids to list the Use sample spaces for more Recognise when a sample N5,
outcomes of single events and complex combinations of space is the most appropriate P6,
simple combinations of events, events. form to use when solving a P7
and to calculate theoretical e.g. Recording the outcomes complex probability problem.
probabilities. for sum of two dice. Use the most appropriate
e.g. Flipping two coins. Problems with two diagrams to solve unstructured
Finding the number spinners. questions where the route to
of orders in which the the solution is less obvious.
letters E, F and G can be
written.
41
2
2
42

Ref. learners to…
11.02b Enumeration Use systematic listing Use the product rule for N5
strategies. counting numbers of outcomes
of combined events.
11.02c Venn diagrams and sets Use a two-circle Venn diagram Construct a Venn diagram to Construct tree diagrams, two- P6,
to enumerate sets, and use classify outcomes and way tables or Venn diagrams P9
this to calculate related calculate probabilities. to solve more complex
probabilities. probability problems (including
Use simple set notation Use set notation to describe a conditional probabilities;
to describe simple sets of set of numbers or objects. structure for diagrams may not
be given).
numbers or objects. e.g. D = #x | 1 1 x 1 3-
[Knowledge of intersection (∩),
E = #x | x is a factor of 280- union ( ) and complement (‘)
e.g. A = {even numbers}
∩
B = {mathematics learners}
C = {isosceles triangles} notation will not be required.]
[Knowledge of intersection (∩),
union ( ) and complement (‘)
∩
notation will not be required.]
11.02d Tree diagrams Use tree diagrams to P6,
enumerate sets and to record P9
the probabilities of successive
events (tree frames may be
given and in some cases will be
partly completed).
11.02e The addition law of probability Use the addition law for Derive or informally P4
mutually exclusive events. understand and apply the
Use p(A) + p(not A) = 1 formula
p(A or B) =
p(A) + p(B) – p(A and B).

© OCR 2021
© OCR 2021

Ref. learners to…
11.02f The multiplication law of probability and Use tree diagrams and other Understand the concept of P8, P9
conditional probability representations to calculate conditional probability, and
the probability of independent calculate it from first principles
and dependent combined in known contexts.
events. e.g. In a random cut of a pack
of 52 cards, calculate the
probability of drawing a
diamond, given a red card
is drawn.
Derive or informally
understand and apply the
formula
p(A and B) = p(A given B)p(B).
Know that events A and B are
independent if and only if
p(A given B) = p(A).
OCR 12 Statistics
12.01 Sampling
12.01a Populations and samples Define the population in a S1
study, and understand the
difference between population
and sample. Infer properties
of populations or distributions
from a sample.
Understand what is meant by
simple random sampling, and
bias in sampling.
43
2
2
44

Ref. learners to…
12.02 Interpreting and representing data
12.02a Categorical and numerical data Interpret and construct charts Design tables to classify data. S2
appropriate to the data type; Interpret and construct line
including frequency tables, graphs for time series data,
bar charts, pie charts and and identify trends (e.g.
pictograms for categorical seasonal variations).
data, vertical line charts for
ungrouped discrete numerical
data.
Interpret multiple and
composite bar charts.
12.02b Grouped data Interpret and construct S3
diagrams for grouped data as S4
appropriate, i.e. cumulative
frequency graphs and
histograms (with either equal
or unequal class intervals).
© OCR 2021
© OCR 2021

Ref. learners to…
12.03 Analysing data
12.03a Summary statistics Calculate the mean, mode, Calculate estimates of mean, S4,
median and range for median, mode, range, quartiles S5
ungrouped data. and interquartile range from
Find the modal class, and graphical representation of
calculate estimates of the grouped data.
range, mean and median for Draw and interpret box
grouped data, and understand plots. Use the median and
why they are estimates. interquartile range to compare
Describe a population using distributions.
statistics.
Make simple comparisons.
Compare data sets using ‘like
for like’ summary values.
Understand the advantages
and disadvantages of summary
values.
12.03b Misrepresenting data Recognise graphical S4
misrepresentation through
incorrect scales, labels, etc.
45
2
2
46

Ref. learners to…
12.03c Bivariate data Plot and interpret scatter Interpret correlation within S6
diagrams for bivariate data. the context of the variables,
Recognise correlation. and appreciate the distinction
between correlation and
causation.
Draw a line of best fit by eye,
and use it to make predictions.
Interpolate and extrapolate
from data, and be aware
of the limitations of these
techniques.
12.03d Outliers Identify an outlier in simple Appreciate there may be S4
cases. errors in data from values
(outliers) that do not ‘fit’.
Recognise outliers on a scatter
graph.
© OCR 2021
2c. Prior knowledge, learning and progression
Learners in England who are beginning a GCSE (9–1) GCSEs (9–1) are qualifications that enable learners to
course are likely to have followed a Key Stage 3 progress to further qualifications either Vocational or
programme of study, however there are no prior General.
qualifications required in order for learners to enter
for a GCSE (9–1) in Mathematics, nor is any prior There are a number of mathematics specifications
knowledge or understanding required for entry onto available from OCR.
this course.
Find out more at www.ocr.org.uk. 2
© OCR 2021
3 Assessment of OCR GCSE (9–1) in
Mathematics
3a. Forms of assessment
• The GCSE (9–1) 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.org.uk).
third of the marks for that tier of the GCSE (9–1)
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.
3 • Learners must take all three papers for the

appropriate tier in the same series.
• Some questions will require an extended
response to allow learners to demonstrate the
ability to construct and develop a sustained line
• Learners answer all questions on each paper. of mathematical reasoning.
• Learners are not permitted to use a calculator • Learners should have the usual geometric
for Paper 2 on the Foundation tier or Paper 5 on instruments available. Tracing paper may also
the Higher tier. be used to aid with transformations and other
mathematical functions.
3b. Assessment availability

There will be: Learners must take all three papers for the appropriate
tier in the same series.
• one examination series available each year in
May/June to all learners This specification will be certificated from the June
2017 examination series onwards.
• one examination series in November each year
available only to learners who have reached at
least the age of 16 on or before 31st August of
that calendar year.
3c. Retaking the qualification

Learners can retake the qualification as many times
as they wish. They retake all components of the
qualification.
© OCR 2021
3d. Assessment objectives (AOs)
There are three Assessment objectives in the OCR
GCSE (9–1) 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
multi-step solutions.
Reason, interpret and communicate mathematically
• 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
• translate problems in mathematical or non-mathematical
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 2021
Mark distribution of AO weightings in GCSE (9–1) Mathematics
The relationship between the Assessment objectives and the question papers at each tier in terms of marks are
shown in the following tables.
Component AO1 AO2 AO3 Total

Paper 1 (Foundation tier) J560/01 50 25 25 100
150 75 75 300
3 Component AO1 AO2 AO3 Total

Paper 4 (Higher tier) J560/04 40 30 30 100
120 90 90 300
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.
3f. Synoptic assessment

Synoptic assessment allows learners to demonstrate The assessment for this specification will require
their understanding of the connections between learners to demonstrate their knowledge of the full
different aspects of the subject. Making and content for their tier and to draw on the knowledge
understanding connections in this way is intrinsic to that they have gained from Key Stages 1, 2 and 3.
learning mathematics.
There is no expectation that teaching of such content
Synoptic assessment involves the explicit drawing should be repeated during the GCSE (9–1) course,
together of knowledge, understanding and skills but a solid foundation at Key Stage 3 is assumed. This
of different aspects of the GCSE (9–1) course. The foundation is exemplified by the first column of this
emphasis of synoptic assessment is to encourage the specification.
understanding of mathematics as a discipline.
Where a content statement in the first (or second)
In the OCR GCSE (9–1) in Mathematics, topics are column is not developed in the second (or third)
taught in progressively greater depth over the course. column, the expectation is that the content given for
GCSE (9–1) outcomes may reflect or build upon that strand will be developed further and connections
subject content which is typically taught at Key Stage with other parts of the specification explored even
3, revisiting earlier learning in a more challenging when not explicitly stated.
context.
© OCR 2021
3g. Calculating qualification results
A learner’s overall qualification grade for GCSE (9–1) 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 learner’s overall qualification grade.
© OCR 2021
4 Admin: what you need to know
The information in this section is designed to give an More information about the processes and deadlines
overview of the processes involved in administering involved at each stage of the assessment cycle can be
this qualification so that you can speak to your exams found in the Administration area of the OCR website.
officer. All of the following processes require you OCR’s Admin overview is available on the OCR website
to submit something to OCR by a specific deadline. at http://www.ocr.org.uk/administration
4a. Pre-assessment
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 (9–1) in Mathematics
you choose the entry option for the assessment tier to must be entered for one of the following entry options:
be taken.
Entry Title Component Component title Assessment type

code code
01 Paper 1 (Foundation tier) External Assessment

Mathematics
J560F 02 Paper 2 (Foundation tier) External Assessment
(Foundation tier)
03 Paper 3 (Foundation tier) External Assessment
04 Paper 4 (Higher tier) External Assessment

Mathematics
J560H 05 Paper 5 (Higher tier) External Assessment
(Higher tier)
06 Paper 6 (Higher tier) External Assessment
© OCR 2021
4b. Accessibility and special consideration
Reasonable adjustments and access arrangements Special consideration is a post-assessment 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.
4c. External assessment arrangements

Regulations governing examination arrangements Learners are permitted to use a scientific or graphical
are contained in the JCQ Instructions for conducting calculator for components 01, 03, 04 and 06. 4
examinations. Calculators are subject to the rules in the document
Instructions for Conducting Examinations published
annually by JCQ (www.jcq.org.uk).
Head of Centre Annual Declaration
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.
Private candidates
Private candidates may enter for OCR assessments. Private candidates need to contact OCR approved
centres to establish whether they are prepared to
A private candidate is someone who pursues a course host them as a private candidate. The centre may
of study independently but takes an examination charge for this facility and OCR recommends that the
or assessment at an approved examination centre. arrangement is made early in the course.
A private candidate may be a part-time student,
someone taking a distance learning course, or Further guidance for private candidates may be found
someone being tutored privately. They must be based on the OCR website: ocr.org.uk/students/private-
in the UK. candidates
© OCR 2021
4d. Results and certificates
Grade Scale
GCSE (9–1) qualifications are graded on the scale: 9–1, 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 learner’s 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/Level 2 GCSE (9–1) in Mathematics’.
4e. Post-results services

A number of post-results services are available: • Missing and incomplete results – This service
should be used if an individual subject result
• Review of results – If you are not happy with for a learner is missing, or the learner has been
the outcome of a learner’s results, centres may omitted entirely from the results supplied.
request a review of marking.
• Access to scripts – Centres can request access to
marked scripts.
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 2021
5 Appendices
5a. Grade descriptors

Grade 8 To achieve grade 8, candidates will be able to:
• perform procedures accurately
• interpret and communicate complex information accurately
• make deductions and inferences and draw conclusions
• construct substantial chains of reasoning, including convincing arguments and formal
proofs
• generate efficient strategies to solve complex mathematical and non-mathematical
problems by translating them into a series of mathematical processes
• make and use connections, which may not be immediately obvious, between different
parts of mathematics
• interpret results in the context of the given problem
• critically evaluate methods, arguments, results and the assumptions made

• perform routine single- and multi-step procedures effectively by recalling, applying and
interpreting notation, terminology, facts, definitions and formulae
• interpret and communicate information effectively 5
• make deductions, inferences and draw conclusions
• construct chains of reasoning, including arguments
• generate strategies to solve mathematical and non-mathematical problems by translating
them into mathematical processes, realising connections between different parts of
mathematics
• evaluate methods and results

• recall and use notation, terminology, facts and definitions; perform routine procedures,
including some multi-step procedures
• interpret and communicate basic information; make deductions and use reasoning to
obtain results
• solve problems by translating simple mathematical and non-mathematical problems into
mathematical processes
• provide basic evaluation of methods or results
© OCR 2021
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.
5c. Avoidance of bias

The GCSE (9–1) qualification and subject criteria have characteristic as defined by the Equality Act 2010. All
been reviewed in order to identify any feature which reasonable steps have been taken to minimise any
could disadvantage learners who share a protected such disadvantage.
Summary of Updates
Date Version Section Title of section Change

Results and Amend to certification
April 2018 1.1 4d
certificates titling
Delete reference to
enquiries about results
January 2020 1.2 4e Post-results services
and replace with review
of results
Update to specification
February 2021 1.3 covers to meet digital
accessibility standards
Updates to various
hyperlinks throughout
the specification
Remove references to
“new qualification” and
similar.
6.03c - Higher tier
July 2021 1.4 Multiple Multiple content reworded.
7.01c - Content
renamed.
11.02c - Statement
about unassessed
notation added to
Foundation and Higher
columns.
© OCR 2021
56 106712/7 GCSE (9–1) in Mathematics
YOUR
CHECKLIST
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the information and support you
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and news on GCSE (9-1) Mathematics
need to deliver our specifications.
¨ Be among the first to hear about support materials and resources
as they become available – register for GCSE (9-1) Maths updates
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¨ Visit our Online Support Centre

Download high-quality, exciting and
innovative GCSE (9-1) Mathematics
resources from ocr.org.uk/gcsemaths
Resources and support for our GCSE (9-1) Mathematics
qualification, developed through collaboration between our
Mathematics Subject Advisors, teachers and other subject
experts, are available from our website. You can also contact
our Mathematics Subject Advisors who can give you specialist
advice, guidance and support.
Contact the team at:

01223 553998
maths@ocr.org.uk
@OCR_Maths
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Qualification

Version 1.4 (July 2021) ocr.org.uk/gcsemaths

We will inform centres about changes to specifications. We will also publish

Oxford Cambridge and RSA is a Company Limited by Guarantee. Registered in

1 Why choose an OCR GCSE (9–1) in Mathematics? 1

2 The specification overview 4

3 Assessment of OCR GCSE (9–1) in Mathematics 48

4 Admin: what you need to know 52

Our resources are designed to provide you with a • Lesson Elements.

1d. How do I find out more information?

2a. OCR’s GCSE (9–1) in Mathematics (J560)

Qualification Overview Assessment Overview

Foundation tier, grades 5 to 1

GCSE (9–1) Initial learning for this

GCSE (9–1) Initial learning for this

1.03 Combining arithmetic operations

[see also Calculation and

GCSE (9–1) Initial learning for this

Express one quantity as a

GCSE (9–1) Initial learning for this

Understand and use place

GCSE (9–1) Initial learning for this

Calculate original price of

GCSE (9–1) Initial learning for this

[see also Calculations with

3.02b, Simplifying products

GCSE (9–1) Initial learning for this

GCSE (9–1) Initial learning for this

GCSE (9–1) Initial learning for this

GCSE (9–1) Initial learning for this

GCSE (9–1) Initial learning for this

GCSE (9–1) Initial learning for this

Use algebra to construct

GCSE (9–1) Initial learning for this

6.01f Completing the square Complete the square on a A11,

GCSE (9–1) Initial learning for this

6.02 Algebraic formulae

GCSE (9–1) Initial learning for this

GCSE (9–1) Initial learning for this

GCSE (9–1) Initial learning for this

GCSE (9–1) Initial learning for this

[see also Polynomial and

GCSE (9–1) Initial learning for this

GCSE (9–1) Initial learning for this

7.01d Exponential functions Recognise and sketch graphs A12

GCSE (9–1) Initial learning for this

GCSE (9–1) Initial learning for this

GCSE (9–1) Initial learning for this

GCSE (9–1) Initial learning for this

GCSE (9–1) Initial learning for this

GCSE (9–1) Initial learning for this

quadrilaterals and other

GCSE (9–1) Initial learning for this

GCSE (9–1) Initial learning for this

given mirror line, and identify y = b or y = ± x from a simple

GCSE (9–1) Initial learning for this

GCSE (9–1) Initial learning for this

GCSE (9–1) Initial learning for this

GCSE (9–1) Initial learning for this

Calculate original price of