GCSE Mathematics and Numeracy
This double award is assessed by three written papers, one of them non-calculator, covering number, algebra, geometry and measures, statistics and probability, with Unit 1 given over to financial mathematics in real-world contexts. Literacy matters more than many expect: every paper sets questions in written context and awards two marks for communicating, organising and writing accurately, so learners must read problems closely and explain their working in words. The biggest thing Key Stage 3 should build is solving multi-step worded problems from real contexts, with every step explained and a written conclusion.
- First taught
- September 2025
- Amount of literacy work
- Medium
- Amount of numeracy work
- High
- Specification
- Open the WJEC specification (PDF)
How this GCSE is assessed
- Unit 1: Financial Mathematics and Other Applications of Numeracy: Written examination, Higher Tier 1 hour 45 minutes (80 marks), Foundation Tier 1 hour 30 minutes (65 marks), 30%, calculator allowed
- Unit 2: Non-calculator: Written examination, Higher Tier 1 hour 45 minutes (80 marks), Foundation Tier 1 hour 30 minutes (65 marks), 30%, calculator not allowed
- Unit 3: Calculator-allowed: Written examination, Higher Tier 2 hours (90 marks), Foundation Tier 1 hour 45 minutes (75 marks), 40%, calculator allowed
Skills that use Reading strategies
-
Reading and interpreting problems set in real-world context
All three papers set questions in personal, work, societal and scientific contexts, and Unit 1 expects learners to interpret mathematical information in infographics, schedules, tables, timetables, calendars and charts before choosing a method.
Literacy: Reading strategies
Getting pupils ready
- Year 7
- Pupils highlight the question, the key numbers and the units in worded problems before solving, then rewrite each problem as a one-line calculation plan.
- Year 8
- Pupils read a real leisure centre price list or a bus timetable, pick out only the information they need, and answer multi-step questions from it.
- Year 9
- Pupils tackle unstructured, multi-step problems in real contexts, such as a utility bill or an infographic on household energy use, annotating what the question asks before starting.
Show the specification wording and the LNF statements
Where it is in the specification: Section 3.1, Questions set in context, page 51, and Unit 1, Section 1.7.1, page 17
“Learners will be required to respond to questions set in context and context-free questions in all three written examinations.”
Progression step 3
I can read words and sentences from different texts using a range of strategies to make meaning.
I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.
Progression step 4
I can read, with concentration, printed and digital texts that are new to me and update, broaden and deepen my understanding of information, ideas and issues.
I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.
Progression step 5
I can read and analyse a range of unseen, printed and digital texts with concentration and independence.
I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information, extracting and commenting maturely on key ideas and themes.
Good to know
- Unit 1 allows a calculator: 'A calculator will be allowed in this paper.' (page 5).
- Unit 2 is non-calculator: 'A calculator will not be allowed in this paper.' It holds all probability and much of the geometry (pages 5 and 10).
- Unit 3 allows a calculator and holds most of the data handling and measures content (pages 5 and 10).
- Two marks on each paper, at each tier, are for 'communicating, organising and writing accurately', six marks across the qualification, 'in addition to the marks allocated to the mathematics'. One mark is for communicating and organising, one for writing accurately, and the questions are clearly indicated on the paper (page 51).
- Writing accurately means learners 'show all their working', 'use correct mathematical form in their working' and 'use appropriate terminology, units, etc.' (page 51).
- Calculators must not offer language translators or hold stored dictionaries, formulas or text, and must not be borrowed from another candidate during the examination (page 52).
- Units 1 and 3 have a formula list at the start of the paper; Unit 2 has none. The Foundation Tier lists give only the area of a trapezium and the volume of a prism, so all other formulae must be recalled (pages 52 to 55).
- Metric to imperial equivalences 'will be given to learners' (Section 3.5.7, page 35), and compasses 'will be required' for some constructions and loci in Unit 3 (Section 3.2.2, page 30).
- There is no NEA. All assessment is by written examination, tiered Higher (grades A* to D) and Foundation (grades C to G), and learners may be entered at different tiers across units (pages 6 and 59).
Links with other GCSEs
The finance, percentage, compound measure and statistics content overlaps heavily with Business, Geography, Social Studies and The Sciences, so agreeing shared methods for percentages, graphs and units with those departments will reinforce Key Stage 3 teaching.
Source: WJEC GCSE Mathematics and Numeracy (Double Award) Specification, for teaching from September 2025, Version 5, September 2025.