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 Strategic competence
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Calculating with and without a calculator, estimating and checking
Unit 2 is non-calculator, so learners must use written methods with whole numbers, decimals, fractions and negative numbers and estimate by rounding, while Units 1 and 3 expect efficient calculator use for order of operations, powers, roots, brackets and standard form.
Numeracy: The number system, Calculation, Fluency, Strategic competence
Getting pupils ready
- Year 7
- Pupils write a rounded estimate before every written calculation in a daily non-calculator starter, then check the answer with an inverse operation.
- Year 8
- Pupils predict the answer to calculations such as 3 + 4 × 2² using the order of operations before keying them in, and explain any mismatch.
- Year 9
- Pupils sort a mixed question sheet into mental, written and calculator methods, then use the power, root and standard form keys on a scientific calculator.
Show the specification wording and the LNF statements
Where it is in the specification: Unit 2, Section 1.1.9, page 12, and Units 1 and 3, Section 1.5.5, page 16
“estimate solutions to numerical calculations by approximating the numbers in the calculations”
Progression step 3
I can estimate by rounding to the nearest 10, 100, 1000 or whole number.
I can use a range of strategies to check calculations including the use of inverse operations, equivalent calculations and the rules of divisibility.
I can use a calculator effectively and efficiently to carry out calculations.
Progression step 4
I can make and justify estimates and approximations of calculations.
I can use a scientific calculator effectively and efficiently to carry out calculations using the available range of function keys.
I can use the order of operations including brackets and powers.
Progression step 5
I can use firmly established, memorable and usable facts and techniques in order to apply the most efficient methods.
I can use a scientific calculator effectively and efficiently to carry out calculations using the available range of function keys.
I can choose an appropriate mental or written strategy and know when it is appropriate to use a calculator.
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Using formulae, including perimeter, area and volume
Learners substitute into formulae written in words or symbols, change the subject of a formula, and apply perimeter, area and volume formulae to 2-D and 3-D shapes, recalling most formulae because the Foundation formula lists give only the trapezium and prism.
Numeracy: Shape and space, Communicating with symbols, Measurement, Strategic competence
Getting pupils ready
- Year 7
- Pupils write word formulae for real situations, such as a taxi fare, rewrite them in symbols, and use formulae to find the perimeter and area of rectangles.
- Year 8
- Pupils find the area of composite shapes and circles on a school garden plan, showing the formula, the substitution and the units at each step.
- Year 9
- Pupils calculate the volume and capacity of prisms and cylinders, such as a rainwater tank, and rearrange formulae to find a missing length.
Show the specification wording and the LNF statements
Where it is in the specification: All units, Section 2.1.2, page 21, and Units 1 and 3, Section 3.6, page 36
“substitute positive and negative whole numbers, fractions and decimals into simple formulae and expressions written in words or in symbols”
Progression step 3
I can measure and calculate perimeter.
I can find areas by counting squares, progressing to calculating the area of squares and rectangles using formulae.
I can use appropriate notation, symbols and units of measurement.
Progression step 4
I can demonstrate an understanding of the relationship between a formula representing a measurement and the units used.
I can calculate the areas of two-dimensional simple and compound shapes, including circles.
I can apply the formulae for the volume of simple prisms.
Progression step 5
I can communicate my answers using correct mathematical form.
I can use appropriate notation, symbols and units of measurement, including compound measures.
I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.
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.