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.
- Awarding body
- WJEC
- Level
- Level 1 and Level 2
- First taught
- September 2025
- Amount of literacy work
- Medium
- Amount of numeracy work
- High
- Specification
- Open the specification
How this qualification 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 Planning and organising for different purposes, audiences and context
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Explaining working and writing a conclusion
Every paper awards one mark for communicating and organising, so learners must present a structured response, explain each step to the reader, and write a conclusion that says what the answer means.
Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax
Getting pupils ready
- Year 7
- Pupils set out worded problems with sentence starters such as 'First I found', 'so' and 'therefore', and finish every one with a concluding sentence.
- Year 8
- Pupils compare two mobile phone contracts and write a structured answer with each step explained, ending with a conclusion that states which is cheaper and why.
- Year 9
- Pupils mark model answers against the WJEC communicating and organising criteria, then redraft their own solution to a multi-step problem so that it meets them.
Show the specification wording and the LNF statements
Where it is in the specification: Section 3.1, Organising, communicating and writing accurately, page 51
“explain to the reader what they are doing at each step of their response”
Progression step 3
I can write an effective introduction that establishes context and purpose, a suitable balance between facts and viewpoints, and a precise conclusion.
I can use paragraphs and make links between them.
I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.
Progression step 4
I can use summary, discussion of issues, detailed explanations and logic when covering a topic.
I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.
I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.
Progression step 5
I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.
I can summarise confidently, adapting style and form for the reader or intended audience and purpose for writing.
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 qualifications
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.