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 The number system
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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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Units, compound measures and accuracy of measurement
Learners convert metric and imperial units and units of time, work with time zones, use compound measures such as speed, fuel consumption, density and population density, and at Higher Tier find upper and lower bounds.
Numeracy: Measurement, The number system, Communicating with symbols
Getting pupils ready
- Year 7
- Pupils measure classroom objects and convert between mm, cm, m and km, then plan a day trip to Cardiff using the real train timetable from Aberdare.
- Year 8
- Pupils calculate average speed and fuel consumption for car journeys from Aberdare to Cardiff and Swansea, writing units such as km/h and mpg every time.
- Year 9
- Pupils work out the population density of Rhondda Cynon Taf from census figures, and state the upper and lower bounds of lengths measured to the nearest centimetre.
Show the specification wording and the LNF statements
Where it is in the specification: Units 1 and 3, Section 3.5, pages 34 to 35, and Unit 1, Section 1.6, pages 16 to 17
“recall and use compound measures for speed and fuel consumption”
Progression step 3
I can read and interpret scales or divisions on a range of measuring instruments.
I can convert metric units of length to smaller units, e.g. cm to mm, m to cm, km to m.
I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.
Progression step 4
I can represent and use compound measures, using standard units.
I can use the common units of measure, convert between related units of the metric system and carry out calculations.
I can use timetables and time zones to calculate travel time.
Progression step 5
I can understand and use a variety of compound measures.
I can recognise and define limitations on accuracy of measurements, e.g. upper and lower bounds.
I can use appropriate notation, symbols and units of measurement, including compound measures.
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.