Pl033391 Edxl Ia LPC Maths

Edexcel International
Primary Curriculum
Mathematics
Specification
First examination June 2012
Edexcel International Award in Primary Mathematics (JMA01)
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Acknowledgements
This specification has been produced by Edexcel on the basis of consultation with
teachers, examiners, consultants and other interested parties. Edexcel would like to
thank all those who contributed their time and expertise to its development.
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Publications Code PL033391

All the material in this publication is copyright
Pearson Education Limited 2012
Introduction
Key aims of the Edexcel International Curriculum
The Edexcel International Curriculum:
is a solid foundation for lifelong learning, and provides excellent

preparation for further study at International GCSE and GCE A level or
equivalent
provides an international benchmark of achievement, with externallymarked achievement tests and certification at the end of
Year 6 to ease the transition to secondary education
is easy to implement and administer, with free training and a fully flexible
structure that allows you to teach it alongside other curricula
is engaging and up to date, with ideas for lessons and a framework that
allows you to embed knowledge creatively
allows you to track pupils progress and identify barriers to learning

through a variety of age-specific progress and achievement tests
offers unrivalled and unique delivery support, with detailed suggestions of

published resources embedded within each unit to help you implement the
curriculum
gives you and your pupils a seamless and cohesive teaching and
learning experience, especially when used alongside other Edexcel
qualifications for ages 8-19.
Key features and benefits of the achievement test

The achievement test:
gives pupils a tangible record of achievement to use when progressing to 11-14

studies, and then on to International GCSE or equivalent
is externally marked by Edexcel so you can be assured of the level of

achievement of your pupils
complies with rigorous global standards
provides certification at the end of Year 6
Contents
Specification at a glance
Award content
Number
Algebra
Geometry and Measures
Statistics
Assessment summary
10
12
Levels of attainment and weightings
12
Entering your pupils for assessment
13
Pupil entry
13
Access arrangements and special requirements
13
Assessing your pupils
14
Awarding and reporting
14
Pass description
14
Language of assessment
14
Malpractice and plagiarism
14
Pupil recruitment
14
Prior learning
15
Progression
15
Support and training
16
Edexcel support services
16
Training
16
Appendices
17
Appendix A: Levels of attainment
19
Appendix B: Codes
23
Specification at a glance
The Edexcel International Award in Primary Mathematics is comprised of one test.
Test
Externally assessed
Availability: June series
First assessment: June 2012
Paper code JMA01/01 1
Overview of content
Number
Arithmetic
Numbers
Fractions and decimals
Percentages
Ratio
Algebra
Expressions and formulae
Manipulation
Equations
Sequences
Coordinates
Functions and graphs
Geometry and Measure
Measurements and units
Angles
Transformations
Perimeter and area
2-D representation
Statistics
Data
Charts and diagrams
Using statistics
Probability
Overview of assessment
Section A consists of 20 multiple-choice questions.
Section B consists of 40 marks of short-answer questions.
The test duration is 1 hour.
Questions target levels P1, P2 and P3/S1.
PL033391 Specification Edexcel International Award in Primary Mathematics (JMA01)

Issue 1 September 2012 Pearson Education Limited 2012
Award content
This Edexcel International Award in Primary Mathematics requires pupils to
demonstrate knowledge, understanding and application of the following learning
objectives drawn from Years 3, 4 and 5 of the International Curriculum.
Number
Level
Content learning objectives
Curriculum
reference
Arithmetic and rounding

P1
Read and write whole numbers in words and figures
Y6 Unit 2
P1
Add and subtract mentally pairs of 2-digit numbers
Y6 Unit 2
P1
Understand negative numbers as positions on a number line
Y6 Unit 2
P1
Calculate a rise and fall in temperature
Y6 Unit 2
P2
Know what each digit represents in numbers with up to two

decimal places
Y6 Unit 2
P2
Consolidate the rapid recall of number facts, including positive

integer complements to 100
Y6 Unit 2
P2
Consolidate the rapid recall of number facts, including

multiplication facts up to 10 10, and quickly derive
associated division facts
Y6 Unit 2
P2
Order, add and subtract positive and negative numbers in

context
Y6 Unit 2
P2
Make estimates and approximations of simple calculations
Y6 Unit 2
P2
Develop calculator skills and use a calculator effectively
Y6 Unit 2, 9
P2
Use BIDMAS (including brackets)
Y6 Unit 6, 9
P2
Know multiplication facts up to 10 10
Y6 Unit 9, 16
P2
Multiply and divide any integer by a single digit
Y6 Unit 9, 16
P2
Round a number to the nearest 10, 100, 1000
Y6 Unit 9
P2
Round to the nearest integer and to one decimal place
Y6 Unit 9
P2
Use rounding to estimate answers to simple questions
Y6 Unit 9, 16
P3/S1
Round positive numbers to any power of 10
Y6 Unit 9
P3/S1
Carry out calculations involving brackets, square and square

root using a calculator
Y6 Unit 9, 10
P3/S1
Use BIDMAS including indices
Y6 Unit 6, 9
P3/S1
Multiply and divide integers and decimals by 10, 100, 1000
Y6 Unit 2, 16
P3/S1
Multiply and divide three-digit by two-digit whole numbers;

extend to dividing decimals with one or two places by singledigit whole numbers
Y6 Unit 9, 16
P3/S1
Multiply decimals with one or two places by single-digit whole

numbers; understand where to position the decimal point by
considering equivalent calculations
Y6 Unit 9, 16

Level
Curriculum
reference
Numbers
P1
Find factors of numbers; use simple tests for divisibility
Y6 Unit 10
P2
Recognise multiples up to 10 10
Y6 Unit 10
P2
Find common factors
Y6 Unit 10
P2
Know square numbers to at least 10 10
Y6 Unit 1
P2
Identify prime numbers
Y6 Unit 16
P3/S1
Find the HCF of two numbers
Y6 Unit 10
P3/S1
Find the LCM of two numbers
Y6 Unit 16
Level
Curriculum
reference
Fractions and decimals

P1
Use decimal notation for tenths and hundredths
Y6 Unit 2
P1
Recognise when two simple fractions are equivalent
Y6 Unit 4
P1
Find a simple fraction of a quantity
Y6 Unit 4
P2
Compare and order decimals
Y6 Unit 2
P2
Carry out mental calculations involving decimals
Y6 Unit 4
P2
Carry out mental calculations using simple fractions
Y6 Unit 4
P2
Use fraction notation to describe part of a shape
Y6 Unit 4
P2
Change an improper fraction to a mixed number
Y6 Unit 4
P3/S1
Use a diagram to compare two or more simple fractions
Y6 Unit 4
P3/S1
Simplify fractions by cancelling all common factors
Y6 Unit 4, 16
P3/S1
Add and subtract fractions with a common denominator
Y6 Unit 4
P3/S1
Calculate fractions of quantities and measurement (whole

number and fraction answers)
Y6 Unit 4, 12
P3/S1
Multiply a fraction by an integer
Y6 Unit 4, 12
P3/S1
Convert terminating decimals to fractions
Y6 Unit 4
P3/S1
Convert fractions to decimals and percentages
Y6 Unit 16

Level
Curriculum
reference
Percentages
P2
Understand percentages as the number of parts per 100
Y6 Unit 4, 12
P2
Recognise the equivalence of percentages, fractions and

decimals
Y6 Unit 4, 12,
16
P2
Find simple percentages (e.g. 10%, 5%, 20%, 75%)
Y6 Unit 4, 12,
16
P2
Carry out mental calculations using percentages
Y6 Unit 4, 16
P3/S1
Find percentages of quantities
Y6 Unit 12, 16
P3/S1
Use percentages to compare proportions
Y6 Unit 12, 16
P3/S1
Express one quantity as a percentage of another
Y6 Unit 12, 16
Level
Curriculum
reference
Ratio
P1
Solve simple ratio problems
Y6 Unit 12
P2
Divide a quantity into two parts in a given (worded) ratio
Y6 Unit 12
P3/S1
Use direct proportion in simple context
Y6 Unit 12
P3/S1
Reduce a ratio to its simplest form
Y6 Unit 12
P3/S1
Divide a quantity into two parts in a given ratio
Y6 Unit 12
P3/S1
Understand the relationship between ratio and proportion
Y6 Unit 12
P3/S1
Use the unitary method to solve word problems
Y6 Unit 12

Algebra
Level
Curriculum
reference
Expressions and formulae

P3/S1
Use letter symbols to represent unknown numbers or

variables
Y6 Unit 1, 6
P3/S1
Write down a simple expression
Y6 Unit 1, 6,
13
P3/S1
Derive simple formulae
Y6 Unit 6, 17
P3/S1
Substitute positive integers into expressions and simple

formulae
Y6 Unit 6, 17
Level
Curriculum
reference
Manipulation
P2
Simplify expressions by collecting like terms
Y6 Unit 6, 13
P3/S1
Multiply a single term over a bracket (integer coefficients)
Y6 Unit 6, 13
P3/S1
Expand brackets in simple expressions
Y6 Unit 13
Level
Curriculum
reference
Equations
P1
Solve simple equations using symbols
Y6 Unit 13
P3/S1
Form simple equations
Y6 Unit 13, 17
P3/S1
Solve simple two-step equations with an unknown on one

side only
Y6 Unit 13, 17

Level
Curriculum
reference
Sequences
P1
Recognise and extend number sequences formed by counting

on from any number in steps of constant size, extending
beyond zero when counting back
Y6 Unit 1, 10
P2
Describe simple integer sequences
Y6 Unit 1, 10
P2
Generate terms of a simple sequence, given a rule (e.g.

finding a term from the previous term, finding a term given
its position in the sequence)
Y6 Unit 1, 10,
17
P3/S1
Generate terms of a linear sequence using term-to-term and

position-to-term definitions of the sequence
Y6 Unit 1, 10,
17
P3/S1
Begin to use linear expressions to describe the nth term of an

arithmetic sequence
Y6 Unit 1, 10,
17
Level
Curriculum
reference
Coordinates
P2
Plot and read coordinates in the first quadrant
Y6 Unit 7, 10
P3/S1
Plot and read coordinates in all four quadrants
Y6 Unit 7, 10,
17
P3/S1
Find coordinates of points determined by geometric

information
Y6 Unit 7, 10
Level
Curriculum
reference
Functions and graphs

P2
Find outputs from simple functions
Y6 Unit 1, 10,
17
P3/S1
Find inputs of functions using a function machine
Y6 Unit 1
P3/S1
Express simple functions in words then using symbols and as

mappings expressed algebraically
Y6 Unit 1,17
P3/S1
Generate coordinate pairs that satisfy a simple linear rule,

plot the graphs of simple linear functions, where y is given
specifically in terms of x
Y6 Unit 10,17
P3/S1
Recognise straight line graphs parallel to the x-axis or y-axis
Y6 Unit 10, 17
P3/S1
Plot and use real-life graphs
Y6 Unit 17

Geometry and measures

Level
Curriculum
reference
Measurements and units

P1
Read measurements from different scales
Y6 Unit 3
P1
Estimate readings from scales
Y6 Unit 3
P2
Read and interpret scales on a rang of measuring

instruments
Y6 Unit 9
P1
Measure lines to the nearest millimetre
Y6 Unit 3
P2
Draw lines to the nearest millimetre
Y6 Unit 3, 11
P2
Choose a suitable unit for a measurement of length, mass,

capacity
Y6 Unit 3, 9
P2
Choose a suitable unit for a measurement of area
Y6 Unit 3
P2
Use, read and write standard metric units of length, mass

and capacity
Y6 Unit 9
P2
Know that when comparing measures they must be in the

same units
Y6 Unit 2
P3/S1
Convert between metric units
Y6 Unit 9
P3/S1
Use names and abbreviations of measurement to measure,

estimate, calculate and solve problems in everyday
contexts, involving length, area, mass, capacity and time
Y6 Unit 9

Level
Curriculum
reference
Angles
P1
Classify triangles (isosceles, equilateral, scalene) using

criteria such as equal sides, equal angles, lines of
symmetry
Y6 Unit 7
P1
Measure acute angles
Y6 Unit 11
P2
Distinguish between acute, obtuse and reflex angles
Y6 Unit 7
P2
Estimate the size of angles
Y6 Unit 7
P2
Measure obtuse and reflex angles
Y6 Unit 11
P3/S1
Draw acute, obtuse and reflex angles
Y6 Unit 11, 18
P3/S1
Use correctly the vocabulary, notation and labelling

conventions for lines, angles and shapes
Y6 Unit 7
P3/S1
Identify parallel and perpendicular lines
Y6 Unit 7
P3/S1
Know and use the sum of angles at a point, on a straight

line and in a triangle, and recognise vertically opposite
angles
Y6 Unit 7, 18
P3/S1
Recognise and name quadrilaterals; begin to classify

quadrilaterals by their geometric properties
Y6 Unit 7
P3/S1
Know and use the sum of the angles in a triangle
Y6 Unit 11, 18
P3/S1
Use a ruler and protractor to construct a triangle given two

sides and the included angle or two angles and the included
side
Y6 Unit 11, 18
P3/S1
Solve geometric problems using side and angle properties

of equilateral, isosceles and right-angled triangles and
special quadrilaterals
Y6 Unit 11, 18
Level
Curriculum
reference
Transformations
P1
Recognise reflectional symmetry
Y6 Unit 11, 14
P1
Recognise where a stage will be after reflection or

translation
Y6 Unit 11, 14
P2
Understand and describe translations
Y6 Unit 13
P2
Reflect a shape in a mirror line or on a coordinate grid
Y6 Unit 13
P3/S1
Recognise rotational symmetry
Y6 Unit 13
P3/S1
Understand and describe rotations
Y6 Unit 13
P3/S1
Transform shapes by simple combinations of

transformations
Y6 Unit 13

Level
Curriculum
reference
Perimeter and area

P1
Measure perimeters accurately
Y6 Unit 3
P2
Calculate the perimeter of a rectangle, shapes made from

rectangles and regular polygons
Y6 Unit 3
P2
Find area by counting squares
Y6 Unit 3
P3/S1
Solve problems using perimeter
Y6 Unit 3
P3/S1
Know and use the formula to calculate the area of a

rectangle
Y6 Unit 3
P3/S1
Calculate the area of shapes made from rectangles
Y6 Unit 3
P3/S1
Calculate the surface area of cubes
Y6 Unit 3
P3/S1
Use nets to calculate the surface area of simple cuboids
Y6 Unit 3, 18
Level
Curriculum
reference
2-D representation
P1
Identify different nets for an open cube
Y6 Unit 3
P2
Identify a net for a closed cube
Y6 Unit 18
P2
Visualise 3-D shapes from 2-D drawings
Y6 Unit 18
P3/S1
Construct simple nets e.g. cuboid, regular tetrahedron,

square-based pyramid, triangular prism
Y6 Unit 18

Statistics
Level
Curriculum
reference
Data
P2
Design a data collection sheet
Y6 Unit 8
P2
Construct a frequency table for discrete data
Y6 Unit 8
P3/S1
Decide what data would be relevant to an enquiry and

possible sources
Y6 Unit 8
P3/S1
Plan how to collect and organise data
Y6 Unit 8
P3/S1
Select a suitable level of accuracy for the data
Y6 Unit 8
P3/S1
Select the sample size to use when collecting data
Y6 Unit 8
P3/S1
Design a question for a questionnaire
Y6 Unit 8
P3/S1
Construct a grouped frequency table for discrete data
Y6 Unit 8, 15
P3/S1
Construct a simple frequency table for continuous data
Y6 Unit 8
Level
Curriculum
reference
Charts and diagrams

P1
Construct and interpret pictograms
Y6 Unit 8
P2
Construct and interpret bar charts
Y6 Unit 5, 8,
15
P2
Construct and interpret bar line graphs
Y6 Unit 8, 15
P2
Interpret line graphs
Y6 Unit 5, 15
P3/S1
Construct and interpret dual bar charts and composite bar

charts
Y6 Unit 5, 8
P3/S1
Interpret and construct pie charts
Y6 Unit 5, 8
P3/S1
Draw conclusions from the shapes of line graphs
Y6 Unit 5, 15
Level
Curriculum
reference
Using statistics
P1
Find the most common item
Y6 Unit 5, 15
P2
Find the mode and range for small data sets
Y6 Unit 5, 15
P3/S1
Find the mean and median for small data sets
Y6 Unit 5, 15
P3/S1
Find the mean from an ungrouped frequency table
Y6 Unit 5, 15
P3/S1
Compare distributions using the range and mode or

median or mean
Y6 Unit 15
10

Level
Curriculum
reference
Probability
P2
Use the vocabulary of probability
Y6 Unit 5, 15
P3/S1
Understand and use a probability scale from 0 to 1
Y6 Unit 5, 15
P3/S1
Find the probabilities of equally likely outcomes
Y6 Unit 5, 15
P3/S1
Know that if the probability of an event happening is p

then the probability that it will not happen is 1 p
Y6 Unit 5, 15
P3/S1
List all the outcomes when one or two events happen
Y6 Unit 5, 15
P3/S1
Collect data from a simple experiment and record in a

frequency table; estimate probabilities based on this data
Y6 Unit 15

11
Assessment summary
The test is externally assessed through an examination paper lasting 1 hour.
Summary of table of assessment

Test (Test code)
Paper code: JMA01/011
Overview of assessment
Section A consists of 20 multiple-choice questions.
Section B consists of 40 marks of short-answer questions.
The test duration is 1 hour.
Questions target levels P1, P2 and P3/S1.
Levels of attainment and weightings

% in test
P1
25
P2
50
P3/S1
25
TOTAL
12
100%

Entering your pupils for assessment

Pupil entry
Details of how to enter pupils for this test can be found in the Edexcel Information
Manual, copies of which are sent to all active Edexcel centres. The information can
also be found on the Edexcel website: www.edexcel.com
Access arrangements and special requirements

Edexcel's policy on access arrangements and special considerations for qualifications
aims to enhance access to the qualifications for pupils with disabilities and other
difficulties without compromising the assessment of skills, knowledge, understanding
or competence.
Please see the Edexcel website (www.edexcel.com/sfc) for:
the JCQ policy Access Arrangements and Special Considerations, Regulations and
Guidance Relating to Students who are Eligible for Adjustments in Examinations
the forms to submit for requests for access arrangements and special
considerations
dates for submission of the forms.
Requests for access arrangements and special considerations must be addressed to:
Special Requirements
Edexcel
One90 High Holborn
London UK
WC1V 7BH

13
Assessing your pupils

The first assessment opportunity for this test will take place in the June 2012 series
and in each following June series for the lifetime of the test.
Awarding and reporting

The awarding and certification of this test will comply with the requirements of the
current GCSE/GCE Code of Practice, which is published by the Office of Qualifications
and Examinations Regulation (Ofqual).
The Edexcel International Award in Primary Mathematics will be graded as pass or fail
and is awarded at three levels:
P1
P2
P3/S1.
The first certification opportunity for the Edexcel International Award in Primary
Mathematics will be 2012.
Pass description
Please see Appendix A: Levels of attainment. To achieve an award, a pupil must
demonstrate the characteristics for the level across the four attainment levels for
Mathematics.
Language of assessment
Assessment of this test will be available in English only. Assessment materials will be
published in English only and all work must be produced in English.
Malpractice and plagiarism

For up-to-date advice on malpractice and plagiarism, please refer to the Joint Council
for Qualifications Suspected Malpractice in Examinations: Policies and Procedures
document on the JCQ website www.jcq.org.uk/
Pupil recruitment
Edexcels access policy concerning recruitment to our qualifications and awards is
that:
they must be available to anyone who is capable of reaching the required standard
they must be free from barriers that restrict access and progression
equal opportunities exist for all pupils.
14

Prior learning
This award tests the content, knowledge and skills developed in the Edexcel
International Primary Curriculum for Mathematics.
Progression
This award supports progression to the Edexcel International Lower Secondary
Curriculum for Mathematics.

15
Support and training

Edexcel support services
Edexcel has a wide range of support services to help you implement this test
successfully.
Ask the Expert To make it easier for you to raise a query with us online, we have
merged our Ask Edexcel and Ask the Expert services.
There is now one easy-to-use web query form that will allow you to ask any question
about the delivery or teaching of Edexcel qualifications. Youll get a personal response,
from one of our administrative or teaching experts, sent to the email address you
provide.
Well also be doing lots of work to improve the quantity and quality of information in
our FAQ database, so youll be able to find answers to many questions you might have
by searching before you submit the question to us.
Examzone The Examzone site is aimed at pupils sitting external examinations and
gives information on revision, advice from examiners and guidance on results,
including re-marking, resitting and progression opportunities. Further services for
pupils many of which will also be of interest to parents will be available in the near
future. Links to this site can be found on the main homepage at
www.examzone.co.uk.
Training
A programme of professional development and training courses, covering various
aspects of the specification and test, will be arranged by Edexcel. Full details can be
obtained from our website: www.edexcel.com
16

Appendices
19
Appendix B: Codes
23

17
18


Attainment targets set out the knowledge, skills and understanding that pupils of
different abilities and maturities are expected to have by the end of each level. The
targets consist of six levels of increasing difficulty. Each level description describes the
type and range of performance that pupils working at that level should
characteristically demonstrate.
Level
Attainment Target 1: Using and applying mathematics
P1
Pupils try different approaches and find ways of overcoming

difficulties that arise when they are solving problems. They
are beginning to organise their work and check results. Pupils
discuss their mathematical work and are beginning to explain
their thinking. They use and interpret mathematical symbols
and diagrams. Pupils show that they understand a general
statement by finding particular examples that match it.
P2
Pupils are developing their own strategies for solving

problems and are using these strategies both in working
within mathematics and in applying mathematics to practical
contexts. They present information and results in a clear and
organised way. They search for a solution by trying out ideas
of their own.
P3/S1
In order to carry through tasks and solve mathematical

problems, pupils identify and obtain necessary information.
They check their results, considering whether these are
sensible. Pupils show understanding of situations by
describing them mathematically using symbols, words and
diagrams. They draw simple conclusions of their own and
explain their reasoning.

19
Level
Attainment Target 2: Number and algebra
P1
Pupils show understanding of place value in numbers up to 1000 and

use this to make approximations. They begin to use decimal notation
and to recognise negative numbers, in contexts such as money and
temperature. Pupils use mental recall of addition and subtraction
facts to 20 in solving problems involving larger numbers. They add
and subtract numbers with two digits mentally and numbers with
three digits using written methods. They use mental recall of the
2,3,4,5 and 10 multiplication tables and derive the associated
division facts. They solve whole number problems involving
multiplication or division, including those that give rise to
remainders. They use simple fractions that are several parts of a
whole and recognise when two simple fractions are equivalent. They
recognise and extend simple number sequences.
P2
Pupils use their understanding of place value to multiply and divide

whole numbers by 10 or 100. In solving number problems, pupils use
a range of mental methods of computation with the four operations,
including mental recall of multiplication facts up to 10 10 and quick
derivation of corresponding division facts. They use efficient written
methods of addition and subtraction and of short multiplication and
division. They add and subtract decimals to two places and order
decimals to three places. In solving problems with or without a
calculator, pupils check the reasonableness of their results by
reference to their knowledge (the context or the size of the numbers).
They recognise approximate proportions of a whole and use simple
fractions and percentages to describe these. Pupils recognise and
describe number patterns and relationships including multiple, factor
and square. They begin to use simple formulae expressed in words.
They begin to find outputs from simple functions. Pupils use and
interpret coordinates in the first quadrant.
P3/S1
Pupils use their understanding of place value to multiply and divide

whole numbers and decimals by 10, 100 and 1000. They order, add
and subtract negative numbers in context. They use all four
operations with decimals to two places, they reduce a fraction to its
simplest form by cancelling common factors and solve simple
problems involving ratios and direct proportion. They calculate the
fractional or percentage part of quantities and measurements, using
a calculator where appropriate. Pupils understand and use an
appropriate non-calculator method for solving problems that involve
multiplying and dividing any three digit number by any two digit
number.
They check their solutions by applying inverse operations or
estimating using approximations. They construct, express in
symbolic form and use simple formulae involving one or two
operations. They use brackets appropriately. Pupils use and interpret
coordinates in all four quadrants. They find the LCM and HCF of two
numbers. Learners can generate coordinate points and plot the
graphs of a simple linear function.
20

Level
Attainment Target 3: Shape, space and measures
P1
Pupils classify 3-D and 2-D shapes in various ways using

mathematical properties such as reflective symmetry for 2-D
shapes. They use non-standard units, standard metric units of
length, capacity and mass, and standard units of time, in a range
of contexts.
P2
Pupils make 3-D mathematical models by linking given faces or

edges and draw common 2-D shapes in different orientations on
grids. They reflect simple shapes in a mirror line. They choose and
use appropriate units and instruments, interpreting, with
appropriate accuracy, numbers on a range of measuring
instruments. They find perimeters of simple shapes and find areas
by counting squares.
P3/S1
When constructing models (and when drawing or using shapes)

pupils measure and draw angles of the nearest degree, and use
language associated with angle. Pupils know the angle sum of a
triangle and that of the angles at a point. They identify all the
symmetries of 2-D shapes. They know the rough metric
equivalents of imperial units still in daily use (and use and convert
one metric unit to another). They make sensible estimates of a
range of measures in relation to everyday situations. Pupils
understand and use the formula for the area of a rectangle.
Learners begin to use simple transformations.
Level
Attainment Target 4: Handling data
P1
Pupils extract and interpret information presented in simple tables

and lists. They construct bar charts and pictograms, where the
symbol represents a group of units, to communicate information
they have gathered, and they interpret information presented to
them in these forms.
P2
Pupils collect discrete data and record them using a frequency

table. They understand and use the mode and range to describe
sets of data. They group data, where appropriate, in equal class
intervals, represent collected data in frequency diagrams and
interpret such diagrams. They construct and interpret simple line
graphs.
P3/S1
Pupils understand and use the mean of discrete data. They

compare two simple distributions, using the range and one of
mode, media or mean. They interpret graphs and diagrams,
including pie charts, and draw conclusions. They understand and
use the probability scale from 0 to 1. Pupils find and justify
probabilities, and approximations to these, by selecting and using
methods based on equally likely outcomes and experimental
evidence, as appropriate. They understand that different
outcomes may result from repeating an experiment.

21
22

Appendix B: Codes
Type of code
Use of code
Code number
Cash-in codes
The cash-in code is used as an entry

code to aggregate the pupils scores to
obtain the overall grade for the test.
Centres will need to use the entry
codes only when entering students for
their test.
JMA01
Entry codes
The entry codes are used to:
Please refer to the Edexcel

Information Manual,
available on the Edexcel
website.
enter a pupil for assessment
aggregate the pupils paper scores

to obtain the overall grade for the
test.
Db270912G:\WORDPROC\LT\PD\INTERNATIONAL AWARD\PL033391_EDXL_IA_LPC_MATHS\PL033391_EDXL_IA_LPC_MATHS.DOC.130/2

23
Publications Code PL033391 September 2012

For more information on Edexcel and BTEC qualifications
please visit our website: www.edexcel.com
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Edexcel International

First examination June 2012

Edexcel International Award in Primary Mathematics (JMA01)

Publications Code PL033391

is a solid foundation for lifelong learning, and provides excellent

allows you to track pupils progress and identify barriers to learning

offers unrivalled and unique delivery support, with detailed suggestions of

Key features and benefits of the achievement test

gives pupils a tangible record of achievement to use when progressing to 11-14

is externally marked by Edexcel so you can be assured of the level of

complies with rigorous global standards

provides certification at the end of Year 6

Geometry and Measures

Levels of attainment and weightings

Entering your pupils for assessment

Access arrangements and special requirements

Assessing your pupils

Awarding and reporting

Malpractice and plagiarism

Support and training

Edexcel support services

Appendix A: Levels of attainment

Availability: June series

First assessment: June 2012

Paper code JMA01/01 1

Fractions and decimals

Expressions and formulae

Functions and graphs

Geometry and Measure

Measurements and units

Perimeter and area

Charts and diagrams

Section A consists of 20 multiple-choice questions.

Section B consists of 40 marks of short-answer questions.

The test duration is 1 hour.

Questions target levels P1, P2 and P3/S1.

PL033391 Specification Edexcel International Award in Primary Mathematics (JMA01)

Content learning objectives

Arithmetic and rounding

Read and write whole numbers in words and figures

Add and subtract mentally pairs of 2-digit numbers

Understand negative numbers as positions on a number line

Calculate a rise and fall in temperature

Know what each digit represents in numbers with up to two

Consolidate the rapid recall of number facts, including positive

Consolidate the rapid recall of number facts, including

Order, add and subtract positive and negative numbers in

Make estimates and approximations of simple calculations

Develop calculator skills and use a calculator effectively

Use BIDMAS (including brackets)

Know multiplication facts up to 10 10

Multiply and divide any integer by a single digit

Round a number to the nearest 10, 100, 1000

Round to the nearest integer and to one decimal place

Use rounding to estimate answers to simple questions

Round positive numbers to any power of 10

Carry out calculations involving brackets, square and square

Use BIDMAS including indices

Multiply and divide integers and decimals by 10, 100, 1000