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Choose between top-performing recent graduates or qualified teachers. Either way, our matching process finds you a tutor based on subject, exam board, target grade and availability.
Top performing graduates who achieved top grades in the subject they teach.
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First-hand experience: they sat these papers recently and know what worked
Current or past qualified teachers and examiners with 5+ years professional teaching experience.
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Guaranteed track record: years of experience helping students succeed
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Top performing graduates who achieved top grades in the subject they teach.
Relatable role model: work with a tutor who is similar in age and can be a peer
Affordability: academic tutors are more cost-effective than professional tutors
First-hand experience: they sat these papers recently and know what worked
Current or past qualified teachers and examiners with 5+ years professional teaching experience.
Quality assurance: trained and accredited teaching qualifications
Guaranteed track record: years of experience helping students succeed
Subject expertise: deep understanding of content and exam board requirements
Our team is a combination of GCSE graduates who sat these exams recently and qualified teachers with years of classroom and examining experience.

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Özgür is completing his M.Sc. in Physics at Heidelberg University, Germany’s oldest university, with research in computational quantum physics. He holds a B.Sc. in Physics from Boğaziçi University, one of Turkey’s top universities, where he studied on a national merit scholarship and all teaching was in English.
He has tutored mathematics and physics since 2019, including GCSE and IGCSE students, and teaches A-Level Mathematics, Further Mathematics and Physics across all major exam boards, including AQA, Edexcel, OCR and Cambridge International. A-Level content such as calculus, mechanics, electricity and statistics is the basis of his own degrees and research, so he can explain not just how to solve a problem but why the method works.
He has written exam-style mathematics questions for Oxford University Press and created maths and physics learning material for online platforms, so he knows how good exam questions are built and how to prepare students for them. As a former university teaching assistant for Mathematical Methods in Physics, he knows where students tend to get stuck and how to get them past it. His research also gives him real strength in data analysis and uncertainties, a big help with A-Level Physics practical work.
Özgür’s lessons are clear, structured and patient. He finds the exact point where a student’s reasoning goes wrong, rebuilds the idea step by step, and builds the exam technique and confidence students need for top grades.

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Curious by nature, engineer by training, teacher by heart.
Hi! I was born in Güines, a big village in Cuba, where I grew up surrounded by nature—probably why I still love being outside. I went to a high-tech secondary school, where I fell in love with Physics, Mathematics, science, and electronics. Later, I moved to Europe and got my Bachelor's and Master's degrees in Electronic Engineering. Seven years in different European cities gave me a love for art, history, and museums, and friends from all over the world.
I worked first as an engineer in a biotechnology research center, and later taught IGCSE Math, Physics, and Science for over 10 years at an international school in Havana (ISH). I also tutored students in A-level Physics online. Tutoring and classroom teaching taught me what inclusiveness, active learning, differentiation, and inquiry really mean.
Now I'm retired from in-person teaching and living in Buenos Aires with my wife and my daughter's family. I'm excited to keep teaching and learning with you!

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I’m Taiwo, a tutor with ten years of teaching and tutoring experience and a B.Sc. in Electronic and Electrical Engineering from Obafemi Awolowo University. I teach A-level, GCSE and IGCSE students, bringing together subject knowledge, classroom experience and a patient, practical approach to learning.
My subjects include Mathematics, Further Mathematics, Physics, Chemistry, Biology, English Language and Computer Science. My current GCSE teaching includes AQA Mathematics at Foundation and Higher levels and AQA English Language. My engineering background strengthens my teaching of Mathematics and Physics, while my professional software development experience allows me to connect computing concepts with practical applications.
I plan lessons around what each student needs. Some need to rebuild foundations; others understand the content but struggle to apply it in unfamiliar exam questions. I identify those gaps, explain ideas clearly and guide students towards solving problems independently. In Mathematics, that means understanding why a method works and recognising when to use it. In Science, it means connecting concepts, calculations and experimental evidence. In English, it means moving beyond identifying techniques to developing thoughtful analysis supported by precise examples.
Students can expect structured lessons, personalised homework and detailed feedback. I use past papers and mark schemes to help them understand what questions demand, improve the clarity of their answers and develop effective revision habits. I track difficulties across lessons so that we revisit what needs attention rather than simply move through topics.
I currently work with international learners, including students in the UK and Hong Kong, and understand the importance of adapting explanations to different educational and language backgrounds. I want students to feel comfortable asking questions, willing to attempt challenging work and able to recognise their own progress. My aim is to build secure understanding, greater independence and confident exam preparation.

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Cosmina is a highly qualified mathematics educator with more than two decades of teaching experience in various international schools. As such, she is fully aware of the requirements of the A-Level and IGCSE mathematics courses across several examination boards.
Cosmina loves making mathematics understandable and her teaching style is flexible, adaptable, and tailored to the students’ individual needs. This personalised approach has a significant impact and she sees herself not just as a teacher but also a support mechanism available to students in order to help them achieve their goals.

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Hello! I am Dr. K. I have a PhD in Engineering, and I specialise in Math and Science (Physics/Chemistry) Tuition. I have successfully tutored/coached hundreds of young adults across several examination boards such as A-levels/ATAR/O-levels, CIE, IGCSE, and towards the SAT exams both via face-to-face and online modes. The background of my students vary across a wide spectrum, from neighbourhood schools to independent/international schools and even Homeschooled/Private Candidates. I am also at ease with both neurotypical and neurodivergent learners (ADHD, mild Autism etc.). One of my students topped the ATAR for physics and currently at Oxford.
I am also an ex-adjunct Assistant Professor of Physics at Embry Riddle Aeronautical University in Department of Math and Science with expertise in pedogogy, androgogy and also a motivational speaker with experience running courses in JCs (High Schools)
I believe in empowering every student to do his/her best! No student has ever been turned away!

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DJ has extensive experience working with private colleges in the UK particularly helping students prepare for their GCSE and A-level examinations. He is familiar with all of the exam boards and has the most amount of experience with AQA and Edexcel. He emphasizes the importance of interactive lessons with students to help improve their confidence and enjoyability of the subject matter. He also believes in practicing the concepts discussed in between tutoring sessions to help consolidate their level of understanding.

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Maja is an experienced Physics and Mathematics teacher and tutor with over 25 years of experience in international education. She has taught students across a wide range of curricula and levels, including GCSE, A Level, IB and AP, and has experience working with different exam boards.
With a strong background in both classroom teaching and individual tutoring, Maja focuses on helping students build a solid understanding of concepts, develop problem-solving skills, and gain confidence in applying their knowledge to exam-style questions. She adapts her teaching to each student’s individual needs, whether they need help with specific topics, regular academic support, or focused exam preparation.
Maja is also an experienced IB Physics examiner and has previously worked as an AP Physics Reader, giving her a strong understanding of assessment and examination requirements. Her degree in Mechanical Engineering provides her with a strong analytical and mathematical foundation, which she brings into her teaching of both Physics and Mathematics.
Maja is passionate about education and enjoys helping students become more confident, independent learners. She believes that patience, consistency and perseverance are key to making progress, values she developed through her years of practicing karate and continues to bring to her teaching.
Outside of teaching, Maja enjoys fitness, ice skating, hiking, walking in nature, traveling, and crocheting, which she finds to be a relaxing and creative hobby.

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Aster is an experienced international educator with a Bachelor's degree in Physics and several years of experience teaching and tutoring students across a range of international curricula, including Cambridge, Australian, and other globally recognised programs. She specialises in Physics, Mathematics, Science, English, and academic skills development, and has worked with students from primary school through to senior secondary levels.
Throughout her career, Aster has taught students from diverse cultural and educational backgrounds, including Australian students in online learning environments. Her experience extends beyond subject content to helping students develop critical thinking, problem-solving, exam techniques, academic writing, and independent learning skills. She is also experienced in supporting students with essay writing, research projects, and assessment preparation.
Aster's teaching approach focuses on making complex concepts clear, engaging, and accessible. She adapts lessons to each student's learning style and believes that strong understanding is built through curiosity, confidence, and active participation. Students and parents appreciate her patient, supportive, and encouraging manner, as well as her ability to explain challenging topics in a simple and relatable way.
With a strong background in science education and a passion for helping students achieve their academic goals, Aster is committed to helping every student build confidence, improve performance, and enjoy the learning process.

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Maria Beatrice teaches maths, biology and french and prepares students for admission in prestigious universities and faculties (such as medicine, economics, engineering and architecture).
She is a med student currently in her sixth year of studies, she has attended Bocconi university for one year before realizing that medicine was the right path for her.
Before university she completed high school diplomas (American, French and Italian), she graduated with honors and 4 AP exams (in which she got the scores 5,5,5,4) in Los Angeles and then got a double diploma in Milan.
Maria Beatrice has a deep interest in scientific subjects and in emergency medicine; she, indeed, volunteers as an ambulance rescuer.
Maria Beatrice has a long experience with tutoring, she started tutoring while still in high school because she loved sharing her knowledge with her peers.
She has been teaching A-level students for 5 years and has helped go through SAT and University admission tests preparation for more than 4 years.
She loves discovering new and different methods personally adjusted for each individual students, she also treasures being challenged every day and her main goal is to make students feel understood since she went through the same experiences and knows how pressured they can feel.
The tutors you see here are just a selection from our team of hundreds of tutors, please contact our Learning Advisors to discuss tutoring options
GCSE and IGCSE Mathematics is not mainly a test of remembering methods. On the UK GCSEs, half of the Foundation marks and 60% of the Higher marks go to reasoning and problem solving, and Cambridge gives 50–60% of Extended marks to analysing, interpreting and communicating. Many questions do not say which method to use, so students who can do every topic in isolation still lose marks when a question combines ratio, algebra and geometry in one problem.
Other things that make it hard:
Our Mathematics tutors work from your board's own past papers, mark schemes and examiners' reports, so working is set out the way examiners award method marks. Sessions target where Mathematics marks are actually lost:
The UK GCSEs share three assessment objectives: using standard techniques, reasoning and communicating mathematically, and solving problems. On AQA, Edexcel, OCR and Eduqas, standard techniques are 50% of Foundation marks but only 40% of Higher marks. Cambridge uses two objectives and shifts the same way: techniques are 60–70% of Core and 40–50% of Extended. Edexcel International weights by content instead, with number and algebra 57–63% of the marks, and OxfordAQA splits roughly 60:40 between recalling knowledge and applying it. We use past-paper questions to show which kind of mark you are dropping, not just the topic.
Mathematics is assessed entirely by written exams at every board, with no coursework. AQA, Edexcel and OCR set three 1 hour 30 minute papers, while Cambridge, Edexcel International, Eduqas and OxfordAQA set two longer papers. Most routes are linear, with every paper sat in one series. The exceptions are WJEC's unitised qualification in Wales and Edexcel International's modular route, where units can be sat in different series.
Four content areas examined in two written papers at the same tier, both sat in the same series. Core students sit Papers 1C and 2C, each 1 hour 30 minutes and 80 marks. Extension students sit Papers 1E and 2E, each 2 hours and 100 marks. Each paper is 50% of the International GCSE, and a scientific calculator is needed for every paper. Core covers grades 1–5 and Extension grades 4–9, with an allowed grade 3. Exams run in May/June and November.
3.1 Number
3.2 Algebra
3.3 Geometry and measures
3.4 Statistics and probability
OxfordAQA has no non-calculator paper, but its content reaches beyond the UK GCSE: it includes differentiation to find stationary points, and 2 × 2 matrices and the transformations they represent. OxfordAQA has announced a revised International GCSE Mathematics (9233) for first teaching from 2027, with first exams in May/June 2029. Sessions on this board give calculus and matrices dedicated time and practise the questions that get harder towards the end of each paper.
Eduqas (England) and WJEC (Wales) offer different maths qualifications. We match tutors to the board on your exam entry.
Eduqas · England
Two written components at the same tier in the same series. Component 1 is non-calculator and Component 2 allows a calculator. Each is 2 hours 15 minutes, 120 marks and 50% of the GCSE. Foundation covers grades 1–5 and Higher grades 4–9, with a grade 3 allowed just below the boundary. Exams run in the summer and November series, with November open only to students aged 16 or over by 31 August.
WJEC · Wales
GCSE Mathematics and Numeracy (Double Award), first taught from September 2025. Three units: Unit 1 Financial Mathematics and Other Applications of Numeracy (calculator, 30%), Unit 2 Non-calculator (30%) and Unit 3 Calculator-allowed (40%). Units 1 and 2 are 1 hour 45 minutes and 80 marks at Higher, or 1 hour 30 minutes and 65 marks at Foundation. Unit 3 is 2 hours and 90 marks at Higher, or 1 hour 45 minutes and 75 marks at Foundation. Units are available in November and summer, and the result is a double grade from A*A* to GG.
Eduqas sets the longest single maths papers of the UK GCSEs, so concentration over 2 hours 15 minutes is part of the preparation. WJEC is unitised, with a whole unit on financial mathematics set in personal and other real-world contexts, and each unit can be taken at a different tier. Sessions on this board build stamina for the long Eduqas papers or, for WJEC, plan unit entries and practise the financial mathematics questions.
Six topic areas examined in two written papers at one tier, both sat in the same series at the end of the course. Foundation students sit Papers 1F and 2F, and Higher students sit Papers 1H and 2H. Each paper is 2 hours, 100 marks and 50% of the International GCSE, and a calculator is allowed on both. Foundation targets grades 5–1 and Higher targets grades 9–4, with a grade 3 allowed. Pearson's 2026/27 entry information lists the June and November series. International centres can also take a modular version, with Units 1 and 2 (4WM1 and 4WM2) of 2 hours and 100 marks each, sat in June or November and cashed in as 4XMAF or 4XMAH.
Edexcel International has no non-calculator paper, but the Higher tier goes further than the UK GCSE in places: it includes an introduction to calculus, differentiating integer powers of x to find maxima and minima and to solve kinematics problems. About 60% of each Higher paper is targeted at grades 6–9. Sessions on this board give calculus and functions proper time and build the stamina for two 2-hour papers.
Six content areas examined in three written papers, all at the same tier and in the same series. Each paper is 1 hour 30 minutes, 80 marks and 33.33% of the GCSE. Paper 1 is non-calculator, and a calculator is allowed on Papers 2 and 3. Foundation tier covers grades 1–5, and Higher tier grades 4–9, with a grade 3 allowed. Exams are sat in May/June, and the November series is open only to students who were at least 16 on the preceding 31 August.
Edexcel publishes how much each content area is worth at each tier, and the balance shifts sharply. On Foundation, number and ratio are each 22–28% of the marks and algebra 17–23%. On Higher, algebra rises to 27–33% while number falls to 12–18%. A student moving up to Higher therefore needs a big step up in algebra, not just harder versions of the same questions. Sessions on this board weight practice the same way the papers do, with algebra at the centre of Higher preparation.
Twelve topic areas examined in three written papers at one tier, all in the same series. Foundation students sit Papers 1, 2 and 3, and Higher students sit Papers 4, 5 and 6. Each paper is 1 hour 30 minutes, 100 marks and 33⅓% of the GCSE. Papers 2 and 5 are non-calculator, and a calculator is allowed on the others. Foundation covers grades 5–1 and Higher grades 9–4, with an allowed grade 3 for students a few marks below the 3/4 boundary. Exams run in May/June, with a November series for students aged 16 or over by 31 August.
OCR packs 100 marks into each 90-minute paper, more than AQA or Edexcel, so pace is a real factor. The non-calculator paper is the middle one, not the first. The specification sets content out in three cumulative columns: Foundation covers the first two and Higher all three, which makes the jump between tiers easy to see. Sessions on this board use the three-column structure to close gaps before the tier decision and practise working at OCR's pace.
Six content areas examined in three written papers, all at the same tier and in the same series at the end of the course. Each paper is 1 hour 30 minutes, 80 marks and 33⅓% of the GCSE. Paper 1 is non-calculator, and a calculator is allowed on Papers 2 and 3. Content from any part of the specification can appear on any paper. Foundation tier covers grades 1–5 and Higher tier grades 4–9. Exams are sat in May/June, with a November series only for students who were at least 16 on the previous 31 August.
AQA's three papers are equal in length and weighting, so stamina across three exams matters as much as content, and two of the three are calculator papers. Ratio, proportion and rates of change is a content area in its own right, covering compound units such as speed and density, direct and inverse proportion, and growth and decay. Sessions on this board build timed practice across all three papers and treat ratio and proportion problems as core content, not an extra.
Nine topics, taught at Core or Extended level. Core candidates sit Paper 1 (non-calculator) and Paper 3 (calculator), each 1 hour 30 minutes, 80 marks and 50%. Extended candidates sit Paper 2 (non-calculator) and Paper 4 (calculator), each 2 hours, 100 marks and 50%. Extended content includes all of the Core content. 0580 is graded A*–G and 0980 is graded 9–1, on otherwise identical papers. Exams run in June and November, and 0580 is also offered in March in India.
Cambridge prints a list of formulas in each paper, but not every formula the syllabus needs is on it, and the syllabus notes say which ones must be learned. The Extended content also includes differentiation, which UK GCSEs do not cover. Each tier has one non-calculator paper and one calculator paper, so mental and written methods carry half the grade. Cambridge has published its syllabus for 2028–2030 and states there are no significant changes that affect teaching. Sessions on this board drill non-calculator methods and the formulas that are not given, and build towards the Extended problem-solving questions.
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Whichever tier you are entered for, we match you with a tutor who knows those papers and the grades they lead to. Not sure which tier is right? Your tutor will help you decide before entries close.
Foundation papers cover the core content, and the highest grade available is a 5.
Higher papers add harder content and open grades up to a 9, but a result below a 3 is ungraded.
We teach every board’s tiers: Foundation and Higher for AQA, OCR, Edexcel, Eduqas and Edexcel International GCSE, Core and Extended for Cambridge IGCSE, Core and Extension for OxfordAQA, and WJEC’s unit-by-unit tiers in Wales.
We have answers to your most frequently asked questions. Anything not answered here, please reach out to our team.
Yes. Our GCSE Maths tutors teach both tiers on every board: Foundation and Higher for AQA, OCR, Pearson Edexcel, Eduqas and Edexcel International GCSE, Core and Extended for Cambridge IGCSE, and Core and Extension for OxfordAQA. On Foundation, lessons bank the marks on number and ratio. On Higher, they build the algebra and multi-step problem solving that decide grades 7 to 9. If your child is between tiers, their tutor will help you choose before entries close.
On AQA, Pearson Edexcel and OCR, Foundation covers grades 1–5 and Higher covers 4–9, so Foundation caps you at a 5. A Higher student who narrowly misses grade 4 can be given an allowed grade 3, but below that the result is U. In June 2026 the Higher grade 4 boundary was only 63 out of 240 on AQA and 50 on Pearson Edexcel, so a student who is secure at grade 4 or 5 often does better on Higher, especially if they need a 6 or 7 for A-Level. Students working below grade 4 are safer on Foundation. On Cambridge IGCSE 0580, Core is graded C–G and Extended A*–E; Edexcel International Foundation is graded 5–1 and Higher 9–4, with a 3 allowed. Schools usually decide the tier after mocks, so ask early. Sources: AQA and Pearson.
GCSE Maths usually means the UK specifications from AQA, Pearson Edexcel, OCR and Eduqas, while IGCSE Maths means Cambridge IGCSE 0580 (0980 on the 9–1 scale) or Edexcel International GCSE 4MA1. The core content is very similar, but the IGCSEs set two longer papers instead of three, Edexcel International allows a calculator on both papers, and both international versions include some differentiation on their top tier. Universities and sixth forms accept both. The UK GCSE is sat in May and June, with a November resit series only for students aged 16 or over, while Cambridge IGCSE and Edexcel International GCSE also run a full November series, which suits students outside the UK and anyone who needs a resit. Read more about online IGCSE tutoring.
Each sixth form and college sets its own entry requirements, so check the prospectus of the one you're applying to. As a guide, most ask for a grade 6 or 7 in GCSE Maths for A-Level Mathematics, with selective schools usually asking for a 7, and many ask for an 8 if you also want to take Further Mathematics. You need to sit the Higher tier, because Foundation caps the grade at 5. If you take Cambridge IGCSE on the A*–G scale, a grade A is broadly equivalent to a 7 and a C to a 4, the points that were aligned when the 9–1 scale was introduced (GOV.UK grading factsheets), so a requirement of grade 6 usually means a strong B. See A-Level Mathematics and A-Level Further Mathematics.
GCSE Maths tutoring with an academic tutor costs from $50 USD (£38) per hour, and packages save 5–15%, which suits weekly lessons through Years 10 and 11, with extra sessions before mocks and the summer exams. Pay as you go is invoiced after each lesson, with no lock-in contracts. Professional tutors (qualified teachers and examiners) cost from $75 USD (£56) per hour. See pricing.
Late cancellations and no-shows are charged at half the lesson fee. That applies if you cancel less than one hour before the start time, or don't turn up. You can still change a session time whenever you need to, as long as you give your tutor notice.
Our academic tutors are high-achieving graduates and undergraduates who scored in the top band in Maths themselves, and our professional tutors are qualified teachers or examiners with 5+ years' experience. We accept only the top 5% of applicants. You are matched to a tutor who knows your board, so they can advise on the right tier, drill the question styles your board repeats, and mark your working the way an examiner awards method marks. Read more about our GCSE tutors and how we select tutors.
Lessons are one-to-one and online, with a tutor matched to GCSE Maths, your exam board and your target grade. Each session works on your weakest areas using past paper questions from your own board, whether that is AQA, Pearson Edexcel, OCR, Edexcel International GCSE or Cambridge IGCSE 0580. For Maths that usually means timed non-calculator practice, setting out working so that method marks are kept, and a steady move from routine questions to the multi-step problems at the end of each paper. See how it works or start with the student application.
It depends on your tier. Foundation covers number, algebra, ratio, geometry and statistics up to grade 5, while Higher adds harder topics such as algebraic proof, circle theorems, composite and inverse functions and vector proofs. The difficulty is less about any one topic than about problem solving: many questions combine several topics without telling you which method to use, and a third of the marks on the UK boards come from a non-calculator paper. Students also lose marks through arithmetic slips and missing working. Our online GCSE tutoring focuses on exactly those areas.
In summer 2026, 3.4% of GCSE Maths entries in England achieved a grade 9 and 16.8% achieved a 7 or above (JCQ), from 851,268 entries. Almost every student takes Maths, so those figures cover the whole ability range, but even on the Higher tier a 9 needed 87–91% of the marks on the UK boards. Internationally, 21.9% of Edexcel International GCSE Mathematics A candidates achieved a 9 (provisional figures from Pearson), and 18.9% of Cambridge IGCSE Mathematics candidates achieved an A* (Cambridge). Students who reach the top grade rarely drop marks on routine questions and can still solve the unstructured problems at the end of each paper.
Grade boundaries are set after each exam series and change every year, so older figures are only a guide. In June 2026, AQA's grade 9 boundary on the Higher tier was 219 out of 240 (91%), while grade 4 needed only 63 (26%). Pearson Edexcel's Higher grade 9 was 208 out of 240 (87%), with grade 4 at 50 (21%). On Foundation, grade 4 needed 154 (AQA) and 151 (Pearson Edexcel) out of 240, about 63–64%. Edexcel International GCSE's Higher grade 9 was 165 out of 200 (83%), or 171 on the alternative R papers used in some time zones, and Cambridge IGCSE 0580's Extended A* threshold was 162 to 177 out of 200 (81–88%), depending on the paper variant. Sources: AQA, Pearson, Pearson International and Cambridge.
No. GCSE Maths has no coursework, practical or speaking assessment on any board, so the whole grade comes from the written papers. That makes the non-calculator paper especially important: it is worth a third of the grade on AQA, Pearson Edexcel and OCR, and half on Cambridge IGCSE, where Paper 1 (Core) and Paper 2 (Extended) are both non-calculator. Edexcel International GCSE allows a calculator on both papers. Full details are in the Cambridge IGCSE 0580 syllabus.
GCSE Maths is assessed entirely by written exams, with no coursework, and every paper is sat at the end of the course. On AQA, Pearson Edexcel and OCR you sit three 1 hour 30 minute papers at one tier, each worth a third of the grade, and one of the three is non-calculator. Edexcel International GCSE 4MA1 sets two 2-hour papers with a calculator allowed on both. Cambridge IGCSE 0580 sets two papers for each tier: Extended students sit a 2-hour non-calculator Paper 2 and a 2-hour calculator Paper 4, each worth 50%. See the AQA specification.
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