OCR GCSE Mathematics (J560/2015) Past Papers 2026

Foundation Paper 1 (Calculator)

Duration: 1h 30m

Foundation Paper 2 (Non-calculator)

Duration: 1h 30m

Foundation Paper 3 (Calculator)

Duration: 1h 30m

Higher Paper 1 (Calculator)

Duration: 1h 30m

Higher Paper 2 (Non-calculator)

Duration: 1h 30m

Higher Paper 3 (Calculator)

Duration: 1h 30m

Circle theorems — alternate segment theorem and proof of opposite angles in a cyclic quadrilateral

J560/04 June 2023 Q17: many candidates could not give the reason for Q17(a)(i), which required 'alternate' and 'segment' as the two key terms. Q17(b)(ii) (proof of opposite angles summing to 180°) was answered correctly by very few. J560/04 June 2024 confirmed the alternate segment theorem remained among the weakest areas.

J560/04

Trigonometry — setting up a SOHCAHTOA equation rather than using 'tips and tricks'

J560/02 June 2023 Q22: 'Very few candidates recognised the need for trigonometry in this question.' Missing the angle from the trigonometric equation was a common error. OCR advises that 'the emphasis is on writing an equation to solve' rather than memorising a formula rearrangement.

J560/02, J560/04

Factorising quadratic expressions and solving quadratic equations

J560/02 June 2023 Q23: 'Many candidates attempted this question, but often attempted to factorise into a single bracket and gave responses such as x(x + 10) + 24.' J560/04 June 2024 series overview identifies factorising quadratics and completing the square as areas where weaker candidates could not cope.

J560/02, J560/04

Compound percentage change — multiplier method vs year-by-year steps

J560/03 and J560/06 June 2023 Q23(b)/Q6(b): candidates who attempted non-calculator step-by-step percentage methods made arithmetic errors and lost accuracy marks. Very few wrote 'Year 1 = 17000 × 0.85' as a single calculator step. Simple-vs-compound misreads led to zero across multiple series.

J560/03, J560/06

Inverse proportion — distinguishing from direct proportion

J560/06 June 2023 Q4(b): 'Candidates generally either recognised the context as being inverse proportion and then usually scored full marks, or they did not and scored zero.' The most common wrong approach was to use direct proportion (40 ÷ 5 × 2 = 16 minutes), earning no marks.

J560/05, J560/06

Rearranging formulae — handling square roots and constants correctly

J560/06 June 2023 Q2(a): candidates who reached [u² = ] v² – 2as were often unable to write the square root of this expression correctly — common wrong answers included √v – 2as and v – √2as. J560/03 June 2023 Q18: rearrangement in one step produced errors; 'where a first step was seen, 2k = t – h was a common error'.

J560/03, J560/06

Pie charts — keeping degrees and frequencies separate

J560/03 June 2023 Q12(a) and Q12(b): 'The common error was to confuse numbers of students with degrees.' Responses such as 'subtracting 144° from 540 students' were frequently seen. In Q12(b) 'more than half the candidates scored 0 marks, often showing little understanding of the correct method'.

J560/03

Bearings — measuring and marking angles on diagrams accurately

J560/02 June 2023 Q9(b): 'Candidates found measuring the bearing difficult, often giving their C at either 030°, 060°, 120°, 150°, 210° or 240° from B.' There was also 'a high number of candidates who did not attempt this question'. Bearings require a protractor oriented correctly from North.

J560/02