Additional assessable quantitative skills

Distinguish between a change in the level of a variable and its rate of change.

Use qs10—levels and rates of change to connect the rule to the data and decision in the question.

This matters because qs10—levels and rates of change determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply qs10—levels and rates of change to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: QS10—Levels and rates of change is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand composite indicators.

Use qs11—composite indicators to connect the rule to the data and decision in the question.

This matters because qs11—composite indicators determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply qs11—composite indicators to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: QS11—Composite indicators is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the meaning of seasonally adjusted figures.

Use qs12—seasonally adjusted figures to connect the rule to the data and decision in the question.

This matters because qs12—seasonally adjusted figures determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply qs12—seasonally adjusted figures to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: QS12—Seasonally adjusted figures is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.