## Maths – Sixth Form OCR Life and Living Skills

### Rationale:

All the skills standards for Entry 1, Entry 2, Entry 3 and Level 1 are assessed in each task delivered. These skills standards are assessed through the application of the coverage and range. The coverage and range is indicative of the type of mathematical content candidates are expected to apply in functional contexts; however relevant content can also be drawn from the National Curriculum levels 1 to 3 and Adult Numeracy standards at Entry 1 to 3. These skills standards are derived from the process skills with reference to the differentiating factors which are detailed in the AQA course specification. The skills standards for

### Entry Level require:

Contexts which are very familiar and accessible to the candidate

Identification of a situation or problem

Application of mathematics which is simple, clear and routine techniques and procedures that are specific to each situation.

Students working at this level learn the mathematical skills most useful to them in everyday contexts and the world of work. Students are assessed via individual tasks which have been broken into shorter more manageable activities, making them achievable and adopting a teaching approach that is enriching and engaging for students.

Functional Skills courses based on these Entry Level/ Level 1 specifications aim to support students to gain the most out of life, learning and work.

The Mathematical skills developed are the learning tools that will enable students:

To apply their knowledge and understanding to everyday life

To engage competently and confidently with others

To solve problems in both familiar and unfamiliar situations

To develop personally and professionally as positive citizens who can actively contribute to society.

The Entry Level/ Level 1 Assessment Process:

Provides realistic contexts, scenarios and problems specifies tasks that are relevant to the context

Requires the application of knowledge, skills and understanding for a purpose

Requires problem solving

Assesses process skills and the outcome of their application in different context

Covers the three skill areas of the Skills Standards at each assessment and covers all the indicative Coverage and Range statements.

### The students benefit from:

Learning the importance of Mathematics in their everyday lives

Gaining confidence and achieving their full potential

The motivation provided by the course which increases their self esteem.

Follow-on studies:

Completion of an Entry Level in Functional Mathematics can lead to the next level of Functional Mathematics once all components have been attained.

### Functional Skills:

Provide learners with the mathematics which are most useful in everyday contexts and the world of work

Promote mathematical thinking and transferable skills over rote learning

Assess learners via individual tasks which have been broken into shorter parts – so they are accessible but can still allow independent mathematical thought and the process skills to be demonstrated at the appropriate level encourage a teaching approach that is enriching and engaging for all learners –the contextualisation of the material demonstrating the benefits of the mathematics being taught to learners – particularly those who are ‘turned off’ by mathematics they perceive to be irrelevant

Promote mathematical thinking and activity through a range of stimulating and recognisable tasks.

These specifications allow learners to consolidate and apply their prior knowledge, to reason mathematically and to communicate clearly.

A course of study based on these specifications will:

allow learners to appreciate the importance of mathematics in their everyday lives

provide opportunities to use mathematics within realistic contexts

provide opportunities for progression through to the next level of functional mathematics i.e. Level 1

In addition, Functional Mathematics provides a worthwhile course for learners of various ages and from diverse backgrounds in terms of general education and lifelong learning difficulties.

### TFE/ Sixth Form:

In Post 16 we are consistently keen to promote life skills and independence skills.

The key mathematical concepts i.e. Money/ Time/ Number/ Data/ Problem solving etc. are delivered through practical activities that support consolidation of learning and prompt the application of prior knowledge in practical/ real life situations to stimulate meaning and understanding of tasks and are embedded across the curriculum

Basic Mathematical skills i.e. Times tables are addressed but not through rote learning. Many students can learn to recite through repetition, however, if they are unable to apply this learning meaningfully by the time they reach Post 16, we recognise the need for more practical, holistic and sensory strategies in order to maximise student understanding, independent learning and working memory.

We use cross-curricular topics, community skills and popular/ current topics of interest to stimulate engagement, participation, inclusion and recall.

### Entry Level 1:

Representing – understand and use numbers. Understand simple mathematical information and significant figures in practical contexts in familiar contexts and situations and describe the properties of size and measure.

Analysing – including length, width, height and weight and use mathematics to obtain answers to make simple comparisons.

Simple given practical problems that are clear and routine.

Describe position generate results that make sense for a specified task

Recognise and select coins and notes

Recognise and name common 2D and

Interpreting 3D shapes – provide solutions to simple shape activities

problems in familiar contexts and situations – sort and classify objects practically using a single criterion

### Entry Level 2:

Representing – Understand and use whole numbers

Understand simple practical problems in to two significant figures, familiar contexts and situations

Understand and use addition/subtraction in select basic mathematics to obtain answers in practical situations

Analysing – Use doubling and halving in practical situations

Use basic mathematics to obtain answers to simple given practical problems that are recognisable to them and use familiar measures including clear and routine time and money

Generate results to a given level of accuracy and recognise sequences of numbers including odd and even numbers

Use given checking procedures

Use simple scales and measure

Interpreting · Describe solutions to simple given practical problems

Interpret problems in familiar contexts and situations and know properties of simple 2D and 3D shapes

Extract information from simple lists

### Entry Level 3:

Representing – Add and subtract using three-digit numbers

Understand practical problems in familiar contexts and situations

Solve practical problems involving multiplication and division by 2,3,4,5 and 10

Begin to develop own strategies for solving simple problems and round to the nearest 10 or 100

Select mathematics to obtain answers to understand and use simple fractions

Given simple practical problems that are clear and routine they can understand, estimate, measure and compare length, capacity, weight and temperature

Analysing – Apply mathematics to obtain answers to understand decimals to two decimal places

Given simple practical problems that are in practical contexts clear and routine, recognise and describe number patterns

Use simple checking procedures

Complete simple calculations independently

Interpreting – Money and measures

Interpret and communicate solutions

Given practical problems in familiar contexts, recognise and name simple 2D and 3D shapes and their properties

Use metric units in everyday situations

Functional Skills in Mathematics Level 1 and Level 2:

Aims to promote mathematical thinking and transferable skills rather than rote learning. Students will also experience Mathematics that is useful in everyday situations and the world of work

The Functional Skills Mathematics specification is suitable for students of various ages and from diverse background in terms of lifelong learning.

The Level 1 qualification in Functional Mathematics provides a good basis for progression to Level 2 in Functional Mathematics which is equivalent to a Foundation GCSE pathway.

Entry Level Functional Skills criteria – Mathematics

Entry Level 1 Skill standards Coverage and range (indicative)

### Representing

understand simple mathematical information in familiar contexts and situations · understand and use numbers with one significant figure in practical contexts

· describe the properties of size and measure, including length, width, height and weight, and make simple comparisons

· describe position

· recognise and select coins and notes

· recognise and name common 2D and 3D shapes

· sort and classify objects practically using a single criterion

### Analysing

use mathematics to obtain answers to simple given practical problems that are clear and routine

· generate results that make sense for a specified task

### Interpreting

provide solutions to simple given practical problems in familiar contexts and situations

Entry Level 2 Skill standards Coverage and range (indicative)

### Representing

understand simple practical problems in familiar contexts and situations

· select basic mathematics to obtain answers · understand and use whole numbers with up to two significant figures

· understand and use addition/subtraction in practical situations

· use doubling and halving in practical situations

· recognise and use familiar measures, including time and money

· recognise sequences of numbers, including odd and even numbers

· use simple scales and measure to the nearest labelled division

· know properties of simple 2D and 3D shapes

· extract information from simple lists

### Analysing

use basic mathematics to obtain answers to simple given practical problems that are clear and routine

· generate results to a given level of accuracy

· use given checking

### Interpreting

describe solutions to simple given practical problems in familiar contexts and situations

Entry Level 3 Skill standards Coverage and range (indicative)

### Representing

- understand practical problems in familiar contexts and situations
- begin to develop own strategies for solving simple problems
- select mathematics to obtain answers to simple given practical problems that are clear and routine · add and subtract using three-digit numbers
- solve practical problems involving multiplication and division by 2, 3, 4, 5 and 10
- round to the nearest 10 or 100
- understand and use simple fractions
- understand, estimate, measure and compare length, capacity, weight and temperature
- understand decimals to two decimal places in practical contexts
- recognise and describe number patterns
- complete simple calculations involving money and measures
- recognise and name simple 2D and 3D shapes and their properties
- use metric units in everyday situations
- extract, use and compare information from lists, tables, simple charts and simple graphs

### Analysing

apply mathematics to obtain answers to simple given practical problems that are clear and routine

· use simple checking procedures

### Interpreting

interpret and communicate solutions to practical problems in familiar contexts and situations

Students are assessed through BKSB assessment tools, MALT Maths tests, All Wales Reading tests and AQA practice papers alongside teacher assessment throughout the term.

Students are grouped in Maths and English according to ability. Groups are small and individual needs are met on a 1-1 basis enabling reinforcement of core skills, scaffolding of prior learning and opportunities to develop skills through tasks presenting measured challenge, encouragement and a sense of achievement.

Where appropriate students can move groups to ensure the level of challenge and success meets their personal learning needs.