TEACHERS’ GUIDENew Specifications:for teaching from September 2010

FUNCTIONAL SKILLSMathematics Entry 1, 2 and 3

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 1

Contents FUNCTIONAL SKILLS MATHEMATICS Entry 1, 2 and 3 Teachers’ Guide

Page 1. Introduction 3 1.1 – Rationale 4 1.2 – Overview of the Specification 5 1.3 – Changes for Teaching from September 2010 6 2. Delivering the Specification 8 2.1 – Pathways through the Specification 8 2.2 – Examples of Approaches 8 3. The Functional Skill Standards 9 3.1 – Skill Standards at Entry 1,2 & 3 11 4. Controlled Assessments 12

4.1 – Entry 1 13 4.2 – Entry 2 13 4.3 – Entry 3 13 4.4 – Contextualising tasks 14 4.5 – Completing the mark sheets 14

5. Support for Teachers 16 5.1 – NGfL Cymru 17 5.2 – General Websites 19 5.3 – Example activities 23

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 3

1. INTRODUCTION

The WJEC Functional Skills in mathematics specification has been modified and updated for delivery from September 2010. The first subject awards will be in November 2010. All units at all levels are available from this date. The specification can be delivered and assessed in centres in England only. The subject criteria in Functional Skills in mathematics issued by the regulators have necessitated a change in the course structure from the pilot assessment model last awarded in Summer 2010. This Teachers’ Guide is one of a number of ways in which WJEC provides assistance to teachers/tutors delivering the new specification. Also essential to its introduction are the Specimen Assessment Materials (question papers and marking schemes) and professional development (CPD) conferences. Other provision which you will find useful are:

Examiners’ reports on each examinations series; Free access to past question papers via the WJEC secure website; Easy access to specification and other key documents on main website; Itemised feedback on outcomes for candidates at question level; Regular CPD delivered by Chief Examiners; Additional materials on the National Grid for Learning Wales (NGfL Cymru); Easy access to both the Subject Officer and to administrative sections.

Contact points for Functional Skills mathematics are as follows: Betsan Jones, betsan.jones@wjec.co.uk, 029 2026 5318 (Subject Officer) Rhian Williams, rhian.williams@wjec.co.uk, 029 2026 5199 (Administrative Support Officer) Subject page http://www.wjec.co.uk/mathematicsfunctionalskills INSET Section inset@wjec.co.uk www.wjec.co.uk/professionaldevelopment

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 4

1.1 Rationale

The term ‘functional’ should be considered in the broad sense of providing learners with the skills and abilities they need to take an active and responsible role in their communities, everyday life, the workplace and educational settings. Functional Mathematics requires learners to use mathematics in ways that make them effective and involved as citizens, to operate confidently in life, and to work in a wide range of contexts. For mathematics to be useful, learners must have the skills and confidence to apply, combine and adapt their mathematical knowledge to new situations in their life and work. The capacity to identify and understand the role that mathematics plays in the world is crucial in enabling learners to function as effective citizens. Functional skills are those core elements of English, Mathematics and ICT that provide individuals with the essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and at work. Individuals at any age who possess these skills will be able to participate and progress in education, training and employment as well as develop and secure the broader range of aptitudes, attitudes and behaviours that will enable them to make a positive contribution to the communities in which they live and work. Developing these skills will provide the tools learners at Entry 1, 2 and 3 will need in order to tackle situations involving mathematics in life and work. The skill standards enable learners to:

• understand a situation;

• choose an approach to tackle the problem;

• formulate a model using mathematics;

• use mathematics to provide answers;

• interpret and check the results;

• evaluate the model and approach;

• explain the analysis and results;

• apply and adapt this experience in other situations as they arise.

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 5

1.2 Overview of the specification

At Entry 1 and 2 the assessment will take the form of a controlled assessment. The assessment consists of two practical tasks. The tasks are designed to allow the candidate to think, use their mathematical skills, make decisions and talk about their work in an informal conversational setting with the assessor.

Controlled assessment at Entry 1 860/E1

Maximum duration: 1 hour

Available Marks at E1 = 20 Entry 1 Pass = 15 (75%)

Qualification Accreditation Number: 500/8903/1

Controlled assessment at Entry 2 860/E2

Maximum duration: 1 hour

Available Marks at E2 = 20 Entry 2 Pass = 15 (75%)

Qualification Accreditation Number: 500/8904/3

At Entry 3, the assessment will take the form of a controlled assessment containing problem-solving questions based on a real life scenario.

Controlled assessment at Entry 3 860/E3

Maximum duration: 1 hour

Available Marks at E3 = 40 Entry 3 Pass = 30 (75%)

Qualification Accreditation Number: 500/8905/5

The controlled assessments will be set twice a year: Four-week window in November (award reported in January)

Four-week window in May (award reported in August)

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 6

1.3 Changes for teaching from September 2010

Below is a summary of changes the pilot assessment model to the current accredited Functional Skills mathematics Entry Level model.

The accredited specifications are based on the new Functional Skills Criteria for in mathematics, the Functional Skills Qualifications Criteria and the Functional Skills Controlled Assessment regulations.

Assessment must focus on functionality and the effective application of process skills in purposeful contexts and scenarios that reflect real-life situations.

Assessments will:

provide realistic contexts, scenarios and problems; specify tasks that are relevant to the context; require application of knowledge, skills and understanding for a

purpose; require problem solving; assess process skills and the outcome of their application in different

contexts.

The Assessments will include a minimum of 75 per cent open response. Open response assessment is defined as a task-based assessment based on real-life contexts that require candidates to apply their skills, knowledge and understanding in order to resolve problem/s or produce effective outcome/s. Open response assessment presents purposeful tasks and problems embedded in realistic scenarios but does not prescribe the process/es or method/s by which the candidate responds.

The assessments are assessor mediated and carried out within the assessment window opportunity in a format suitable to engage the candidate. The tasks are designed to allow the candidate to think, use their mathematical skills, make decisions and talk about their work in an informal conversational setting with the assessor.

The candidates may repeat the tasks within the assessment window, or may carry out the tasks in smaller manageable sections.

The candidates’ responses are internally assessed. A sample of the candidates’ work is then externally moderated.

Assessment must require candidates to demonstrate their ability to represent, analyse and interpret, using number, geometry and statistics within functional contexts.

There is no exceptional award available on any of the papers. Functional Skills in mathematics is now a pass/fail model. Therefore, a candidate will only be awarded the level they have been entered for or fail.

The available marks and maximum time durations for each of the tasks have been altered to:

Entry 1 – 20 marks; maximum time allowed – 1 hours Entry 2 – 20 marks; maximum time allowed – 1 hours Entry 3 – 40 marks; maximum time allowed – 1 hours

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 7

The assessment tasks are designed so that they can be used as they are or centres can contextualise or adapt them to best-suit their centre-specific circumstances. Centres can changed or adapt the context to best suit the candidate. However, the context must be set within a real-life context and have a given purpose.

Please refer to the guidance document for Appendix 1 Administration of

Controlled Assessment FUNCTIONAL SKILLS Mathematics Entry 1, Entry 2 and Entry 3 for further details on moderation and sampling.

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 8

2. DELIVERING THE SPECIFICATION

2.1 Pathways through the specification

Functional Skills in mathematics can be offered through complementary delivery of different programmes of study, for example, Key Stage 3, GCSE or Entry Level. Equally, Functional Skills in mathematics can be delivered as a stand-alone short course to learners outside 14-19 provision.

2.2 Examples of approaches

Assessors teach learners specific skills, model best practice, let them try out different skills, and allow time for review. Ensure contexts are relevant and ‘real life’. The piloting of Functional Skills in mathematics has shown that different methods of delivery suit different kinds of learners. Experiment with the delivery of Functional Skills in mathematics by: embedding it into existing schemes of work; delivering it as short burst starters; teaching it separately each week; teaching specific skills towards the exam. Within their lessons, learners need opportunities to apply their skills to a range of real and realistic topics, relevant to life, work and education. The topics should be plainly relevant to learners, appealing to them by being motivating, interesting and realistic. At Entry level, ‘real life’ contexts can often appear quite complex but can be approached by identifying familiar aspects and accessing the more straightforward, simple elements. Entry level learners would be expected to apply their basic knowledge and understanding to produce an appropriate solution to a simple problem, apply their understanding within a routine and familiar context and apply a limited range of techniques to simple activities.

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 9

3. THE FUNCTIONAL SKILL STANDARDS

Fundamental to individuals being able to use mathematics effectively in life and work is their ability to understand and make sense of mathematical information, to use and process that information, to interpret and analyse the results of their activity, and to present them to others. These skill standards form the basis of the functional skills standards for mathematics and apply at all levels. The key attributes of these skill standards are presented below and should provide the framework for the delivery, development and assessment of functional mathematics.

Representing Analysing Interpreting

Selecting the mathematics and information to model a

situation

Processing and using the mathematics

Interpreting and communicating the results

of the analysis

A learner can:

recognise that a situation has aspects that can be represented using mathematics

make an initial model of a situation using suitable forms of representation

decide on the methods, operations and tools, including ICT, to use in a situation

select the mathematical information to use

A learner can:

use appropriate mathematical procedures

examine patterns and relationships

change values and assumptions or adjust relationships to see the effects on answers in the model

find results and

solutions

A learner can:

interpret results and solutions

draw conclusions in the light of the situation

consider the appropriateness and accuracy of the results and conclusions

choose appropriate

language and forms of presentation to communicate results and solutions

The standards at Entry 1, 2 and 3 are underpinned by the skill standards of representing (selecting the mathematics and information to model a situation), analysing (processing and using mathematics) and interpreting (interpreting and communicating the results of analysis).

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 10

The following skill standard weightings will be applied in each assessment:

Skill Standard Assessment weighting

Representing 30% - 40%

Analysing 30% - 40%

Interpreting 30% - 40%

In each assessment, opportunities will be available for candidates to develop all the skill standards and assessments will sample across number, geometry and statistics. The coverage and range statements provide an indication of the type of mathematical content candidates are expected to apply in functional contexts; however, relevant content could also be drawn from content equivalent to National Curriculum Mathematics Levels and Adult Numeracy Standards. FS Entry 1 – National Curriculum at Level 1 Adult Numeracy Standards Entry 1 FS Entry 2 - National Curriculum Levels at 1 & 2 Adult Numeracy Standards Entry 1 & 2 FS Entry 3 - National Curriculum Levels at 1, 2 & 3 Adult Numeracy Standards Entry 1, 2 & 3

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 11

3.1 Skills Standards at Entry 1, 2 & 3

The table below shows how the Entry 1, 2 and 3 Functional Skills standards relate to each other. This will be helpful to show the progression from Entry 1 to Entry 3.

Representing

At Entry 1, learners will be able to,

At Entry 2, learners will be able to,

At Entry 3, learners will be able to,

Understand simple

mathematical information in familiar contexts and

situations

Understand simple practical problems in familiar contexts

and situations

Understand simple practical problems in familiar contexts

and situations

Begin to develop own

strategies for solving simple problems

Select basic mathematics to

obtain answers

Select mathematics to obtain

answers to simple given practical problems that are

clear and routine

Analysing

Use mathematics to obtain

answers to simple given practical problems that are

clear and routine

Use basic mathematics to obtain answers to simple

given practical problems that are clear and routine

Apply mathematics to obtain answers to simple given

practical problems that are clear and routine

Generate results that make sense for a specified task

Generate results to a given

level of accuracy

Use given checking

procedures Use simple checking

procedures

Interpreting

Interpret and communicate solutions to practical

problems in familiar contexts and situations

Describe solutions to simple given practical problems in

familiar contexts and situations

Interpret and communicate solutions to practical problems in familiar

contexts and situations

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 12

4. CONTROLLED ASSESSMENTS

Please refer to the WJEC document Administration of Controlled Assessment for functional skills: Entry 1, Entry 2 and Entry 3 in Mathematics for additional details about the controlled assessments at Entry 1, 2 and 3. This document can be found in the specification document on page 19. Candidates will have a maximum of two hours within the four-week window to complete all tasks of the Controlled Assessment. When the assessment period is divided into shorter periods of time, all candidates’ work must be collected and retained securely within the centre between assessment sessions. Extra time will be allowed to those candidates who qualify for it under the existing regulations. Candidates must provide individual responses for assessment. At Entry levels 1, 2 and 3, assessment requirements are externally specified by WJEC and must be internally marked. The subject teacher should invigilate the whole of the Controlled Assessment and collect relevant evidence to support candidates’ performance. Assessment is of the candidate’s own ability to solve a problem or reach an outcome by independent application of skills. For this reason, candidates must not be given help or feedback by others (e.g. centre staff, external invigilators, peers) in order to meet the requirements of the assessment. Assessors may give support and guidance to learners. This support and guidance should focus on ensuring that learners understand what is expected of them. It is not acceptable for assessors to provide model answers or to work through answers in detail. The assessor should familiarise themselves with the Functional Skill standards at Entry 1, 2 & 3, the tasks, the requirements for equipment and the marking guidance before initiating the assessment with the candidate.

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 13

4.1 Entry 1

The E1 specification can be found on page 5 of the FS Maths E1, 2 & 3 specification. The E1 sample assessment material can be found on page 5 of the FS Maths E1, 2 & 3 specimen assessment materials. Examples of the dialogue that could be used with candidates are shaded within the assessments. These may be adapted to best suit candidates but direction should not be given to candidates on how to complete the tasks themselves. Assessors should provide as many real-life props as possible or used the resource materials provided by WJEC with every assessment. Materials for candidate to use to record their answers should be provided, e.g. paper or mini white boards and calculator.

4.2 Entry 2 The E2 specification can be found on page 25 of the FS Maths E1, 2 & 3 specification. The E2 sample assessment material can be found on page 39 of the FS Maths E1, 2 & 3 specimen assessment materials. Examples of the dialogue that could be used with candidates are shaded. These may be adapted to best suit candidates but direction should not be given to candidates on how to complete the tasks themselves. Assessors should provide as many real-life props as possible or used the resource materials provided by WJEC with every assessment. Materials for candidate to use to record their answers should be provided, e.g. paper or mini white boards and calculator.

4.3 Entry 3 The E3 specification can be found on page 43 of the FS Maths E1, 2 & 3 specification. The E3 sample assessment material can be found on page 75 of the FS Maths E1, 2 & 3 specimen assessment materials. At Entry 3, the assessment should not be seen as an one-hour long examination – candidates may use resources and ‘props’ if necessary and can talk about their work to their assessor in an informal way. Assessors should provide as many real-life props as possible or used the resource materials provided by WJEC with every assessment. Materials for candidate to use to record their answers should be provided, e.g. paper or mini white boards and calculator.

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 14

4.4 Contextualising tasks

Centres can changed or adapt the context to best suit the candidate. However, the context must be set within a real-life context and have a given purpose. The language used by assessors can be adapted to ensure that the learner is not disadvantaged. Centres cannot replace the specified tasks with ones of their own devising. Any contextualising of the task should be checked against the skills standards and the assessment criteria in order to allow all candidates to access the level targeted. The degree of familiarity, technical demand, complexity and independence required should also be set in line with the expectations for the level assessed. Specific details will be provided with each task.

4.5 Completing the mark sheets

After the completion of the assessment session, the work will be marked internally according to mark schemes/assessment criteria provided by WJEC. Candidates may see their marked work but it is important that the work is kept securely in the assessor’s possession to prevent any tampering with it. The teacher/tutor marking the work should provide evidence (which can be annoted by the assessor) to support the marks awarded. This should take the form of:

screenshots showing work produced, file saved, email sent etc printed evidence such as work produced (e.g. poster), sent emails etc. witness statements As much evidence as possible should be collected to show that the candidate has met the assessment criteria. It is advisable to study the assessment and mark sheet beforehand and decide on the evidence you will collect. At Entry 1, 2 and 3 marking guidance will be provided with every assessment, which notes the marks allocated to a range of possible candidate responses. The marking guidance does not detail every possible outcome. Where a candidate's response differs from the guidance, the teacher should determine "the best fit" bearing in mind the marking criteria given. Comments should be made in the teacher comment column to briefly describe the candidate's response. • The controlled assessment will be externally moderated. Centres will be required

to submit samples for external moderation together with the mark sheet by the end of the assessment windows in accordance with instructions issued by WJEC.

• At Entry 1, candidates require 15 marks of out a possible 20 marks in order to

achieve the Entry 1 qualification. • At Entry 2, candidates require 15 marks of out a possible 20 marks in order to

achieve the Entry 2 qualification. • At Entry 3, candidates require 30 marks of out a possible 40 marks in order to

achieve the Entry 3 qualification.

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 15

After the completion of the assessment session, the work will be marked internally according to mark schemes/assessment criteria provided by WJEC. Candidates may see their marked work but it is important that the work is kept securely in the assessor’s possession to prevent any tampering with it. The teacher/tutor marking the work should provide evidence (which can be annoted by the assessor) to support the marks awarded. Examples of such evidence could take the form of:

candidates’ 'working outs', written work witness statements.

As much evidence as possible should be collected to show that the candidate has met the assessment criteria. It is advisable to study the assessment and mark sheet beforehand and decide on the evidence you will collect. At Entry 1, Entry 2 and Entry 3 sample assessments plus a sample mark sheet (FM1, FM2, FM3) will be submitted to the moderator at the appropriate time according to WJEC regulations. The FS forms and instructions on how to complete them can be found from the website. The Declaration sheet must be signed by the candidate and the assessor as a declaration that the work is entirely the candidate’s own.

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 16

5. SUPPORT FOR TEACHERS

The following details and documents are useful when delivering the Functional Skills in mathematics qualification and these can be found on the WJEC website: Subject Officer, Subject Support Officer and Administration Support contact details;

FS Mathematics Entry 1, 2 and 3 Specification (Sept 2010)

FS Mathematics Entry 1, 2 and 3 Specimen Assessment Materials (Sept 2010)

FS Administration Booklet

INSET courses 2010

Frequently Asked Questions

Past papers, mark schemes, additional teaching materials and item level data are available on the WJEC secure website. To access the secure website, go through your centre's examinations officer. He/she can create access accounts which can provide teachers with access to the items of most interest. If your examinations officer is not registered please ask them to email securewebsite@wjec.co.uk stating centre number, centre name, contact name and contact email address.

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 17

5.1 National Grid for Learning - Cymru

A particular source of resources and support for teachers of WJEC FS in mathematics has been created on the National Grid for Learning Cymru by teachers of mathematics.

http://www.ngfl-cymru.org.uk/eng/vtc-home/vtc-ks2-home/vtc-ks2-maths(2) http://www.ngfl-cymru.org.uk/eng/vtc-home/vtc-ks3-home/vtc-ks3-maths(2) Teachers will find a wide range of supporting materials. Below is a sample of investigations that will promote independent thinking and thinking skills. Pupils have opportunities to represent, analyse and interpret. Many of the activities can be differentiate to suit learners of different ability. Whodunnit? A series of developing thinking activities using video and database work. Pentominoes An interactive shape and space investigation. 3-D shape investigation Three mini interactive shape and space investigations focusing on the properties of 3-D shapes. Triangular number patterns Interactive, open ended maths investigation focussing on triangular number patterns. Towers of Hanoi An interactive open ended investigation based on the famous Towers of Hanoi problem, focussing on number patterns. Investigating number patterns Interactive, open ended maths investigation focussing on number patterns. Tetrahedra investigation A short investigation to find the number of ways the net of a tetrahedron can be coloured using four different colours only once Painted Cube An open ended maths investigation focusing on the properties of shape Penguin Sliders An open ended maths investigation focusing on number patterns Pick's Theorem An open ended maths investigation focusing on the area of polygons Stacking boxes An open ended maths investigation focusing on shape patterns Interactive Number Square An open ended number square tool

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 18

Tackling Investigations A series of maths investigations Puppies - problem solving A series of twelve interactive problem solving activities The Mystery of the Missing Dice This mathematical activity package is in the format of the investigation of a crime Promoting data handling skills collect and record their data into a spreadsheet, analyse results and find the mean, median, mode and range and display their results using a variety of graphs including, bar, pictogram and scatter 3-D shape investigation Three mini interactive shape and space investigations focusing on the properties of 3-D shapes. Pentominoes An interactive shape and space investigation. The pentomino activities help consolidate work on symmetry, tessellation and congruence of shapes. Hands on Maths Practical maths activities: PowerPoint presentation, teacher notes, instructions and resources. Problem Solving A collection of extended problem solving activities designed to develop this skill Much of this material is intended to be downloaded so that it can be edited by teachers to suit the needs of their own candidates and centres.

The list of websites is comprehensive and the links are checked regularly to ensure that they are still live and of use to teachers. Please contact NGfL Cymru if you become aware of new and useful sites.

Please keep returning to this site as new materials become available. It is hoped that teachers will be willing to contribute their own work and ideas to this site for the benefit of colleagues in other centres.

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 19

5.2 General websites

www.wjec.co.uk The WJEC website offers recent information on courses and Inset

www.tes.co.uk – plenty of resources shared by teachers focusing on all aspects of mathematics teaching. Also a good forum to discuss ideas with other teachers delivering Functional Skills mathematics. www.fssupport.org/resources - useful for centres delivering FS as part of the Diploma The follow websites has been collated by QCDA and is to support the teachers of all ages and ability. Some websites will also give ideas and information for delivering Functional Skills.

NRICH is a team of qualified teachers who are also practitioners in RICH mathematical thinking. This unique blend means that NRICH is ideally placed to offer advice and support to both teachers and learners of mathematics.

www.nrich.maths.org/public/index.phpv

Monthly newsletter/monthly updated site http://nrich.maths.org/public/monthindex.php?showfulltier=yes Curriculum planning guidance, CPD for teachers, etc… http://nrich.maths.org/public/viewer.php?obj_id=5665&part=index Teaching resources http://nrich.maths.org/public/search.php?search=Resources+for+delivery Interactive pages and support for students https://nrich.maths.org/discus/messages/board-topics.html

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 20

The following sites have been collated by QCDA (Qualification and Curriculum Development Agency). Teachernet http://www.teachernet.gov.uk/ Link to teaching resources for mathematics – including signposting to other sites and related documents. http://www.teachernet.gov.uk/teachingandlearning/subjects/maths/ Nuffield Curriculum Programme Application of Mathematical Processes (for teaching) http://www.nuffieldcurriculumcentre.org/go/minisite/MathsMiniSite/Introduction Teacher Training Resource Bank http://www.ttrb.ac.uk/index.aspx Resources for mathematics teachers, subject leaders, NQT and heads of school (various resources) National Centre for the Excellence in the Teaching of Mathematics https://www.ncetm.org.uk/ Site for teachers including teaching resources, CPD, publications and events. https://www.ncetm.org.uk/resources/ https://www.ncetm.org.uk/personal-learning/ https://www.ncetm.org.uk/news/ Online community sites - https://www.ncetm.org.uk/community/ Royal Institution of Great Britain http://www.rigb.org/ Site for students and teachers providing resources for curriculum planning and details of upcoming STEM events such as the Christmas lectures and secondary mathematics master class. Link to teacher resources for science http://www.rigb.org/contentControl?action=displayContent&id=00000000846 Link to teacher resources for mathematics http://www.rigb.org/contentControl?action=displayContent&id=00000001862 Link to secondary mathematics master class for students 12 – 14. http://www.rigb.org/contentControl?action=displayContent&id=00000000844 The Mathematical Association http://www.m-a.org.uk/jsp/index.jsp Subject Association with resources for teaching and learning mathematics. Link to list of secondary mathematics teaching resources http://www.m-a.org.uk/jsp/index.jsp?lnk=330 Signposting to other mathematics sites which may be of interest to teachers http://www.m-a.org.uk/jsp/index.jsp?lnk=360 Link to professional development opportunities and events http://www.m-a.org.uk/jsp/index.jsp?lnk=100

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 21

Teachers TV http://www.teachers.tv/ This site provides support materials for teachers including lesson planning, resource reviews, CPD and an online community. Link to list of TV programmes for Secondary Mathematics http://www.teachers.tv/search/list?t=811,964 Link to list of classroom resources for Secondary Mathematics http://www.teachers.tv/resource/classroom Link to list of CPD resources http://www.teachers.tv/my-school-life/secondary/CPD Online Community http://www.teachers.tv/community Personal Finance Education Group http://www.pfeg.org/ Site for teachers with resources to help plan and implement personal finance education across all key stages http://www.pfeg.org/teaching_resources/resources/index.html UNICEF Teacherzone is UNICEF'S site of UK education resources and information. http://www.unicef.org.uk/tz/index.asp Link to teaching resources for secondary mathematics http://www.unicef.org.uk/tz/resources/results.asp Statistical information & data handling sites Census at school http://www.censusatschool.org.uk/ Working with the ONS to promote the 2011 census

Links to teaching resources (all key stages) Data handling http://www.censusatschool.org.uk/resources/data-handling Probability http://www.censusatschool.org.uk/resources/probability Number and Algebra http://www.censusatschool.org.uk/resources/numbers-and-algebra Royal Statistical Society Centre for Statistical Education http://www.rsscse.org.uk/ Link to education resources http://www.rsscse.org.uk/resources/he-resources/48-for-schools Link to publications http://www.rsscse.org.uk/publications Experiments at schools http://www.experimentsatschool.com/ An initiative of the Royal Statistical Society Centre for Statistical Education with the aim of improving statistical literacy of school-aged learners. Link to teaching resources http://www.experimentsatschool.com/resources

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United Nations cyberschoolbus http://cyberschoolbus.un.org/ With UN data from around the world for use in school lessons. UNICEF Teacherzone is UNICEF'S site of UK education resources and information. http://www.unicef.org.uk/tz/index.asp The state of the World's children annual publication http://www.unicef.org.uk/publications/pub_detail.asp?pub_id=180 Tables of statistical information re children and mothers. Understanding uncertainty http://understandinguncertainty.org/ Making sense of chance, risk, luck, uncertainty and probability. Link to education resources http://understandinguncertainty.org/feed-item/558 Bowland Maths http://www.bowlandmaths.org.uk/ A teaching resource for kS3 mathematics. Link to case studies http://www.bowlandmaths.org.uk/casestudies.htm Link to CPD modules to help teachers deliver the new programme of study http://www.bowlandmaths.org.uk/pdmodule.htm Mathematics Me UK http://www.mathematics.me.uk/ Site to provide a resource for students who are studying mathematics in the UK. Teachable.net Site maintained by teachers to provide resources for 14-16 (KS4) mathematics delivery http://www.teachable.net/mathematics/key-stage-4.aspx Cre8ate maths Materials for teaching functional mathematics at KS3 (in England) but adaptable to KS4. Created by teachers working collaboratively with Sheffield Hallam University http://www.cre8atemaths.org.uk/

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 23

5.3 Example activities

World of Work

The following scheme of work has been written to accompany the interactive whiteboard resources produced by WJEC to support the delivery of Functional Skills Mathematics. For centres that do not have access to this technology, the resources can equally be used as worksheets, card sorts, highlighting activities, etc.

As the IWB resources have been written in PowerPoint, they can therefore be edited or modified by centres to suit the needs of their learners. The IWB ‘World of Work’ resources can be accessed by clicking on the screen-shot below or via the WJEC website.

Further IWB units are available to WJEC FS centres and will be despatched to centres making entries with WJEC for the Functional Skills Mathematics qualification.

Macros are usually seen as threats to security, and are blocked by the security settings of your system. However, the macro embedded in the PowerPoint is quite safe. To enable:-

1) Open PowerPoint (as if you are going to create a new slide-show) 2) Choose Tools_Macro_Security... 3) Choose Medium from the 'Security Level' tab, then OK

Now open the Functional Skills file. As said above, you will be asked if you want to enable/disable the macro - choose 'enable'.

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 24

Lesson 1: Reading Job Advertisements Suggested activities: Entry 1 – Drag and drop rates of pay into IWB

Compare the rates of pay for all advertisements. Show the money.

Learners sort job advertisements into categories according to different criteria, e.g. full-time/part-time, rate of pay.

Entry 2 – Double rates of pay on weekend. Entry 3 - Calculate weekly rates and monthly rates. Deductions Which job? Pros and cons for each Five brief job advertisements on the IWB.

WANTED

A full-time trainee chef to join a busy kitchen in an excellent hotel.

We only use the best food in our kitchens.

Pay: £5 per hour (food included).

For further details, please write to The

Manager, Brown’s Hotel, Whitley, WH6 8HY

Shop assistant for Carol’s Crafts in the town centre.

We are a friendly, small shop looking for

someone to work Mondays, Tuesdays and Saturdays.

Experience of dealing with the public required.

Rate of pay: £5 per hour.

Please write to Carol Jones, 24 High Street,

Newtown to request an application form.

Part-time bar staff wanted for the White Hart, Greendowns.

The White Hart is a busy pub and extra staff are needed to help the husband-and-wife team of Warren and Leila keep the

customers happy.

Rate of pay: £6 per hour.

Flexible hours available.

Phone Warren or Leila Morris on 01362 839412 for details.

Lesson 3: Preparing for Interview

Electrician needed for a large construction firm 3 days a week.

Rate of pay: £9 per hour.

For further details, write to:

Al Crossly, Build-Right, PO Box 47, Bristol

Or email: acrossly@b-r.com

Dog walker needed for two loveable Jack Russells, Peaches

and Junior.

Elderly owner unable to walk these energetic dogs but happy to pay a suitable applicant.

£8.00 per walk.

Please telephone Mrs. Ahmed, in the daytime,

to discuss. 0174 874307

FUNCTIONAL SKILLS MATHEMATICS ENTRY 1, 2 & 3 Teachers' Guide 25

Invitation to interview letter on IWB. Learners highlight the relevant information that they will need for the interview (give prompts if necessary, e.g. time, place, other information).

Dear …., Thank you for your application for trainee chef at Brown’s Hotel. We would like to invite you to an interview on 8th July at 10.15am in the hotel. For the interview you will need to tell us why you want to join the kitchen at Brown’s then there will be an interview with the Manager, Head Chef and Restaurant Manager. Here is a map to the hotel. We look forward to seeing you on the day of the interview. Yours sincerely, Leigh Morris Manager, Brown’s Hotel

In pairs, learners make a list of the important points for the interview from the letter.

Important Information Date of interview: Time:

How to get to the interview. Route planning activity - reading maps, timetables, etc. for local area. Talk through the route using the map. Then write directions for their own route to school (Google maps/AA route finder useful tools here to introduce language of giving directions). Work out travel arrangements and route to get to the interview on time. Simple activities involving position e.g. which road is the station on? Simple activities involving time.

FS Mathematics Entry 1, 2 & 3 Teacher's Guide/ ED 8/9/10

National standards for adultliteracy, numeracy and ICT

Understanding the standards

Structure of the standards 3

Introduction

Page 1 Page 2 Page 4

Page 6 Page 9 Page 14

The standards Levels of demand and the qualifications framework 5

The standards and the key skills specifications

Glossary

Literacy 10Numeracy 12ICT 14

Progression charts

Literacy 16Numeracy 18ICT 20

Literacy (including spoken communication) and Numeracy

Contents

Adult literacy and numeracyIn 2000, QCA and DfES published thefirst national standards for adultliteracy and numeracy. These standardsformed the basis of a number ofinitiatives, now established, to addresslevels of literacy and numeracy amongadults and young people. Theseinclude:• national qualifications in adult

literacy, adult numeracy and ESOLat entry level, level 1 and level 2;

• national adult literacy and adultnumeracy tests at levels 1 and 2;

• national adult literacy and adultnumeracy and ESOL core curricula.

ICT Until recently, the term Skills for Lifehas been widely assumed to cover theskills of adult literacy, adult numeracyand ESOL. In today’s society however,information and communicationtechnology (ICT) can be just asimportant, particularly in theworkplace. To support this, nationalSkills for Life standards for ICT havenow been agreed and are publishedhere alongside the existing standardsfor adult literacy and adult numeracy.

The standardsThe standards for adult literacy, adultnumeracy and ICT follow a commonformat and relate to the key skills ofcommunication, application of numberand ICT. They have also beendeveloped to match the nationalcurriculum requirements for English,mathematics and ICT and the NationalOccupational Standards for ICT.

AudienceThe standards have been developed foruse by developers of curricula,qualifications and assessment material.They are also intended for use by thosewho are responsible for providingtraining and support for adult literacy,numeracy, ESOL and ICT. At levels 1and 2, the standards provide moredetailed description of the skillscovered by the key skills standards forcommunication, application of numberand ICT.

LanguageThe standards use plain Englishwherever possible and technicallanguage only where this is necessaryto define and differentiate the skills ateach level. To ensure clarity andconsistency of interpretation, aglossary of technical terms is includedat the back of this booklet.

Access to the standardsThe standards recognise that eachadult is unique; a complex mixture ofconfidence and ability that is influencedby past experience. This complexityhas been described as an uneven or‘spiky’ skills profile.

Some adult learners will have specialrequirements. The following accessstatement applies to the standards ateach level:

Adults with a disability may havespecial learning requirements and beunable to demonstrate some of thecapabilities or skills specified in the

standards. As a reasonable adjustmentand to aid access, it is recommended that alternative methods are investigatedto allow individuals to demonstratetheir abilities.

Curriculum developers andqualification designers are expected toproduce guidance for centres onrecognising special learningrequirements. This guidance should besupported by a framework foridentifying and adopting appropriatealternative approaches.

Introduction

Intr

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The adult literacy, numeracy and ICTstandards are the outcome of a reviewof existing or similar frameworks,including the• national literacy strategy for schools• national numeracy strategy for

schools• national curriculum requirements for

English• national curriculum requirements for

mathematics• national curriculum requirements for

ICT• key skill of communication• key skill of application of number• key skill of ICT

As the result of this review, developmentwork and widespread consultationwere undertaken, leading to theproduction of national standards forliteracy, numeracy and ICT.

The developers have taken particularcare to ensure coherence and consistencywith the key skills of communication,application of number and ICT atlevels 1 and 2.

Adult literacyThe aim of the adult literacystandards is to specify the full rangeof skills required for an adult tocommunicate confidently, effectivelyand efficiently.

Adult numeracyThe aim of the adult numeracystandards is to specify the full range of skills required for an adult toconfidently apply numeracy, efficientlyand effectively.

The standards have been developed toenable all adult learners to recognisethe role that numeracy plays in theireveryday life. It is important that adult learners are able to recognisethe contribution that numeracy makes to understanding information, problem-solving or making decisions.

The standards provide a frameworkand create the opportunity for othersto develop approaches to teaching thatoffer skills development through aproblem-solving approach.

ICTThe aim of the ICT standards is tospecify the full range of skills requiredfor an adult to confidently apply ICTskills efficiently and effectively.

Understanding the standards

Un

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Standards for adult literacy(including spoken communication)

Level 1

2

Standards for adult numeracy

Level 1

Structure of the standards

ReadingSpeaking and listening

Standards for adult literacy(includings spoken communication)

Level 1

At this level, adults can: listen and respondto spoken language, including information and narratives, and follow explanations and instructionsof varying lengths, adapting response to speaker, medium and context

speak to communicateinformation, ideas and opinions, adapting speech and content to take account of the listener(s) and medium

engage in discussionwith one or more people in familiar and unfamiliar situations, making clear and relevant contributionsthat respond to what others say and produce a shared understanding about different topics

At this level, adults can:read and understandstraightforward texts of varying length on a variety of topics accurately and independently

read and obtain informationfrom different sources

At this level, adults can: write to communicateinformation, ideas and opinions clearly using length, format and style appropriate to purpose and audience

An adult will be expected to:● listen for and identify relevant information from explanations and presentations on a range of

straightforward topics● listen for and understand explanations, instructions and narratives on different topics in a range

of contexts● use strategies to clarify and confirm understanding, eg facial expressions, body language and

verbal prompts● provide feedback and confirmation when listening to others● make contributions relevant to the situation and the subject● speak clearly in a way which suits the situation● make requests and ask questions to obtain information in familiar and unfamiliar contexts● respond to questions on a range of topics● express clearly statements of fact, explanations, instructions, accounts and descriptions● present information and ideas in a logical sequence and include detail and develop ideas

where appropriate● follow and contribute to discussions on a range of straightforward topics● respect the turn-taking rights of others during discussions● use appropriate phrases for interruption

in formal exchanges connected with education, training, work and social roles

An adult will be expected to: ● trace and understand the main events of continuous descriptive, explanatory and persuasive texts● recognise how language and other textual features are used to achieve different purposes,

eg to instruct, explain, describe, persuade● identify the main points and specific detail, and infer meaning from images which is not explicit

in the text● use organisational and structural features to locate information, eg contents, index, menus,

subheadings, paragraphs● use different reading strategies to find and obtain information● use reference material to find the meaning of unfamiliar words

in reports, instructional, explanatory and persuasive texts

An adult will be expected to: ● plan and draft writing● judge how much to write and the level of detail to include● present information in a logical sequence, using paragraphs where appropriate● use language suitable for purpose and audience● use format and structure for different purposes● write in complete sentences● use correct grammar eg subject-verb agreement, correct use of tense● punctuate sentences correctly and use punctuation so that meaning is clear● spell correctly words used most often in work, studies and daily life● proof-read and revise writing for accuracy and meaning● produce legible text

in documents such as forms, records, e-mails, letters, narratives, instructions,reports, explanations

Writing

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Guidance and examples

Citizen and community● seeking support from an official such as a

councillor or an MP at a local surgery● working as a committee member of a

community association● taking part in a residents’ or tenants’

association meeting● filling in an application form for a driving

licence or passport

Economic activity, including paid andunpaid work● obtaining information from a trade union

representative● taking responsibility for a visitor to the

workplace● participating effectively in an annual

appraisal or job interview● reading an employment contract and

seeking clarification where necessary● filling in a customer service questionnaire ● recording information in an accident

report form

Domestic and everyday life● expressing opinions at a parents’ meeting

at school● reading an estimate or report from a builder

or garage ● following a simple procedure in a

first-aid manual● following and completing a service

agreement for a household appliance

Leisure● following instructions to use equipment

in a gym● reading and recording factual information

related to a hobby or interest● selecting a book to read for pleasure from a

library or bookshop● writing down contact details following a

radio or television programme

Education and training● obtaining specific information from a

talk or presentation● explaining something to another learner● finding relevant information in reference

material and making notes for a writtentask

● carrying out written tasks for assessmentpurposes

Using ICT in social roles● understanding and using buttons on an

internet browser● using hypertext links on websites and in

multimedia software to locate information● using key words to find information on

a website● using drop-down menus on computer

software● formatting documents on a word processor● reading and posting messages on electronic

bulletin boards

Access statementAdults with a disability may have special learning requirements and be unable to demonstrate certain of the capabilities or skills specified in the standards. As a reasonable adjustment and to aid access, it is recommended that alternative methods are investigated to allow individuals to demonstrate their abilities.

Curriculum developers and qualification designers are expected to produce guidance for centres on recognising special learning requirements. This guidance should be supported by a framework for identifying and adopting appropriate alternative approaches.

At this level adults are confident and capable of using communication skills effectively in a range of familiar contexts and situations. Adults are alsoaware of the need to adapt their speech and writing to medium and context and are able to do this using a range of straightforward strategies.

Literacy (including spoken communication) level 1The skills of spoken communication, reading and writing play a fundamental part in adult life. Effective communication skillssupport independent living and broaden the choices and opportunities available to individuals.

The examples listed below broadly indicate the types of contexts and situations where adults with skills at this level will be ableto use them efficiently.

These activities and applications are given only as guidance. Each adult is different and in real life contexts and situations therange of skills required may vary. It is recognised that not all of these examples will be relevant to each individual’s experience,interests and aspirations. For this important reason the guidance should not be seen as definitive or prescriptive of how, whenor where skills should be developed, practised or applied.

Examples

Guidance and examplesA brief set of guidelines that providesome examples of the roles, uses andcontexts of the skills and capabilities at the specified level.

The examples are taken from everydayadult life and are grouped under thefollowing headings:• citizen and community• economic activity, including paid and

unpaid work• domestic and everyday life• leisure• education and training• using ICT in social roles (adultliteracy and numeracy only)

The guidance is not intended to defineor prescribe the activities or uses madeof each skill at each level. The examplesare simply suggestions to show whereadults might demonstrate effective andefficient use of the skill.

The examples may also help developersunderstand the demand of each level.They are not intended to provide anassessment framework or a list oftopics to be included in adult literacy,numeracy and ICT tests orqualifications.

The standards for literacy, numeracyand ICT at each level consist of twoparts:• the standards• guidance and examples

The standardsThe standards provide a detailedspecification of the skills andcapabilities that comprise each skill,together with descriptors that definethe level of performance of eachcapability.

The standards

Each standard specifies what an adult is expected to be able to do at each level.

The name of the skillThe level of the skill sub level at

entry level

ReadingSpeaking and listening

Standards for adult literacy(includings spoken communication)

Level 1

At this level, adults can: listen and respondto spoken language, including information and narratives, and follow explanations and instructionsof varying lengths, adapting response to speaker, medium and context

speak to communicateinformation, ideas and opinions, adapting speech and content to take account of the listener(s) and medium

engage in discussionwith one or more people in familiar and unfamiliar situations, making clear and relevant contributionsthat respond to what others say and produce a shared understanding about different topics

At this level, adults can:read and understandstraightforward texts of varying length on a variety of topics accurately and independently

read and obtain informationfrom different sources

At this level, adults can: write to communicateinformation, ideas and opinions clearly using length, format and style appropriate to purpose and audience

An adult will be expected to:● listen for and identify relevant information from explanations and presentations on a range of

straightforward topics● listen for and understand explanations, instructions and narratives on different topics in a range

of contexts● use strategies to clarify and confirm understanding, eg facial expressions, body language and

verbal prompts● provide feedback and confirmation when listening to others● make contributions relevant to the situation and the subject● speak clearly in a way which suits the situation● make requests and ask questions to obtain information in familiar and unfamiliar contexts● respond to questions on a range of topics● express clearly statements of fact, explanations, instructions, accounts and descriptions● present information and ideas in a logical sequence and include detail and develop ideas

where appropriate● follow and contribute to discussions on a range of straightforward topics● respect the turn-taking rights of others during discussions● use appropriate phrases for interruption

in formal exchanges connected with education, training, work and social roles

An adult will be expected to: ● trace and understand the main events of continuous descriptive, explanatory and persuasive texts● recognise how language and other textual features are used to achieve different purposes,

eg to instruct, explain, describe, persuade● identify the main points and specific detail, and infer meaning from images which is not explicit

in the text● use organisational and structural features to locate information, eg contents, index, menus,

subheadings, paragraphs● use different reading strategies to find and obtain information● use reference material to find the meaning of unfamiliar words

in reports, instructional, explanatory and persuasive texts

An adult will be expected to: ● plan and draft writing● judge how much to write and the level of detail to include● present information in a logical sequence, using paragraphs where appropriate● use language suitable for purpose and audience● use format and structure for different purposes● write in complete sentences● use correct grammar eg subject-verb agreement, correct use of tense● punctuate sentences correctly and use punctuation so that meaning is clear● spell correctly words used most often in work, studies and daily life● proof-read and revise writing for accuracy and meaning● produce legible text

in documents such as forms, records, e-mails, letters, narratives, instructions,reports, explanations

Writing

Thecapabilities or

sub-skillsThese are

the same atevery level.

The descriptors ofeach component.These provide thedetail to thecomponents. Theseare level-specific,signallingprogression. Theseprovide objective,unambiguous criteriaat which level andcapability can beassessed.

The stems of thecomponents of eachcapability are thesame for all levelsand sub-levels. Thedescription for eachcomponent, however,varies according tolevel to help identifyskill development.

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Levels of demand

The three levels of the standards correspond to the levels of demand of qualifications in the national qualificationsframework. For example, the standards at level 1 are equivalent in demand to the key skills at level 1 and broadlyequivalent to levels 4 and 5 of the national curriculum for schools.

Leve

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rkNational curriculum level 5

National curriculum level 4

National curriculum level 3

National curriculum level 2

National curriculum level 1

Literacy/Numeracy/ICT level 2

Literacy/Numeracy/ICT level 1

Literacy/Numeracy/ICT entry 3

Literacy/Numeracy/ICT entry 2

Literacy/Numeracy/ICT entry 1

National qualificationsframework level 5

Entry level

National qualificationsframework level 3

National qualificationsframework level 2

National qualificationsframework level 1

National qualificationsframework level 4

Key skills level 5

Key skills level 4

Key skills level 3

Key skills level 2

Key skills level 1

5

Key skills standardsThe key skills standards are intendedto be used by learners workingtowards key skills qualifications. Theydirectly address key skills qualificationcandidates and use language which isaccessible to these candidates. Part Aof the key skills standards (You needto know how to) describes the skillslearners need to develop in order toachieve the qualification.

Adult literacy, adult numeracy andICT standardsThe adult literacy, adult numeracy andICT standards are technical documents,intended for use by those working ineducation and training to form thebasis of curricula, qualifications andassessment material. They use plainEnglish wherever possible andtechnical language where necessary togive precise definition of the skillsrequired at each level.

The relationship between the twosets of standardsThe two sets of standards are designedto complement and support each other.At levels 1 and 2, the adult literacy,adult numeracy and ICT standards andPart A of the key skills standards forcommunication, application of numberand ICT describe the same skills andcapabilities. The adult literacy, adultnumeracy and ICT standards giveamplification of the knowledge,techniques and understanding neededto achieve the equivalent key skill.

The key skills standards providelearners with an accessible descriptionof what they are working towards.

The key skills qualifications provideprogression opportunities for adultsand young people who have achievedentry level qualifications or nationaltests.

The key skills standardsThe key skills standards are written for key skills qualification candidates.

Part A gives an overview of the skillsthat each candidate needs to achieve.

Part B of the key skills standardsexplains what candidates must do inorder to achieve the key skillsqualification.

The key skill of communication coversthe use of literacy to speak and listen,and to read and write.

The key skill of application of numbercovers the use of numeracy to interpretinformation, carry out calculations andinterpret and present findings.

The key skill of ICT covers the use ofICT to find, develop and presentinformation.

The key skills

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APart Interpret information � read and understand tables, charts, graphs and diagrams

� read and understand numbers used in different ways (eg large numbers in figures or words, simple

fractions, decimals, percentages)

� read scales on familiar measuring equipment (eg watch, tape measure, measuring jug, weighing scales,

thermometer) using everyday units (eg minutes, millimetres, litres, grams, degrees)

� make accurate observations (eg count number of people or items)

� identify suitable calculations to get the results you need for your task.

Carry out calculations � add and subtract, with whole numbers and simple decimals with or without a calculator (eg using money or

length)

� work to the level of accuracy you have been told to use (eg round to the nearest whole unit, nearest 10,

two decimal places)

� multiply and divide a simple decimal by a whole number with and without a calculator (eg using money or length)

� understand and find simple fractions and percentages (eg 2/3 of £15 is £10, 75% of 400 is 300)

� work out areas of rectangular spaces (eg floor area)

� work out volumes of rectangular-based shapes (eg a box)

� use scales on diagrams such as 20mm to 1m (eg finding distances from maps)

� use ratios and proportion (eg three parts to one part)

� find the average (mean) of up to 10 items (eg temperatures, prices, time)

� find the range for up to 10 items (eg temperature range from highest to lowest was 16ºC)

� make sure your answers make sense and use different methods to check your calculations (eg estimate to

reject impossible answers, check a subtraction by ‘adding back’).

Interpret results and present your findings � use suitable ways of presenting information, including a chart or diagram

� use the correct units (eg for area, volume, weight, time, temperature)

� label your work correctly (eg use a title or key)

� describe what your results tell you.

YOU NEED TO KNOW HOW TO:

Application of number: level 1

The key skillsqualificationsstandardsand guidancecommunication, application of number and information and communication technology

Key skills

Levels

1–42004

BPart

N1.1

Interpret information from twodifferent sources.

At least one source must include a

table, chart, graph or diagram.

N1.3

Interpret the results of your

calculations and present your

findings – in two different ways

using charts or diagrams.

N1.2

Carry out and check calculations

to do with:

a. amounts or sizes

b. scales or proportion

c. handling statistics.

1.1.1 obtain the information you need to meet the purpose of your task

1.1.2 identify suitable calculations to get the results you need.

YOU MUST:

1.2.1 carry out calculations to the levels of accuracy you have been given

1.2.2 check your results make sense.

1.3.1 choose suitable ways to present your findings

1.3.2 use more than one way of presenting your findings

1.3.3 present your findings clearly using a chart or diagram

1.3.4 describe what your results tell you.

Evidence must show you can:

Application of number: level 1

Adult literacy, adult numeracy andICT standardsThe standards are written for tutors,awarding bodies and developers ofassessment material. They support thekey skills standards at levels 1 and 2by giving amplification of theknowledge, techniques andunderstanding needed to achieve thekey skills qualification.

Calculating and manipulating mathematical information

Understanding and using mathematical information

Standards for adult numeracy Level 1

At this level, adults can: read and understandstraightforward mathematical information used for different purposesand independently select relevant information from given graphical,numerical and written material

specify and describea practical activity, problem or task using mathematical information andlanguage to make accurate observations and identify suitablecalculations to achieve an appropriate outcome

At this level, adults can: generate resultsto a given level of accuracy using methods, measures and checkingprocedures appropriate to the specified purpose

At this level, adults can: present and explain resultswhich meet the intended purpose using an appropriate format to agiven level of accuracy

An adult will be expected to:● use numbers, fractions, decimals and percentages in the context of

measures and make observations ● use shape and space to record measurements and make observations ● use information from tables, diagrams, charts and line graphs ● collect and record discrete data in tests and from observations ● identify appropriate methods● identify and use the mathematical facts, skills or concepts that best

match the practical situation

An adult will be expected to: use whole numbers● to read, write, order and compare numbers, including large numbers● to recognise negative numbers in practical contents, eg temperatures● to add, subtract, multiply and divide using efficient written methods● to multiply and divide by 10 and 100 ● to recall multiplication facts up to 10 x 10 and make connections

with division facts● to recognise numerical relationships, eg multiples and squares● to work out simple ratio and direct proportion, eg three parts

to one part● to approximate by rounding● to estimate answers to calculations

use fractions● to read, write, order and compare common fractions and

mixed numbers● to find parts of whole number quantities or measurements,

eg 2/3 or 3/4● to recognise equivalencies between common fractions, percentages

and decimals, eg 50% = 1/2, 0.25 = 1/4, and use these to find part of whole number quantities

● to express likelihood or probability

use decimals● to extract information from tables, diagrams, charts and line graphs● to read, write, order and compare decimals up to three decimal places● to add, subtract, multiply and divide decimals up to two places● to multiply and divide decimals by 10, 100● to approximate by rounding to a whole number or two decimal places● to express likelihood or probability

use percentages● to read, write, order and compare simple percentages, eg 10%, 25%,

and understand simple percentage increase and decrease, eg 10 percent rise in cost, 20 per cent off in a sale

● to find simple percentage parts of quantities and measurements

use common measures

● to add, subtract, multiply and divide sums of money and record, eg competing financial transactions, calculating benefits or entitlements

● to read, measure and record time in common date formats and in the12-hour and 24-hour clock

● to read, estimate, measure and compare length, distance, weight,capacity, time and temperature using common units and instruments,eg distances in road maps and mileage charts, scales to the nearestlabelled or unlabelled division

● to calculate within the same system by:– adding and subtracting common units of measure – converting units of measure in the same system, eg 70 minutes is

1 hour 10 minutes, 250cm is 2.5m● to work out the perimeter of simple shapes● to work out the area of rectangles● to work out simple volume, eg cuboids

use data and statistical measures ● to extract and interpret information, eg in tables, diagrams, charts

and line graphs● to collect, organise and represent discrete data, eg in tables, charts,

diagrams and line graphs● to find the arithmetical average (mean) or range for a set of data

use shape and space● to solve problems using the mathematical properties of regular 2-D

shapes, eg tessellation or symmetry● to draw 2-D shapes in different orientations using grids,

eg in diagrams or plans

use probability● to show that some events are more likely to occur than others● to express the likelihood of an event using fractions, decimals

and percentages with the probability scale of 0 to 1

use electronic or mechanical aids ● to change a fraction to a decimal● to solve a problem with a calculator● to calculate efficiently using whole numbers, fractions,

decimals, percentages● to check calculations

An adult will be expected to:● use whole numbers, common fractions, decimals and percentages

to present results● use common measures and units of measure to define quantities ● use tables, charts, diagrams and line graphs to present results,

eg for amounts, sizes and scales● use approximation to corroborate results● select and use suitable methods and forms to present and

describe outcomes

Interpreting results and communicating mathematical information

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Glossary

This glossary has been produced toensure that curriculum developers,qualification designers andpractitioners understand theintended meaning of vocabularyused in the standards.

Plain English is used throughout,although some technical expressionsand terms have been used to ensurethat the standards include anappropriate level of detail andprecision.

The glossary has three sections,literacy, numeracy and ICT, whereexpressions and terms are listed in alphabetical order.

The explanations of the expressionsand terms have drawn extensivelyon similar glossaries produced forthe frameworks listed earlier in thisbooklet. Using commoninterpretations for these expressionsand terms will help to bringconsistency and coherence to workin English / literacy/communication,mathematics /numeracy/applicationof number.

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agreement (or concord): in somecases the form of a verb changesaccording to its subject, so the verband subject ‘agree’, eg I am/he is/theyare; I was/you were; I like/she likes, I don’t/he doesn’t.

appropriate: describes a text, word,utterance or style that is suitablyphrased for its intended audience andform. Appropriate accepts that differentcontexts require different treatmentsand is in this respect to be differentiatedfrom ‘correct’, which is more concernedwith the right grammatical formulationof an expression.

audience: the people addressed by a text. The term includes listeners,readers of text, film/TV audiences andusers of information technology.

chronological: an adjective thatdescribes writing, organised in terms of sequences of events across time.

common: use of words, patterns ofspelling and grammatical constructionsthat occur frequently.

complex information: materialscontaining complex informationpresent a number of ideas, some ofwhich may be abstract, detailed orrequire learners to deal with sensitiveissues. In such material, the relationshipof ideas and the lines of reasoning maynot be immediately clear, and specialisedvocabulary and complicated sentencestructures may be used.

decode: to translate the visual code ofthe letters into a word.

descriptive: defines text that attemptsto describe an event, a process or astate without passing judgement on it,or offering an explanation of it.Because of its concern to convey anexperience as accurately as possible,descriptive text often makes greater use

of adjectives and figurative languagethan other forms of writing.

detailed reading: indicates a form ofreading that is at the opposite end ofthe spectrum from skimming orscanning. Detailed reading involvescareful reading in order to extractspecific information, but also to gain acomplete understanding of the text’sintentions and the way in whichlanguage choice and syntax combine toproduce a particular message.

everyday: an adjective used to describetext, language and situations that arethe daily experience of most people.

explanatory: an adjective used todescribe text written to explain how orwhy something happens. Explanatorytext tends to use connectives expressingcause and effect, eg so, therefore, as aresult and time, eg later, meanwhile,and the passive voice, eg tax is usuallydeducted at source, more than manyother forms of text.

familiar: describes contexts, situations,sources, topics or words of which thelearner has some prior knowledge orexperience.

formal: depicts a style of languagewhere the choice of words, syntax andaddress is determined by a distancefrom the audience, which may bedictated by the context, eg a letter ofapplication, official documents, or theresult of a lack of knowledge of thisaudience. Formal language tends to becharacterised by more elaborategrammatical structures and by longerand more conservative vocabulary, eg receive rather than get, gratuityrather than tip.

format: the way in which a text isarranged or presented, eg as a book,leaflet, essay, video, audiotape or theway in which it is structured, eg the

use made of headings, subheadings,diagrams/photographs with captions.

gist: the main point or idea of a text.Reading for gist is therefore reading foridentification of the main point only.

grammar: the conventions that governthe relationships between words in anylanguage, including the study of wordorder and changes in words. Study ofgrammar enhances both reading andwriting skills and supports effectivecommunication.

graphic knowledge: the ability tounderstand the key features of theEnglish writing system, including thebasic shape of the letters, the pluralform of nouns, spelling patterns inverb endings, the difference betweenupper and lower case, etc. At its morecomplicated, this term may also be usedto show understanding of the otherfeatures, typographical or visual, of atext that holds a clue to its meaning.

high frequency words: words thatoccur frequently; someone who isunable to recognise or use these wordswill therefore be at a disadvantage. A number of attempts have been made(notably by Dolch) to identify thosewords that learners most need to acquirein order to advance their learning.

informal: depicts a style of languagewhere choices of words, grammaticalconstruction and address aredetermined by a connection with theaudience which may be actual orsought. Informal language tends to bemore colloquial and familiar thanformal language, to use less technicalor complex vocabulary and to havesimple grammatical structures.

instructional: describes text written tohelp readers achieve certain goals, egrecipes, vehicle repair manuals, self-assembly instructions. Instructionaltext tends to use imperative verbs often

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placed at the beginning of sentences toform a series of commands, and time-related connectives.

key words: the words that carry thesubstance of a phrase or the meaningof a sentence. Identifying the keywords of a text is therefore a means ofunderstanding its gist. The term is alsoapplied to those words in any subjectthat, it is considered, learners have tounderstand if they are to progress.

limited, meaningful vocabulary: a person with a limited, meaningfulvocabulary is able to recognise and usea restricted number of words only, butthese words are important for thatperson to function effectively in theireveryday and working lives.

medium: the way in which language istransmitted from one person, or anagency, to another. The three basicmedia of language are phonic (speech),graphic (writing) and signing (signlanguage for hearing impaired people).The term is also used to denote meansof communication, eg television,telephone, film, radio, computer, press.

narrative: describes text that retellsevents, often in chronological sequence.Narrative text may be purely fictional,it may include some information, or itmay be in prose or poetic form.

organisational features (of text):refers to those aspects of the visualdisplay of text that give a clue to itsstatus and to its relation to other piecesof text. Such features include: contentspages, chapter headings and othersubheadings, bullet-point lists, captionsto photographs and illustrations, textpresented in special display boxes,tables, footnotes, indexes, etc.

personal key words: refers to thosewords that are important to learners interms of their daily lives. No twopeople’s personal key words will beexactly the same, since they willinclude the person’s address, the namesof family members, employer’s nameand address, and so on.

persuasive: describes a text that aimsto persuade the reader. A continuous,persuasive text typically consists of a

statement of the viewpoint, argumentsand evidence for this thesis, possiblysome arguments and evidencesupporting a different view and a finalsummary or recommendation. Othertypes of persuasive texts, egadvertisements, use a combination oftextual features including words,sounds and images, together withintertextual knowledge, in order topersuade.

phonic: relates to vocal, or speech,sounds. As a plural noun, phonicsdenotes a method of teaching readingand spelling that is based on establishingthe link between the sound of a wordand its graphical representation.

regular: an adjective used to describewords, typically verbs and nouns, thatconform to general rules. It is possibleto predict the plural form of a regularnoun, or the simple past and pastparticiple form of a regular verb; it isnot possible to do so with irregularnouns and verbs.

repeated language patterns: aphrase to describe the repetition ofvocabulary and the recurrence ofstructural features in grammar andspelling that enable the learner to make accurate predictions about thesound and sense of words andconstructions, and therefore obtainmeaning from text.

scan: to look over a text very quickly,trying to find information by locatingkey words.

short: denotes words, sentences andtexts of such a length as to beaccessible to learners and to enablethem to experience a sense ofachievement at having successfullydecoded them. Short and long are termswhich are also applied to vowel sounds.

sight vocabulary: words that a learnerrecognises on sight without having todecode them or work them out.

simple: when applied to narrative,words, sentences, or an adjective thatindicates a basic, uncomplicatedstructure. A simple sentence structure,for example, follows the standardpattern of subject, verb (and, optionally,

object); a simple narrative will follow achronological sequence and be toldfrom one viewpoint only.

skim: to read to get an initial overviewof the subject matter and main ideas ofa passage.

straightforward: describes subjectsand materials that learners often meetin their work, studies or otheractivities. Straightforward content isput across in a direct way with themain points easily identifiable; usuallythe sentence structures of such texts aresimple and learners will be familiarwith the vocabulary.

structure: the way in which letters arebuilt up into words, words built upinto sentences and sentences built upinto paragraphs, etc. Learners usestructural features to process newwords, eg by recognising that the suffix‘ly’ usually indicates an adverb, or thatthe prefix ‘re’ will convey the sense of‘again’, new constructions, eg thatinitial speech marks are likely toindicate the start of somethingsomebody said, that an exclamationmark denotes a rise in volume oremotion, and new forms oforganisation, eg a new paragraph willintroduce a new idea, a new time, orperhaps a new viewpoint.

technical vocabulary: words thathave a particular meaning that dependson the (usually, working) context inwhich they are used.

text: words (and images) that areorganised to communicate. Texts vary in form, purpose andlength, eg from a personal list to anadvertisement (on screen, in print), from a set of instructions (by phone, at the workplace) to a magazinefeature or a fictional short story.

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approximation: a result that is notexact but sufficiently close to be usefulin a practical context. Verb: approximate Adverb: approximately

average: sometimes usedsynonymously with arithmetic ‘mean’.More widely, measures of averageinclude mean, median and mode.

bar chart: a particular form ofrepresentation of data. Frequencies arerepresented by bars of equal widthwhere the lengths are proportional tothe frequencies. The bars may bepresented vertically or horizontally.

block graph: a particular form ofrepresentation of grouped data. In itssimplest form, where the class intervalsare equal and rectangles have bases ofthe same size, the block graph can beconsidered as a bar chart and thelength of each rectangle represents thetotal in each class.

calculate efficiently: use knowledgeof number systems and operations, eg use multiplication rather thanrepeated addition. In the context ofusing tools use available operationsand functions, eg memory and constantfunctions on a calculator, and the sumformula in a spreadsheet for a range ofcells, rather than the addition ofindividual cells.

capacity: volume, ie a measure inthree-dimensional space, applied toliquids, materials that can be poured orcontainers. Units include cubiccentimetres (cm3), cubic metres (m3).Note: a litre is 1000cm3 (the volume of1 kg of water).

combined events: a set ofindependent events with a singleoutcome. An independent event doesnot influence a subsequent event, eg one throw of a die does notinfluence a second throw. Two throws

of a die is a combined event with 36 possible outcomes (6 x 6). The probability of throwing two sixes is 1/36.

common: an adjective used to describeunits, instruments, measures, dateformats, etc that are widely used ineveryday life in non-specialist contexts.

continuous data: data resulting frommeasurement (eg length, temperature).Continuous data can take any valuebetween two values and can only bemeasured approximately to a certaindegree of accuracy. Continuous dataare usually represented by a line.

data: information of a quantitativenature consisting of counts ormeasurements. Where they refer toitems or events that are separate andcan be counted, the data are discrete.Where they refer to quantities such aslength or capacity that are measured, thedata are continuous. Singular: datum.

discrete data: data resulting from acount of separate items or events, eg number of people.

distribution: in recording data, theway in which values in the set ofobservations are arranged.

electronic or mechanical aid: a tool for calculating, eg a calculator,spreadsheet.

estimate: to arrive at a rough answerby calculating with suitableapproximations for numbers or, inmeasurement, by using previousexperience.

evaluate (an expression): to workout the value of an expression whennumbers have been substituted forvariables.

event: used in probability to describethe outcome of an action or happening.

everyday: an adjective used todescribe numbers, measures, units,instruments, etc that fall within thedaily lived experience of most peoplein non-specialist contexts.

expression: a mathematical statementinvolving variables written in wordsor symbols, eg length x width, a x b(or ab).

familiar: describes contexts, situations,numbers, measures, instruments, etc ofwhich the learner has some priorknowledge or experience.

formula: any identity, general rule ormathematical law. Plural: formulae.

frequency table: a table for a set ofobservations showing how frequentlyeach event or quantity occurs.

grouped data: observed data arisingfrom counts and grouped into non-overlapping intervals, eg number ofpeople in different age-groups withintervals 0–9, 10–19, 20–29, 30–39, 40–49, etc.

inverse operations: operations that,when they are combined, leave theentity on which they operateunchanged, eg addition andsubtraction are inverse operations (eg 5 + 6 - 6 = 5); multiplication anddivision are inverse operations (eg (6 x 10)/10 = 6).

line graph: a diagram showing arelationship between two variables.

mean: a type of average. Thearithmetic mean is the sum ofquantities divided by the number ofthem, eg the arithmetic mean of 5, 6,14, 15 and 45 is (5 + 6 + 14 + 15 + 45)/ 5 = 17.

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median: a type of average. Themedian is the middle number or valuewhen all are arranged in ascendingorder, eg the median of 5, 6, 14, 15and 44 is 14. Where there are an evennumber of values, the arithmetic mean.of the two middle values is calculated,eg the median of 5, 6, 7, 8, 14 and 44is (7 + 8) / 2 = 7.5.

mode: a measure of average – the mostfrequently occurring in a set of data.

number bond: a pair of numbers witha particular total, eg number bonds toten, all pair of numbers with the total 10.

pictogram: a particular form of representation of data. Suitablepictures/symbols/icons are used torepresent objects. For large numbersone symbol may represent a number of objects and a part symbol thenrepresents a rough proportion of thenumber.

pie-chart: a particular form ofpresentation of data. A circle is dividedinto regions. The frequency or amountof each quantity is proportional to theangle at the centre of the circle.

probability: the likelihood of an eventhappening. Probability is expressed ona scale from 0 to 1. Where an eventcannot happen, its probability is 0 andwhere it is certain its probability is 1.The probability of scoring 1 with a fairdie is 1/6.

property: any attribute, eg oneproperty of a square is that all sidesare equal.

quadrilateral: a polygon with foursides and four interior angles.

range: a measure of spread instatistics. The difference between thegreatest and the least in a set ofnumerical data.

ratio: a comparison of quantities of thesame kind, written a:b, eg a mixturemade up of two ingredients in the ratio3:1 is 3 parts of the first ingredient to 1 part of the second; the first ingredientmakes up 3/4 of the total mixture, thesecond makes up 1/4 of the total.

regular: a polygon is a regular polygonif all the sides are equal and all theinternal angles are equal.

round (verb): to express a number ormeasurement to a required degree ofaccuracy, eg 543 rounded to thenearest 10 is 540.

sequence: a succession of termsformed according to a rule. There is adefinite relation between one term andthe next and between each term and itsposition in the sequence, eg 1, 4, 9, 16,25, etc.

simple: an adjective applied tonumbers, information, diagrams, chartsetc that make limited demands on thelearner, eg small whole numbers,numbers that are easier to work with(eg multiples of 2, 5 10, 100),uncomplicated representations oflimited amounts of data, etc.

standard unit: units that are agreedthroughout a community, eg the metreis a standard unit of length. Non-standard units are not widely agreed.

straightforward: describesinformation, subjects and materialsthat learners often meet in their work,studies or other activities.

substitute: to assign a value to avariable.

symbol: a letter, numeral or othermark that represents a number, anoperation or another mathematicalidea, eg V (Roman symbol for five), > (is greater than).

system (of measure): an agreed systemof measure in which units are definedand are in a fixed relationship to eachother.

table: an orderly arrangement ofinformation, numbers or letters,usually in rows and columns.

tally: make marks to represent objectscounted.

tolerance: acceptable variation inmeasurement.

unit fraction: a fraction that has 1 asthe numerator and whose denominatoris a non-zero integer, eg 1/2, 1/3.

volume: a measure in three-dimensional space. Measured in cubes,eg cubic centimetres (cm3), cubicmetres (m3).

weight: the force with which a body isattracted towards the earth’s centre. Innon-scientific contexts, often usedsynonymously with mass (thoughtechnically different). Metric unitsinclude kilograms (kg) and grams (g).

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address book: Electronic list of emailaddresses usually held within the emailsoftware

alignment: Placing of pictures, text,cell contents to the left, right or centreof a given space, or full alignment orjustification which spaces text to give astraight right hand edge as well as lefthand, as in a book

attachment: A file which is attachedto an email by the sender and can beread by the recipient

audience: The person or people forwhom the work (eg information,presentation, poster) is designed

bookmark: Link to a web page whichthe user wants to be able to return toquickly and easily. These are stored onthe user’s computer so that they arereadily available

broadband: The term has come to beused for any kind of Internetconnection with a download speed ofmore than 56 kbps

browser: A program which allows aperson to read hypertext. The browsergives some means of viewing thecontents of nodes (or “pages”) and ofnavigating from one node to another.

bullet: A dot or other mark, forexample an arrow head at the start ofa line of text

cell range: In a spreadsheet a cellrange is a rectangular area of cells, forexample A3:B5 includes all the cells A3A4 A5 B3 B4 B5

cell reference : The letters andnumbers which identify a cell in aspreadsheet, for example C5 is the 5th

cell down in column C.

chart: Frequently used to mean graph:bar chart, pie chart

clip art: Pictures, often cartoons whichare provided with software or on theinternet and can be used

crop: Reduce the size of an image bycutting parts from the edges currency1 applied to information – whetherinformation is up to date, current

2 applied to numeric data – in formatof, for example, £, , $ data labelInformation attached to a point on agraph/chart giving the value at thatpoint

database: Large amount ofinformation, normally structured inrecords (q.v)

device: Piece of electronic hardware,for example printer, screen, PDA

dialogue box: Window on screenwhich gives a message and requires aresponse from the user

drag and drop: A way of editing(within a document) or organising fileswithin folders which requires the userto select an item with the mouse, andpull it to another location

email: Messages automatically passedfrom one computer user to another,often through computer networksand/or via modems over telephonelines

field: In a database: this is one piece ofinformation about the subjects of thedatabase, for example, people’sforenames, surnames, birthdays andtelephone numbers might be fields in acontacts list

filter: In a database or spreadsheet:remove data which is not required

font: Typeface, for example, TimesNew Roman, Monotype Corsiva,Verdana

footer: Information which occurs atthe foot of each page of a document orsection, for example, page number,author, file name, date

function: In a spreadsheet: somemathematical and logical formulas areavailable ready made, for example,AVERAGE and SUM

graphics: Images of any kind:photographs, scanned images, pictures,graphs

header: Information which occurs atthe head of each page of a documentor section, for title, page number,chapter number

hyperlink: A clickable point on screenwhich leads to another location, forexample another web page.

icon: Small representative image used,for example, for information, tools (ona toolbar), folders

indent: Move text in from margin

input: Enter information into acomputer system

interface: A boundary across whichtwo systems communicate. An interfacemight be a hardware connector used tolink other devices, or it might be ascreen display used to allowcommunication between the user andthe computer.

internet: World wide network ofcomputers allowing globalcommunication and informationsharing

intranet: Any network which providessimilar services within an organisationto those provided by the Internetoutside it but which is not necessarilyconnected to the Internet.

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ISP: Internet Service Provider: companyproviding the user with access to theinternet

landscape: Orientation of page so thatthe long edges are at the top andbottom (cf portrait)

legend: The key on a graph or chart(American usage now prevalent in UK)

link: See hyperlink

logical operator: When searching adatabase or the internet for exclude orinclude words in a search using AND,OR, NOT, for example “King Charles”NOT spaniels to find informationabout a monarch not dogs

mailbox: Location where email is held

margin: White space at the edge of adocument

maximise: the middle of these threeboxes which when clicked allows thewindow to fill the screen

menu: List of options to choose from,often a pull-down menu, where a clickon the tool bar will reveal a range ofactions, for example, the File menuwill allow saving and printing

merge cells: In a spreadsheet or table,two or more adjacent cells may be puttogether: in a spreadsheet, theinformation in all but one cell will belost; in a table, the information iscombined

minimise: the left hand of these boxesallows the window to be reduced to aheading, while still remaining open

mouse: Small hand held point andclick device used to select on screeninformation or locations. Clickingmay have a number of actions,depending on the software being used

navigate: Move from one location inthe internet to another using linksoption button: In a dialogue box oron a web page there may be optionbuttons offering a choice of ‘back’ and‘next’ or ‘yes’ and ‘no’, for example

output: The results of a computerprocess, for example, information onthe screen or on paper

PDA: Personal digital assistant: smallhand held electronic organiser

PIN: Personal identification number:the secret number, known only to theuser which allows access to, forexample, a bank cash machine orsecurity system

portrait: Orientation of page so thatthe long edges are at the sides (cflandscape)

primary key: The key field, selected asbeing most important for identifying abody of information (an entity, objector record).

print queue: The documents waitingto be printed

query: In a database: a formalisedsearch for information

record: In a database: all theinformation which is held about oneperson place or thing

relational operator: Mathematicaloperators which compare one piece ofinformation to another, for example, >(greater than), < (less than),

replicate: Often used in a spreadsheet:to copy, for example, a formula, intoseveral other cells

screen resolution: the number ofpixels that can be displayed on a screenexpressed as (number of horizontalpixels) x (number of vertical pixels),i.e., 1024x768. The ratio of horizontalto vertical resolution is usually 4:3, thesame as that of conventional televisionsets

scroll: To move up, down or sidewayson a screen display, often using a baron the left or at the bottom of the openwindow, or using the centre button ofa three button mouse

search engine: A program on theinternet that lets you do keywordsearches for information on theInternet. There are several types ofsearch engine; the search may covertitles of documents, URLs, headers, orthe full text.

split cell: In a table: a single cell canbe divided into several cells

spreadsheet: A type of applicationprogram which manipulates numericaland string data in rows and columns ofcells.

style: In text formatting: examples arebold, italic, underlined

submenu: A menu (QV) which can beopened from another menu

table: A rectangular array of cells,usually in a word processing document

text message: A message sent bymobile phone

text wrapping: Allowing text to flowround, for example, a graphic

toolbar: An area of the screen, often atthe top of a document, where there areicons which have various actions

touch screen: A screen which can beactivated by touching it with a fingeror other pointer. Most PDAs work onthis principal

web address: The name, usuallystarting http:// which identifies a webpage

web browser: The program whichallows the user to see web pages

wildcard: A * or ? indicating that acharacter or characters are missingfrom a search, for example, searchingfor Jan* in a personal database wouldshow Jane, Janet etc

window: An area of the screen inwhich the user can work or respond

listen and respondto spoken language, including simplenarratives, statements, questions andsingle-step instructions

listen and respond to spoken language, includingstraightforward information, shortnarratives, explanations and instructions

speak to communicatebasic information, feelings and opinionson familiar topics

speak to communicateinformation, feelings and opinions onfamiliar topics

engage in discussionwith another person in a familiarsituation about familiar topics

engage in discussionwith one or more people in a familiarsituation to establish sharedunderstanding about familiar topics

read and understandshort texts with repeated languagepatterns on familiar topics

read and understandshort straightforward texts on familiartopics

read and obtain informationfor common signs and symbols

read and obtain informationfrom short documents, familiar sourcesand signs and symbols

write to communicateinformation to an intended audience

write to communicateinformation with some awareness ofthe intended audience

Entry level

Entry 1 Entry 2

Speaking and listening

At this level, adults can:

Speaking and listening

At this level, adults can:

Reading

At this level, adults can:

Reading

At this level, adults can:

Writing

At this level, adults can:

Writing

At this level, adults can:

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listen and respondto spoken language, includingstraightforward information andnarratives, and follow straightforwardexplanations and instructions, bothface-to-face and on the telephone

listen and respondto spoken language, includinginformation and narratives, and followexplanations and instructions ofvarying lengths, adapting response tospeaker, medium and context

listen and respondto spoken language, including extendedinformation and narratives, and followdetailed explanations and multi-stepinstructions of varying length, adaptingresponse to speaker, medium and context

speak to communicateinformation, feelings and opinions on familiar topics, using appropriateformality, both face-to-face and onthe telephone

speak to communicateinformation, ideas and opinionsadapting speech and content to takeaccount of the listener(s) and medium

speak to communicatestraightforward and detailedinformation, ideas and opinions clearly,adapting speech and content to takeaccount of the listener(s), mediumpurpose and situation

engage in discussionwith one or more people in a familiarsituation, making relevant points andresponding to what others say to reach ashared understanding about familiartopics

engage in discussionwith one or more people in familiar andunfamiliar situations, making clear andrelevant contributions that respond towhat others say and produce a sharedunderstanding about different topics

engage in discussionwith one or more people in a varietyof different situations, making clearand effective contributions thatproduce outcomes appropriate topurpose and topic

read and understandshort, straightforward texts on familiartopics accurately and independently

read and understandstraightforward texts of varying lengthon a variety of topics accurately andindependently

read and understanda range of texts of varying complexity,accurately and independently

read and obtain informationfrom everyday sources

read and obtain informationfrom different sources

read and obtain informationof varying length and detail fromdifferent sources

write to communicateinformation and opinions with someadaptation to the intended audience

write to communicateinformation, ideas and opinions clearlyusing length, format and styleappropriate to purpose and audience

write to communicateinformation, ideas and opinions clearlyand effectively, using length, formatand style appropriate to purpose,content and audience

Entry 3

Level 1 Level 2

Speaking and listening

At this level, adults can:

Speaking and listening

At this level, adults can:

Speaking and listening

At this level, adults can:

Reading

At this level, adults can:

Reading

At this level, adults can:

Reading

At this level, adults can:

Writing

At this level, adults can

Writing

At this level, adults can:

Writing

At this level, adults can:

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read and understandinformation given by numbers andsymbols in simple graphical, numericaland written material

read and understandinformation given by numbers, symbols,simple diagrams and charts in graphical,numerical and written material

specify and describea practical problem or task usingnumbers and measures

specify and describea practical problem or task usingnumbers, measures and simple shapesto record essential information

present and explain resultswhich show an understanding of theintended purpose using appropriatenumbers, measures, objects or pictures

present and explain resultswhich meet the intended purpose usingappropriate numbers, simple diagramsand symbols

Entry level

Entry 1 Entry 2

Understanding and usingmathematical information

At this level, adults can:

Understanding and usingmathematical information

At this level, adults can:

Calculating and manipulatingmathematical information

At this level, adults can:

Calculating and manipulatingmathematical information

At this level, adults can:

Interpreting results and communicatingmathematical information

At this level, adults can:

Interpreting results and communicatingmathematical information

At this level, adults can:

generate resultswhich make sense and use givenmethods and given checking proceduresappropriate to the specified purpose

generate resultsto a given level of accuracy using givenmethods and given checking proceduresappropriate to the specified purpose

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read and understandinformation given by numbers,symbols, diagrams and charts used fordifferent purposes and in differentways in graphical, numerical andwritten material

read and understandstraightforward mathematicalinformation used for different purposesand independently select relevantinformation from given graphical,numerical and written material

read and understandmathematical information used fordifferent purposes and independentlyselect and compare relevant informationfrom a variety of graphical, numericaland written material

specify and describea practical problem or task usingnumbers, measures and diagrams tocollect and record relevant information

specify and describea practical activity, problem or taskusing mathematical information andlanguage to make accurate observationsand identify suitable calculations toachieve an appropriate outcome

specify and describea practical activity, problem or taskusing mathematical information andlanguage to increase understanding andselect appropriate methods for carryingthrough a substantial activity

present and explain resultswhich meet the intended purpose usingappropriate numbers, diagrams, chartsand symbols

present and explain resultswhich meet the intended purpose usingan appropriate format to a given levelof accuracy

present and explain resultsclearly and accurately using numerical,graphical and written formatsappropriate to purpose, findings andaudience

Entry 3

Level 1 Level 2

Understanding and usingmathematical information

At this level, adults can:

Understanding and usingmathematical information

At this level, adults can:

Understanding and usingmathematical information

At this level, adults can:

Calculating and manipulatingmathematical information

At this level, adults can:

Calculating and manipulatingmathematical information

At this level, adults can:

Calculating and manipulatingmathematical information

At this level, adults can:

Interpreting results and communicatingmathematical information

At this level, adults can:

Interpreting results and communicatingmathematical information

At this level, adults can:

Interpreting results and communicatingmathematical information

At this level, adults can:

generate resultsto a given level of accuracy using givenmethods, measures and checkingprocedures appropriate to the specifiedpurpose

generate resultsto a given level of accuracy usingmethods, measures and checkingprocedures appropriate to the specifiedpurpose

generate resultsto an appropriate level of accuracyusing methods, measures and checkingprocedures appropriate to the specifiedpurpose

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Entry level

Entry 1 Entry 2

Follow recommended safe practices Follow recommended safe practicesand keep access information secure

Enter and edit simple information Enter and edit small amounts ofinformation for a simple purpose

Submit information to achieve apurpose

Present information for a purpose

Receive ICT based communication Use ICT to communicate

Get information from an ICT basedsource

Find information from an ICTbased source

Recognise sources of information Use appropriate sources ofinformation

Developing and presentinginformation

Developing and presentinginformation

Interact with ICT for a purpose Interact with and use ICT for apurpose

Finding and ExchangingInformation

Finding and ExchangingInformation

ICT progression

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Entry 3

Level 1

Follow safe practices and keepinformation secure

Follow safety and securityprocedures

Follow recommended safety andsecurity practices and manageinformation storage efficiently

Enter and develop information tosuit purpose, in the form ofa textb imagesc numbers

Enter, organise, develop, formatand bring together information tosuit content and purpose, in theform ofa text and tablesb imagesc numbersd records

Enter, organise, develop, formatand bring together information tosuit content and purpose, in theform ofa text and tablesb imagesc numbersd records

Present information in ways thatare fit for purpose

Present information in ways thatare fit for purpose and audience

Identify different methods ofpresenting information in a varietyof ways and evaluate fitness forpurpose

Access and use ICT tocommunicate

Access and use ICT tocommunicate and exchangeinformation

Access and use ICT tocommunicate and exchangeinformation, including storage ofmessages and address lists

Select and use ICT-basedinformation that matchesrequirements

Access, search for, select andrecord ICT-based information thatis fit for purpose

Access, search for, select anddevelop ICT-based information andevaluate its fitness for purpose

Select and use appropriate sourcesof information

Select and use appropriate sourcesof information for a variety ofpurposes

Considering the informationrequired for a more complex task,select and use appropriate sourcesof information 3

Developing and presentinginformation

Developing and presentinginformation

Developing and presentinginformation

Interact with and use an ICTsystem to meet needs

Interact with and use ICT systemsindependently to meet needs

Select, interact with and use ICTsystems independently to meetneeds

Finding and ExchangingInformation

Finding and ExchangingInformation

Finding and ExchangingInformation

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Level 2

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