Qualification Specification LASER Functional Skills Mathematics Level 1 and Level 2 Ofqual Qualification Numbers: LASER Functional Skills Qualification in Mathematics at Level 1 600/7164/3 LASER Functional Skills Qualification in Mathematics at Level 2 Coming soon Qualifications Review Date: 31 st May 2015 Dec 2012 Version
Laser Learning Awards Laser Learning Awards promotes, develops, accredits and quality assures courses and qualifications at all levels of education and training. It is approved by Ofqual to provide Functional Skills and qualifications in the QCF and is licensed by the Quality Assurance Agency for Higher Education to award the Access to HE Diploma. Our service is tailored to meet the needs of our registered centres. Working together, we aim to provide innovative solutions to a wide range of learning and training needs. We provide support for a complete and cost effective accreditation service, including centre approval, curriculum and qualifications advice & guidance and administrative support for learner registrations and awards, including certification. We promote widening participation, social inclusion, employer engagement and lifetime learning for all. We support flexible, responsive and quality assured learning opportunities in a wide range of contexts, including at work, in the community, in the classroom and through distance and e-learning. Functional Skills are the practical skills in English, Mathematics and Information and Communication Technology (ICT) that allow individuals to work confidently, effectively and independently in life. The LASER Level 1 and Level 2 Qualifications in Functional Skills are qualifications developed under the QCDA Functional Skills programme, which is available in England only. The qualifications are designed to develop and assess Functional Skills at Level 1 and Level 2 as determined by the Functional Skills criteria. They are available to centres in further education, adult and community learning, schools and the justice system. Page 2 of 18
Table of Contents 1. About the Functional Skills Qualifications... 4 1.1 Introduction... 4 1.2 Functional Skills Criteria... 5 2. Offering the Qualification... 6 2.1 Aims and Objectives... 6 2.2 Embedding Functional Skills... 6 2.3 Tutor Qualifications... 6 2.4 Target Group and Restrictions on Learner Entry... 6 2.5 Achieving the Qualification... 6 2.6 Guided Learning Hours... 6 2.7 Language Requirements... 6 2.8 Progression Opportunities... 7 2.9 Recommended Prior Learning... 7 3. How the Qualifications will be Assessed... 8 3.1 Overview of the Assessments... 8 3.2 Qualifications Content... 8 3.3 Level 1 Assessments... 9 3.4 Level 2 Assessments... 9 3.5 Outline of Assessment Procedure... 9 3.6 Completion of the Assessment Process... 10 3.7 Marking Assessments... 10 3.8 Results and Certification... 10 4. Special Arrangements... 11 4.1 Introduction for Learners with Particular Requirements... 11 4.2 Functional Skills in Mathematics... 11 5. Quality Assurance of the Qualifications... 12 5.1 General Information... 12 5.2 Standardisation... 12 APPENDIX 1... 13 Functional Skills Criteria in Mathematics... 13 Mathematics Level 1... 13 Mathematics Level 2... 14 APPENDIX 2 Qualification Application Form (FS1)... 15 Appendix 3 - Qualification Summary Sheet... 17 Page 3 of 18
1. About the Functional Skills Qualifications 1.1 Introduction Functional Skills are practical skills in: English Information and Communication Technology (ICT) Mathematics These qualifications are designed for a wide range of learners, from young people involved in GCSEs in schools to adults on learning programmes helping them find and progress in work. They will be available as an integral part of the new Diplomas, Foundation Learning and Apprenticeships as well as standalone qualifications. Functional Skills Qualification Guide for Centres Functional Skills Achievement is determined by learners taking an end assessment to establish their competence in the Functional Skills subjects; English, Maths or ICT. It is important learners are prepared before attempting an end assessment. This preparation should include study time tailored to learners individual needs, and robust teaching and learning matched to the Functional Skills Standards (QADA November 2009). Tutors need to understand what is required for a learner to operate functionally and achieve the criteria before the learner is put forward for an end assessment (see the subjects Functional Skills Standards for the particular level). Tutors should begin by doing an initial diagnostic assessment of the learner. Initial Diagnostic Assessment This should be carried out with learners at the start of their Functional Skills programme of learning for each subject, to establish their starting point. This helps the tutor to: (a) identify the learners strengths and weaknesses (b) highlight their needs in the subject area being tested (c) choose appropriate teaching and learning strategies for learners (d) set targets when deciding what subjects and level learners should attempt (e) plan the teaching time (f) understand the learners readiness for being put forward for assessment (g) put together the learners profile which might be spikey - where learners have higher skills in some areas compared to others. Initial diagnostic assessment can include all, or some of these: Assessment tool Examples and uses Documents and Evidence of previous learning and achievements records References Academic and non-academic Self-assessment The learner expresses their thoughts and views, which helps to establish realistic goals and identify any misconceptions Discussions and Helps tutors and learners to understand each other s needs, expectations interviews and ways of working. Especially useful when tutor and learners are from different backgrounds and cultures Assessment tools Important in objective setting and diagnostic assessment of functional skills Page 4 of 18
Diagnostic tools Tutor observation Structured group or individual activities Useful to assess occupational skills, learning difficulties and disabilities See how a learner works independently and with others, how they think and apply their knowledge, their level of confidence and willingness to ask for help. Introduce learners to new aspects of learning and test their coping strategies Diagnostic assessments can be done throughout the programme to check if learning has taken place and the learners needs are being met. These may also identify gaps in knowledge and learning that may still exist after teaching and learning has taken place. Planning the teaching and learning : Tutors must be given guidance in planning the teaching and learning before they teach Functional Skills courses because they are different to Skills for Life and GCSEs qualifications. There are many tools to help with this and useful websites with free material which can be tailored to learners needs. LASER also offers training and assistance in the planning of the teaching and learning for Functional Skills delivery. End Assessment Only individuals nominated by the centre will be responsible for downloading and handling assessments. Delivery tutors must not see assessments before teaching and learning takes place nor include the assessment questions in their teaching and learning. LASER guidance on the accessibility of the Functional Skills Assessments and the security arrangements must be followed. LASER can also give tutors guidance for the English: Speaking and Listening assessments as these are internally assessed and marked. Learners who fail their end assessment must have more teaching and learning before sitting a new end assessment. This can include more diagnostic assessment. The centre s Functional Skills Co-ordinator is responsible for ensuring there is appropriate teaching and learning and that all tutors understand the requirements for Functional Skills delivery and assessment. 1.2 Functional Skills Criteria Functional Skills criteria are available for English, Mathematics and ICT at Entry 1, Entry 2, Entry 3, Level 1 and Level 2. The criteria determine the knowledge and skills proficiency required by learners at each level. They are designed to provide a framework for assessment and to be sufficiently flexible to be interpreted in a variety of contexts, for example in school and workplace settings, and by a range of users. See Appendix 1 for details of the criteria for the Functional Skills qualification in Mathematics at Level 1 and Level 2. Page 5 of 18
2. Offering the Qualification 2.1 Aims and Objectives The qualification is designed to assess Functional Skills in Mathematics at Level 1 and Level 2 as determined by the Functional Skills criteria. The aim of the Functional Skills criteria in Mathematics is to equip learners with the skills and confidence to apply, combine and adapt their mathematics knowledge and skills to new situations in life and work in a range of contexts and for various purposes. They are concerned with developing and recognising the ability of learners to apply and transfer skills. The assessments, therefore, focus on functionality and the application of skills. The qualifications require learners successfully to achieve externally set summative assessment tasks. Learners can take these when they have undergone a teaching and learning programme that covers the skills criteria in their entirety at either Level 1 or Level 2 and have developed the appropriate skills ready for assessment. 2.2 Embedding Functional Skills The qualifications can be delivered on a standalone basis or embedded into vocational or other qualifications. The Functional Skills Qualification in Mathematics at Level 1 and Level 2 assessment is taken when the learner has developed the appropriate skills following a relevant teaching and learning programme. The assessment could be used alongside other provision. Embedded teaching and learning combines the development of literacy, language and numeracy with vocational, ICT or other skills. Using this approach, learners can achieve a Functional Skills Level 1 or Level 2 qualification as well as the vocational or other qualification. 2.3 Tutor Qualifications The qualification is designed to be open to as many people as possible to support learners to operate effectively in their work, communities and adult life. Tutors can, therefore, be from a nontraditional teaching background. LASER however recommends tutors, assessors, internal verifiers and quality reviewers are experienced numeracy or mathematics practitioners with a clear understanding of the mathematics and/or the numeracy curriculum and have a relevant teaching qualification or be working towards one. 2.4 Target Group and Restrictions on Learner Entry There are no restrictions on learner entry to these qualifications. We recommend however learners have an initial assessment to make sure they follow an appropriate learning programme leading to the summative assessment. 2.5 Achieving the Qualification To achieve the qualification the learner must pass one assessment paper at the appropriate level. 2.6 Guided Learning Hours The recommended guided learning hours for all Functional Skills qualifications is 45 hours. 2.7 Language Requirements The Functional Skills qualifications are only available in English. Page 6 of 18
2.8 Progression Opportunities The qualification enables progression to: further learning; employment; learning and development opportunities within employment; as well as personal development opportunities. Both Level 1 and Level 2 support study in the full range of subjects and sectors. Level 1 Allows learners to progress to: GSCE mathematics further study for vocational, vocational-related or general qualifications at Level 1- for example, Level 1 NVQs or Level 1 Diplomas further study at Level 2 - for example, Level 2 Functional Skills in Mathematics, NVQs or Level 2 Diplomas Level 2 After successful achievement learners may be able to progress to: GSCE mathematics further study for vocational, vocational-related or general qualifications at Level 2 - for example, Level 2 NVQs or Level 2 Diplomas further study at Level 3 - for example, Level 3 NVQs, Level 3 Diplomas or GCE A Levels 2.9 Recommended Prior Learning There is no specifically recommended prior knowledge, attainment or experience to enrol on these qualifications Page 7 of 18
3. How the Qualifications will be Assessed 3.1 Overview of the Assessments LASER Functional Skills Qualifications in Mathematics at Level 1 and Level 2 comprise one single summative assessment which focuses on the three interrelated skill areas of: representing information analysing information interpreting information The assessment contains a number of tasks which cover the whole of the criteria and a sample of the coverage and range statements. Functional Skills assessments are mainly task-based scenario questions with a specified duration. The assessment uses and reinforces skills-based, problemsolving learning techniques. The assessments cover all three interrelated skills areas and are: externally set externally marked of 1.5 hour s duration subject to examination conditions Functional Skills Mathematics assessments are designed to assess confident and competent use of the three interrelated skills. The marks are weighted as follows for the three interrelated skill areas: representing information: 30-40% analysing information: 30-40% interpreting information: 30-40% Each assessment will cover a minimum of 60% of the coverage and range statements, but will include the whole of the coverage and range statements at least once across four different live assessments. The assessments are developed by LASER and designed as assessment tasks based on real-life contexts. Contexts may be based on: work and education community, citizenship and environment or family, home and social issues All assessments at Level 1 and Level 2 are externally set and marked and must not be contextualised by the centre. Centres will not have access to the mark schemes. Assessments are managed as outlined in the Joint Council for Qualifications (JCQ) General, Vocational and Diploma Qualifications Instructions for conducting examinations. 3.2 Qualifications Content The qualifications are awarded to learners who successfully achieve the summative task-based assessment. To achieve the LASER Functional Skills Qualification in Mathematics at Level 1 and Level 2 learners are expected to: apply their knowledge and understanding to identify the mathematics required to produce an appropriate solution to a problem in increasingly unfamiliar and non-routine contexts and situations - complexity apply a range of mathematics across an increasingly wide range of situations to find solutions - technical demand solve problems with increasing levels of independence, overcoming challenges to produce successful outcomes - independence Page 8 of 18
apply their knowledge, skills and understanding within non-routine and increasingly unfamiliar contexts familiarity The Level 1 and Level 2 assessments focus on functional real-life situations. They assess the effective application of mathematic skills in purposeful familiar contexts and straightforward scenarios. They assess how learners approach complex multi-stage tasks in both non-routine and unfamiliar contexts; planning and evaluating their use of mathematics to find solutions. Assessments are developed around a broad theme, for example, getting fit. 3.3 Level 1 Assessments The learner completes straightforward responses to the tasks, including understanding problems in familiar and routine contexts, identifying the mathematical methods required to find solutions to the problems and drawing simple conclusions and explaining approaches used. The learner chooses appropriate mathematics to complete a number of tasks within the assessment. No pre-release material is used. Learners must complete the assessment in one and a half hours and may use calculators. The assessments cover the whole of the Level 1 Functional Skills in Mathematics criteria. They sample from the range of contexts identified for the level. All assessments cover the interrelated processes skills of representing, analysing and interpreting. Learners must score marks in each of the three skill areas to be able to pass the assessment. The assessment papers indicate how many marks are available for each task. Assessments are at least 75% open response and allow demonstration of all the skill areas. The language used on the assessment paper is clear and straightforward. All assessments include number, geometry and statistics. 3.4 Level 2 Assessments The learner completes responses to the tasks, including understanding routine and non-routine problems in familiar and unfamiliar contexts and situations, identifying the mathematical methods required to find solutions to multi-stage problems and drawing conclusions and providing mathematical justification for approaches used. No pre-release material is used. Learners must complete the assessment in one and a half hours and may use calculators. The assessments cover the whole of the Level 2 Functional Skills in Mathematics criteria and a sample of coverage and range statements. They sample from the range of contexts identified for the level. All assessments cover the interrelated processes skills of representing, analysing and interpreting. Learners must score marks in each of the three skill areas to be able to pass the assessment. The assessment papers indicate how many marks are available for each task Assessments are at least 75% open response and allow demonstration of all the skill areas. Assessments will cover representing, analysing and interpreting within functional contexts. l. The language used on the assessment paper is clear and straightforward. All assessments include number, geometry, statistics and formulae. 3.5 Outline of Assessment Procedure Assessments are externally set and marked for both levels of the qualification. The centre sets the assessment date for their learners and this must be notified to LASER two weeks prior to the chosen date. Learners must take the assessments on the planned assessment date(s) and the completed assessments must be sent to LASER within one working day of completion. Results are made available to the centre within 20 working days of the receipt of assessments. Page 9 of 18
LASER may send a Quality Reviewer to check that the assessments are taking place in accordance with the JCQ General, Vocational and Diploma Qualifications Instructions for conducting examinations. LASER retains the completed assessments for standardisation and question analysis activity. These are also used by the national awarding organisation for standardisation activities to inform on-going development of assessment materials. Assessments will be replaced at least annually and more often when they are used extensively. 3.6 Completion of the Assessment Process To complete the assessment process for Mathematics Level 1 or Level 2 centres must follow LASER instructions on the return of completed assessment papers for each learner within one working day of the assessment date. 3.7 Marking Assessments The assessments are externally marked by LASER. 3.8 Results and Certification Results are normally made available to centres within 20 working days of receipt of the completed assessments. A formal statement of results will be issued. A certificate is produced to show achievement of the qualification at either Level 1 or Level 2. No exemption is allowed for Functional Skills in Mathematics, learners must pass the assessment of Functional Skills in Mathematics Level 1 or Level 2 to be awarded a qualification. Page 10 of 18
4. Special Arrangements 4.1 Introduction for Learners with Particular Requirements The assessment for this qualification is designed to be accessible and inclusive. The assessment methodology is appropriate and rigorous for individuals or groups of learners. For further information on special arrangements please refer to the LASER policy document Access to Fair Assessments. This gives clear guidance on the reasonable adjustments and arrangements that can be made to take account of disability or learning difficulty without comprising the achievement of the assessment criteria. In addition, the Functional Skills in Mathematics criteria outline additional support which may be made available to the learners as follows. 4.2 Functional Skills in Mathematics When completing an assessment, learners can have access to all equipment, software and assistance that constitute their normal way of working, provided these do not affect the reliability or validity of assessment outcomes or give the learner an assessment advantage over other learners undertaking the same or similar assessments. The Functional Skills qualification criteria require awarding organisations to develop assessment materials that anticipates the needs of disabled learners and minimises, as far as possible, the need to make reasonable adjustments (whilst still assessing the skills criteria) or exemptions. For details of access arrangements and reasonable adjustments for Functional Skills ICT qualifications see the Joint Council Qualifications JCQ publication Access Arrangements, Reasonable Adjustments and Special Consideration, General and Vocational Qualifications. The following list summarises support arrangements to which candidates may have access: reader scribes practical assistants word processors transcripts BSL interpreters oral language modifiers modified question papers - including Braille extra time models, visual and tactile aids, speaking scales Page 11 of 18
5. Quality Assurance of the Qualifications 5.1 General Information All organisations offering LASER Functional Skills must be a LASER approved centre and have undergone the further approvals process to offer Functional Skills. Centres need to demonstrate the ability to manage and deliver the assessments, including adherence to quality assurance and assessment regulations. 5.2 Standardisation External assessors are trained by LASER to ensure the mark scheme is applied correctly and accurately across all assessments. Standardisation of marking will be completed by the Chief Examiner to monitor performance. Page 12 of 18
APPENDIX 1 Functional Skills Criteria in Mathematics Mathematics Level 1 Functional Skills Performance Functional Skills Coverage and Range Representing 30-40% understand practical problems in familiar and unfamiliar contexts and situations, some of which are nonroutine identify and obtain necessary information to tackle the problem select mathematics in an organised way to find solutions Analysing 30-40% apply mathematics in an organised way to find solutions to straightforward practical problems for different purposes use appropriate checking procedures at each stage Interpreting 30-40% interpret and communicate solutions to practical problems, drawing simple conclusions and giving explanations understand and use whole numbers and understand negative numbers in practical contexts add, subtract, multiply and divide whole numbers using a range of strategies understand and use equivalences between common fractions, decimals and percentages add and subtract decimals up to two decimal places solve simple problems involving ratio, where one number is a multiple of the other use simple formulae expressed in word for one or two-step operations solve problems requiring calculation, with common measures, including money, time, length, weight, capacity and temperature convert units of measure in the same system work out areas and perimeters in practical situations construct geometric diagrams, models and shapes extract and interpret information from tables, diagrams, charts and graphs collect and record discrete data and organise and represent information in different ways find mean and range use data to assess the likelihood of an outcome Page 13 of 18
Mathematics Level 2 Functional Skills Performance Functional Skills Coverage and Range Representing 30-40% understand routine and non-routine problems in familiar and unfamiliar contexts and situations identify the situation or problems and identify the mathematical methods needed to solve them choose from a range of mathematics to find solutions Analysing 30-40% apply a range of mathematics to find solutions use appropriate checking procedures and evaluate their effectiveness at each stage Interpreting 30-40% interpret and communicate solutions to multi-stage practical problems in familiar and unfamiliar contexts and situations understand and use positive and negative numbers of any size in practical contexts carry out calculations with numbers of any size in practical contexts, to a given number of decimal places understand, use and calculate ratio and proportion, including problems involving scale understand and use equivalences between fractions, decimals and percentages understand and use simple formulae and equations involving one or two step operations recognise and use 2D representations of 3D objects find area, perimeter and volume of common shapes use, convert and calculate using metric and where appropriate imperial measures collect and represent discrete and continuous data, using ICT where appropriate use and interpret statistical measures, tables and diagrams, for discrete and continuous data, using ICT where appropriate use statistical methods to investigate situations use probability to assess the likelihood of an outcome draw conclusions and provide mathematical justifications Page 14 of 18
APPENDIX 2 Functional Skills Qualification Application Form LASER Centre Registration Number: Centre Name Centre Officer responsible for this Qualification: Position: Tel: E-mail: Please tick the qualification title(s) and Levels you wish to offer LASER Functional Skills English Entry Level 1 LASER Functional Skills English Entry Level 2 LASER Functional Skills English Entry Level 3 LASER Functional Skills English Level 1 LASER Functional Skills English Level 2 LASER Functional Skills ICT Entry Level 1 LASER Functional Skills ICT Entry Level 2 LASER Functional Skills ICT Entry Level 3 LASER Functional Skills ICT Level 1 LASER Functional Skills ICT Level 2 LASER Functional Skills Maths Entry Level 1 LASER Functional Skills Maths Entry Level 2 LASER Functional Skills Maths Entry Level 3 LASER Functional Skills Maths Level 1 LASER Functional Skills Maths Level 2 We agree to ensure that the specification and associated regulations for delivery of the above qualification(s) will be adhered to. We confirm that: 1. All tutors and assessors will have access to and be familiar with the LASER Functional Skills Qualification Specification(s), administration toolkit and LASER resources. 2. The centre has the resources and systems required to deliver and manage the qualification(s) including staffing, internal verification and staff development. 3. Learners will be registered in a timely fashion with Unique Learner Numbers. 4. Internal assessment will be subject to robust internal verification and standardisation and assessors will be given feedback. 5. The LASER Quality Reviewer will be given full access to relevant records and staff as required. This includes the Application Record for Reasonable Adjustments for Entry level learners. Page 15 of 18
6. All tutors/assessors will ensure that learners: are aware of the requirements of the qualification and are provided with adequate assessment opportunities; are given feedback (Entry Levels and Level 1 and 2 Speaking, Listening and Communication); are treated fairly in line with LASER s equality and diversity policies and procedures. 7. Internal verification will: conform to any specific requirements for the qualification. sample assessed internal tasks for each assessor against the benchmarks and marking criteria for the benchmark. for Entry Level Qualifications and Levels 1 and 2 Speaking, Listening and Communication sample externally set, internally marked tasks across all tutors. check individual assessor s assessment records. provide clear records of all internally verified assessments for external verification as required. provide feedback to individual assessors. for Entry Level Qualifications and Level 1 and 2 Speaking, Listening and Communication initial all sampled externally set, internally marked work and any appropriate assessment records. For externally set and marked Levels 1 and 2 assessments, centres will ensure the following Functional Skills learner registrations and question paper orders are received by LASER no less than 10 working days before the date of the assessment. The security of all assessment papers will be maintained at all times. The assessment will be conducted in line with the JCQ General, Vocational and Diploma Qualifications Instructions for conducting examinations and LASER invigilation guidance. All used papers are returned to LASER within 24 hours of the assessment date by secure delivery methods. NO externally marked assessment papers are photocopied, distributed, used as practice papers or stored by the Centre either before or after the assessment takes place. All assessments are received by LASER by the cut off date for the marking window. The password for the secure LASER web portal is held securely at all times. 8. Where assessment tasks are developed by the centre for any Entry Level qualifications the benchmark assessments will be used as guidance. The new tasks will be submitted to LASER for standardisation 15 working days before the scheduled date of use with learners. 9. If the centre contextualises any Entry assessments or Level 1 or 2 Speaking, Listening and Communication assessment, it will be in line with the guidance in the mark schemes and a copy of the contextualised assessment(s) will be sent to the Quality Reviewer before the external verification visit. The centre will follow the guidance on the assessment mark scheme for Speaking, Listening and Communication assessment and the LASER assessment record sheet will be used. Please complete the box below and return to LASER. For Centre Use I have read and agree to the above conditions in order to deliver this qualification. Centre Officer responsible for this qualification: (Signature) Name: (Print) Position Date Page 16 of 18
Appendix 3 - Qualification Summary Sheet Ofqual Qualification Number Funding Information: (and link to Register) (Link to SFA table) or date to be confirmed Laser Learning Awards is a credit-based awarding organisation, recognised by the Qualifications Regulators in England, Wales and Northern Ireland. Purpose and aim of qualification Who is it for? Entry requirement Rules of combination Units Assessment Cost Dates To deliver this qualification LASER Functional Skills Qualification in Mathematics at Level 1 has been developed under the QCDA Functional Skills Programme. The qualification is designed to develop and assess Functional Skills Mathematics Level 1 and Level 2 as determined by the functional skills criteria. The qualification is approved for learners aged 14 plus who wish to demonstrate that they have achieved Level 1 or Level 2 skills in Functional Mathematics. There are no restrictions on learner entry to these qualifications. We recommend however learners have an initial assessment to make sure they follow an appropriate learning programme leading to the summative assessment. Not Applicable. National criteria apply to these qualifications. The qualification is achieved by successfully achievement of an externally set and externally marked assessment. The cost of the full qualification is TBC Operational start date: TBC Providers must be a Recognised Centre. Click here to find details of recognition procedures. Additional registrations requirements apply to all Functional Skills Qualification and centres should contact their Business Development Manager/Advisor to discuss these. Click here to find contact details. Centres must download the Qualification Specification before delivery. Click here to access. Page 17 of 18
Laser Learning Awards The Runnymede Centre Chertsey Road Addlestone, Surrey KT15 2EP T 01932 569894 F 01932 564139 E enquiries@laser-awards.org.uk www.laser-awards.org.uk Registered office: LASER, Rooms Hg1-3, Keynes College, University of Kent, Canterbury CT2 7NP OCNSER, trading as Laser Learning Awards, is a company limited by guarantee registered in England (no. 5453363) and a registered charity (no. 1114460). Page 18 of 18