| NCFE Aim Reference: 6035060X | GLH: 55 | Age Restriction: Pre-16 |
| Qualification Number:603/5060/X | TQT: 66 | |
| Level: 2 | Minimum Credits: 17 |
Overview
The purpose of the Functional Skills Mathematics Level 2 qualification is to demonstrate both mathematical skills at the appropriate level and the ability to apply mathematical thinking effectively to solve problems successfully in the workplace and in other real-life situations.
Purpose
Functional Skills qualifications should enable the learner to develop confidence in using mathematics and provide a foundation for progression into employment or further technical education and develop skills for everyday life, where the skills gained can be applied to solve mathematical problems.
The purpose of Level 2 Functional Skills Mathematics qualifications are to demonstrate a sound grasp of mathematical skills at the appropriate level and the ability to apply mathematical thinking effectively to solve problems successfully in the workplace and in other real-life situations
Who is it suitable for?
This qualification is suitable for learners studying the following:
– Apprenticeships
– Traineeships
– Study Programme
– Alternative to GCSE
– T-Levels
– As a standalone qualification
Aims and Objectives
Functional Skills Mathematics qualifications at this level should:
– Indicate that learners can demonstrate their ability in mathematical skills and their ability to apply these, through appropriate reasoning and decision making, to solve realistic problems of increasing complexity
– Introduce learners to new areas of life and work so that they are exposed to concepts and problems which, while not of immediate concern, may be of value in later life
– Enable learners to develop an appreciation of the role played by mathematics in the world of work and in life generally.
Qualification Structure
The Functional Skills subject content is provided by the Department for Education, who stipulate that Awarding Organisations must create Functional Skills qualifications that rigidly adhere to this content.
The mathematics subject content can be accessed from the Department for Education directly, from their Functional Skills Subject Content: Mathematics
Referencing for the subject content uses the following coding:
| L1 | Level 1 |
| L2 | Level 2 |
| N | Using numbers and the number system |
| M | Using common measures, shape and space |
| H | Handling information and data |
Mathematics Level 2 Subject Content
Level 2: Using numbers and the number system – whole numbers, fractions, decimals and percentages
| Reference | Subject content statement | Assessment weighting (approx.) |
| L2.N1 | Read, write, order and compare positive and negative numbers of any size | 40–50% |
| L2.N2 | Carry out calculations with numbers up to one million, including strategies, to check answers, including estimation and approximation | |
| L2.N3 | Evaluate expressions and make substitutions in given formulae in words and symbols | |
| L2.N4 | Identify and know the equivalence between fractions, decimals and percentages | |
| L2.N5 | Work out percentages of amounts and express one amount as a percentage of another | |
| L2.N6 | Calculate percentage change (any size increase and decrease), and original value after percentage change | |
| L2.N7 | Order, add, subtract and compare amounts or quantities using proper and improper fractions and mixed numbers | |
| L2.N8 | Express one number as a fraction of another | |
| L2.N9 | Order, approximate and compare decimals | |
| L2.N10 | Add, subtract, multiply and divide decimals up to 3 decimal places | |
| L2.N11 | Understand and calculate using ratios, direct proportion and inverse proportion | |
| L2.N12 | Follow the order of precedence of operators, including indices | |
| Learners at Level 2 are expected to be able to use numbers of any size; read, write and make use of positive and negative integers of any size; use, order and compare integers, fractions, decimals, percentages and ratios as well as recognise the value of a digit in any whole or decimal number. They can use numerical and spatial patterns for a purpose and calculate with, and convert between, numbers written as fractions, decimals, percentages and ratios | ||
Level 2: Measures, Shape and Space
| Reference | Subject content statement | Assessment weighting (approx.) |
| L2.M13 | Calculate amounts of money, compound interest, percentage increases, decreases and discounts, including tax and simple budgeting | 30 – 40 % |
| L2.M14 | Convert between metric and imperial units of length, weight and capacity using a) a conversion factor and b) a conversion graph | |
| L2.M15 | Calculate using compound measures including speed, density and rates of pay | |
| L2.M16 | Calculate perimeters and areas of 2-D shapes, including triangles and circles and composite shapes including non-rectangular shapes (formulae given except for triangles and circles) | |
| L2.M17 | Use formulae to find volumes and surface areas of 3-D shapes, including cylinders (formulae to be given for 3-D shapes other than cylinders) | |
| L2.M18 | Calculate actual dimensions from scale drawings and create a scale diagram given actual measurements | |
| L2.M19 | Use coordinates in 2-D, positive and negative, to specify the positions of points | |
| L2.M20 | Understand and use common 2-D representations of 3-D objects | |
| L2.M21 | Draw 3-D shapes to include plans and elevations | |
| L2.M22 | Calculate values of angles and/or coordinates with 2-D and 3-D shapes | |
| Learners at Level 2 are expected to be able to handle relationships between measurements of various kinds, use angles and coordinates when involving position and direction, make use of geometric properties in calculations with 2-D and 3-D shapes and understand the relationships between them. | ||
Level 2: Handling information and data
| Reference | Subject content statement | Assessment weighting (approx.) |
| L2.H23 | Calculate the median and mode of a set of quantities | 20 – 30 % |
| L2.H24 | Estimate the mean of a grouped frequency distribution from discrete data | |
| L2.H25 | Use the mean, median, mode and range to compare 2 sets of data | |
| L2.H26 | Work out the probability of combined events, including the use of diagrams and tables, including 2-way tables | |
| L2.H27 | Express probabilities as fractions, decimals and percentages | |
| L2.H28 | Draw and interpret scatter diagrams and recognise positive and negative correlation | |
| Learners at Level 2 are expected to be able to construct, interpret and evaluate a range of statistical diagrams. They can calculate and interpret probabilities. They can calculate, analyse, compare and interpret appropriate data sets, tables, diagrams and statistical measures such as common averages (mean, median, mode) and spread (range), and use statistics to compare sets of data. They can identify patterns and trends from data as well as recognise simple correlations. | ||
Level 2: Solving mathematical problems and decision making
Learners at Level 2 are expected to be able to use the knowledge and skills listed in the subject content tables to recognise and obtain a solution or solutions to a complex problem. A complex problem is one that requires a multistep process, typically requiring planning and working through at least 2 connected steps or processes.
Individual problems are based on a combination of the knowledge and/or skills from the mathematical content areas (number and the number system; measures, shape and space; information and data). At Level 2 it is expected that the learner will be able to address individual problems, some of which draw upon a combination of all 3 mathematical areas and require learners to make connections between those content areas
Learners at Level 2 are expected to be able to:
– read, understand, and use mathematical information and mathematical terms
– address individual problems as described above
– use knowledge and understanding to a required level of accuracy
– identify suitable operations and calculations to generate results
– analyse and interpret answers in the context of the original problem
– check the sense and reasonableness of answers
– present and explain results clearly and accurately, demonstrating reasoning to support the process and show consistency with the evidence presented.
The context of individual problems at this level will require interpretation and analysis in order for the learner to be able to independently identify and carry out an appropriate mathematical process or processes
Further Learning Opportunities
Learners who achieve Level 2 Functional Skills in Mathematics could progress to:
– NCFE Level 3 Certificate in Mathematics for Everyday Life
