Functional skills:
Mathematics key stage 4

 

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Functional skills in the revised programme of study for mathematics

The new mathematics programme of study (PoS) has been developed alongside the functional mathematics (FM) standards, following a consistent philosophy. As well as overlaps in the language used, there are deliberate structural similarities.

The PoS covers broadly the same range of mathematics to that in the FM standards, and emphasises the key processes of representation, analysis and interpretation which, together, comprise the skills necessary to be functional in mathematics.

Thus the PoS lays the groundwork in key stage 3 for students to apply their mathematics to real contexts in key stage 4. In addition, it requires that students are introduced to a range of real-life uses of mathematics, including its role in the modern workplace.

The process skills in the functional mathematics standards are a subset of the key processes in the amended programme of study. The correspondence between the two is shown in the table below.

Links between the key stage 4 mathematics programme of study and the functional skills

Level 2 functional skill standard: representing - making sense of situations and representing them Key stage 4 programme of study: representing
  • Recognise that a situation has aspects that can be represented using mathematics
  • Identify the mathematical aspects of the situation or problem
  • Make an initial model of a situation using suitable forms of representation
  • Simplify the situation or problem in order to represent it mathematically, using appropriate variables, symbols, diagrams and models
  • Decide on the methods, operations and tools, including ICT, to use in a situation
  • Compare and evaluate representations of a situation before making a choice
  • Select mathematical information, methods and tools to use
  • Select the mathematical information to use
  • Select mathematical information, methods and tools to use
Level 2 functional skill standard: analysing - processing and using the mathematics Key stage 4 programme of study: analysing
  • Use appropriate mathematical procedures
  • Use appropriate mathematical procedures
  • Examine patterns and relationships
  • Look for and examine patterns and classify
  • Make and justify conjectures and generalisations, considering special cases and counter examples
  • Change values and assumptions or adjust relationships to see the effects on answers in the model
  • Explore the effects of varying values and look for invariance
  • Find results and solutions
  • Work logically towards results and solutions recognising the impact of constraints and assumptions
Level 2 functional skill standard: interpreting - interpreting and communicating the results of the analysis Key stage 4 programme of study: interpreting and evaluating
  • Interpret results and solutions
  • Form convincing arguments to justify findings and general statements
  • Draw conclusions in the light of the situation
  • Relate their findings to original question or conjecture, and indicate reliability
  • Consider the appropriateness and accuracy of the results and conclusions
  • Consider the assumptions made and the appropriateness and accuracy of results and conclusions
Level 2 functional skill standard: interpreting - interpreting and communicating the results of the analysis Key stage 4 programme of study: communicating and reflecting
  • Use appropriate language and forms of presentation to communicate results and conclusions
  • Use a range of forms to communicate findings to different audiences
  • Engage in mathematical discussion of results
 

The performance and coverage sections of the functional skills standards link with the key stage 4 programme of study for mathematics. They describe some of the skills that a learner should demonstrate for competence in functional mathematics. It is important to refer to the full programme of study in planning.