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Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 1
MATHEMATICS
FUNCTIONAL SKILLS
Entry 1, 2 & 3
SAMPLE ASSESSMENT MATERIALS
For Teaching from 2010
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 3
FUNCTIONAL SKILLS MATHEMATICS ENTRY 1
For teaching from September 2010
SPECIMEN ASSESSMENT MATERIALS
Contents
Page ENTRY 1 5 ENTRY 2 39
ENTRY 3 75
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 5
FUNCTIONAL SKILLS ICT ENTRY 1
For teaching from September 2010
SPECIMEN ASSESSMENT MATERIALS Contents
Page Overview of Assessment 7 Summary of Assessment 8 Preparation notes for Task 1 9 Task 1 10 Resources for Task 1 13 Preparation notes for Task 2 17 Task 2 19 Resources for Task 2 21 Task 1 and 2 Mark scheme and Assessment Grids 25 Instructions for Teachers 29 Declaration Sheet 37
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 7
WJEC Functional Skills Mathematics
Entry 1
Task 1 and Task 2 - Plant pots
Time allowed 1 hour
These tasks should be assessor mediated and carried out within the assessment window opportunity in a format suitable to engage the candidate. Practical equipment should be provided where necessary. The task is 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 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 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 Skill Standards should not be changed and all assessments should sample across number, geometry and statistics. The assessor should familiarise themselves with the Functional Skill standards at Entry 1, the tasks, the requirements for equipment and the marking guidance before initiating the assessment with the candidate. The candidate may repeat the tasks within the assessment window, or may carry out the tasks in smaller manageable sections. The marks available (12 marks for Task 1 and 8 marks for Task 2) and the time allowed should be shared with candidates. Candidates require 15 marks of out a possible 20 (75%) in order to achieve the Entry 1 qualification.
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 8
FUNCTIONAL SKILLS MATHEMATICS ENTRY 1 Task 1 and 2 – Plant Pots Summary of Assessment
During Task 1, candidates will be expected to:
• choose two arrangements of a pot and two plants;
• cost both arrangements and decide which one is the most
expensive;
• describe one of their arrangements which will include the shape of the pot and which plant is the tallest.
During Task 2, candidates will be expected to:
• place a plant in a group based on pre determined criterion decided by the assessor;
• cost a given arrangement of three plants;
• identify and select the correct coins and notes needed to
pay for the arrangement.
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 9
FUNCTIONAL SKILLS MATHEMATICS ENTRY 1 Task 1 – Plant Pots
Preparation for Task 1 - Plant Pots • Provide a medium/large plant pot and a few small plants if
possible. • Copy the information sheet "Garden Centre Plant Pot
Offers" for the candidate. • Make individual cards using the cut outs provided or use
real pots and plants if available with the information attached.
• Provide materials for candidate to use to record, e.g.
paper or mini white boards and calculator.
• 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. A teacher's comment column is provided on the marking guidance.
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 10
FUNCTIONAL SKILLS MATHEMATICS ENTRY 1 Task 1 – Plant Pots
Task 1 – Plant Pots • Explain to the candidate that you want them to help you design a
plant arrangement as a present for a friend and you will be asking them a series of questions about these arrangements. This is the first task. There are two tasks to complete.
• Explain that the two tasks will not take more than an hour to
complete and that for the first task there is a maximum of 12 marks available.
• Demonstrate how a number of small plants can be arranged in a
medium/large pot to make a display. • Now give the information sheet "Garden Centre Plant Pot Offers" to
the candidate. • Have a brief discussion with the candidate to ensure that they
understand the information on the sheet and cards. Assessors should ensure that candidates understand abbreviations such as 'cm', 'p' and the '£' sign.
• Pass the individual copies of pot and plant information boxes, or
actual pots and plants, to the candidate so that they can start to make their choices.
• Say that the plant pots are free. Explain that you want to choose a
pot and 2 plants to put in it. "The pots are free. Choose a pot and two plants to go in it"
• Tell the candidate they need to decide on two possible
arrangements you could buy. "You need to make two different arrangements"
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 11
Repeat the introduction as many times as necessary. • Ask the candidate to make their choices.
"Show me your two different arrangements" • Allow time for the candidate to settle on their design and ask them
to cost each of the arrangements. "Are you happy with your designs?"
"I want you now to work out how much each arrangement costs."
"How did you work out the cost?"
"What is the final cost for each arrangement?"
• Ask the candidate which arrangement is the most expensive.
"Which arrangement is the most expensive?" • Now ask the candidate to describe one of their arrangements.
"What shape is the pot?"
"Which plant is the tallest?"
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
13
FUN
CTI
ON
AL
SKIL
LS M
ATH
EMA
TIC
S EN
TRY
1
Task
1 –
Pla
nt P
ots
TASK
1 –
PO
T A
ND
PLA
NT
INFO
RM
ATI
ON
Gard
en C
entr
e Pl
ant
Pot
Off
ers
FREE
POT
FREE
POT
Sel
ect a
free
pla
nt p
ot w
hen
you
buy
any
2 pl
ants
.
Mak
e yo
ur o
wn
desi
gn.
S
elec
t pla
nts
to g
row
in a
pot
to m
ake
a di
spla
y.
Heigh
t 11
cm
1
plan
t co
sts
50p
Heigh
t 10
cm
1
plan
t co
sts
£4
Heigh
t 8
cm
1
plan
t co
sts
£3
Heigh
t 70
cm
1
plan
t co
sts
£6
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
14
FU
NC
TIO
NA
L SK
ILLS
MA
THEM
ATI
CS
ENTR
Y 1
Ta
sk 1
– P
lant
Pot
s C
UT
OU
TS
To b
e cu
t out
and
giv
en to
can
dida
tes
to u
se fo
r Tas
k 1
or u
se re
al p
ots
and
plan
ts a
nd a
ttach
the
rele
vant
info
rmat
ion
to th
em.
FREE
PO
T
FREE
PO
T
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
15
Heigh
t 11
cm
1 plan
t co
sts
50p
Heigh
t 10
cm
1 plan
t co
sts
£4
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
16
Heigh
t 8
cm
1 plan
t co
sts
£3
Heigh
t 70
cm
1 plan
t co
sts
£6
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 17
FUNCTIONAL SKILLS MATHEMATICS ENTRY 1 Task 2 – Plant Pots
Preparation for Task 2 – Plants Pot
• Provide a medium/large plant pot and a few small plants if possible.
• Copy the information sheet "Garden Centre Plant Pot
Offers" for the candidate. • Make individual cards using the cut outs provided or
use real pots and plants if available with the information attached.
• Provide materials for candidates to use to record e.g.
paper or mini white boards and calculator. • Provide money, real if possible, at least 1 £20 note,
2 £10 notes, 6 £2 coins, 8 £1 coins, 3 50p coins, 2 20p coins and 1 10p coin.
• 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. A teacher's comment column is provided on the marking guidance.
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 19
FUNCTIONAL SKILLS MATHEMATICS ENTRY 1 Task 2 – Plant Pots
Task 2 – Plant Pots • Explain that this is the second and last task. For this task there is
a maximum of 8 marks available.
• The assessor should place some of the plants into two groups based on a certain criterion (e.g. tall plants and short plants, two groups of the same colour etc)
• The assessor should give the candidate another plant and ask which group the plant belongs in. "Look at the two groups of plants, which group does this plant belong in?"
"Why have you decided on this group?"
• The assessor should select a pot and three plants, making sure that the total cost is a whole number of pounds.
• The prices should be on the information cards, and if possible attached to an actual pot and plants.
• Explain to the candidate that you want buy these for yourself. "I want to buy these three plants"
"I want you to work out how much the three plants cost and I want you give me the correct money"
• On a tray provide the money for the candidate to use.
• Ask the candidate to select the correct money to pay for these plants. Allow the candidate time to calculate and decide how much money to pass to you.
"How much do the plants cost?"
"Give me the correct money"
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
21
FU
NC
TIO
NA
L SK
ILLS
MA
THEM
ATI
CS
ENTR
Y 1
Ta
sk 2
– P
lant
Pot
s C
UT
OU
TS
FREE
PO
T
FREE
PO
T
Ga
rden
Cen
tre
Plan
t Po
t Off
ers
Hei
ght
11 c
m
1 pl
ant
cost
s 50
p
Hei
ght
10 c
m
1 pl
ant
cost
s £
4
Hei
ght
8 cm
1 pl
ant
cost
s £
3
Hei
ght
70 c
m
1 pl
ant
cost
s £
6
H
eigh
t 11
cm
1 pl
ant
cost
s 50
p
Hei
ght
10 c
m
1 pl
ant
cost
s £
4
Hei
ght
8 cm
1 pl
ant
cost
s £
3
Hei
ght
70 c
m
1 pl
ant
cost
s £
6
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
22
FU
NC
TIO
NA
L SK
ILLS
MA
THEM
ATI
CS
ENTR
Y 1
Ta
sk 2
– P
lant
Pot
s C
UT
OU
TS
To b
e cu
t out
and
giv
en to
can
dida
tes
to u
se fo
r Tas
k 2
or u
se re
al p
ots
and
plan
ts a
nd a
ttach
the
rele
vant
info
rmat
ion
to th
em.
FREE
PO
T
FREE
PO
T
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
23
Heigh
t 11
cm
1 plan
t co
sts
50p
Heigh
t 10
cm
1 plan
t co
sts
£4
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
24
Heigh
t 8
cm
1 plan
t co
sts
£3
Heigh
t 70
cm
1 plan
t co
sts
£6
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 25
FUNCTIONAL SKILLS MATHEMATICS ENTRY 1 Task 1 and 2 – Plant Pots
Marking guidance The tasks should be internally assessed. The skill standards for representing, analysing and interpreting are referenced in the marking guidance and the coverage and range is noted in the assessment grid. The marking guidance does not detail every possible outcome, hence a teacher comment column is provided to briefly describe the candidate's response. Where a candidate's response differs from the guidance the teacher should determine "the best fit" bearing in mind the marking guidance. Where possible, evidence should be collated or assessors should confirm that candidates have successfully met the marking criteria. Details on moderation processes can be found in the "Instructions for Teachers" booklet or Appendix 1 of the Functional Skills Mathematics Entry 1 Specification.
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 26
FS Mathematics Entry Level SPECIMEN PAPER Entry 1
Coverage and Range grid Please note that all assessments will provide opportunities to assess all of the skill standards. The content covered in this specimen paper is highlighted in the below grid. The coverage and range will be sampled over a period of three assessment series.
Skills Standards Coverage and Range (indicative) Representing R 1.1 Understand simple mathematical information in familiar contexts and situations Analysing A 1.2 Use mathematics to obtain answers to simple given practical problems that are clear and routine A 1.3 Generate results that make sense for a specified task Interpreting I 1.4 Provide solutions to simple given practical problems in familiar contexts and situations
Understand and use numbers with one significant figure in practical contexts Describe the properties of size and measure, including length, width, height and weight, and make simple comparisons Describe position Recognise and select coins and notes Recognise and name common 2D and 3D shapes Sort and classify practically using a single criterion
Skill Standard Weightings
SKILL STANDARDS R 1.1 A 1.2 A 1.3 I 1.4 TOTAL
Task 1 4 2 2 4 12 Task 2 2 2 4 8
TOTAL 6 marks (30%)
6 marks (30%)
8 marks (40%)
20 marks (100%)
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
27
FU
NC
TIO
NA
L SK
ILLS
MA
THEM
ATI
CS
ENTR
Y 1
Ta
sk 1
– P
lant
Pot
s C
andi
date
's N
ame:
___
____
____
____
____
____
____
____
____
_
Cen
tre N
umbe
r: __
____
____
_
Mar
king
Gui
danc
e Po
ssib
le
Mar
k M
ark
Aw
arde
d Te
ache
r's C
omm
ents
(c
ontin
ue o
n se
para
te s
heet
if
requ
ired)
R1.
1
The
cand
idat
e ha
s su
cces
sful
ly g
iven
two
diffe
rent
arr
ange
men
ts.
1 m
ark
for s
ucce
ssfu
lly g
iven
one
arra
ngem
ent.
OR
1 m
ark
for s
ucce
ssfu
lly g
iven
two
diffe
rent
arra
ngem
ents
follo
win
g pr
ompt
s.
2
R1.
1
The
cand
idat
e ha
s a
stra
tegy
for c
ostin
g ea
ch a
rran
gem
ent c
orre
ctly
. (e.
g.
cand
idat
es k
now
that
they
nee
d to
add
the
pric
es to
geth
er to
find
the
tota
l cos
t, co
sts
need
not
be
corre
ct fo
r 2 m
arks
).
1 m
ark
for d
evel
opin
g a
stra
tegy
follo
win
g pr
ompt
s.
2
A1.
2
The
cand
idat
e gi
ves
two
corr
ect c
osts
for t
he a
rran
gem
ents
. 1
mar
k fo
r one
cor
rect
arra
ngem
ent.
OR
1 m
ark
for g
ivin
g tw
o co
rrect
cos
ts fo
llow
ing
prom
pts.
2
A1.
3
Th
e ca
ndid
ate
reco
gnis
es w
hich
cos
t is
high
er th
an th
e ot
her a
nd th
eref
ore
whi
ch
arra
ngem
ent i
s m
ore
expe
nsiv
e.
1 m
ark
for r
ecog
nisi
ng w
hich
cos
t is
high
er b
ut n
ot s
tatin
g w
hich
is m
ore
expe
nsiv
e O
R 1
mar
k fo
r rec
ogni
sing
whi
ch c
ost i
s hi
gher
but
wro
ngly
sta
ting
whi
ch a
rrang
emen
t is
mor
e ex
pens
ive.
2
I 1.4
The
cand
idat
e ca
n ta
lk a
bout
thei
r arr
ange
men
t des
crib
ing
the
shap
e of
the
pot
(wor
ds s
uch
as s
quar
e, ro
und,
circ
le a
re s
uffic
ient
).
1 m
ark
– ca
ndid
ates
dis
cuss
the
shap
e of
thei
r pot
with
pro
mpt
s.
2
I 1.4
Can
dida
tes
com
pare
the
heig
ht o
f the
pla
nts.
The
y un
ders
tand
the
term
"ta
llest
".
1 m
ark
– ca
ndid
ates
com
pare
the
heig
hts
of th
e pl
ants
with
pro
mpt
s.
2
TOTA
L fo
r Tas
k 1
12
Teac
her's
Sig
natu
re:
Dat
e:
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
28
FUN
CTI
ON
AL
SKIL
LS M
ATH
EMA
TIC
S EN
TRY
1
Task
2 –
Pla
nt P
ots
Can
dida
te's
Nam
e: _
____
____
____
____
____
____
____
____
___
C
entre
Num
ber:
____
____
___
Mar
king
Gui
danc
e Po
ssib
le
Mar
k M
ark
Aw
arde
d Te
ache
r's C
omm
ents
(c
ontin
ue o
n se
para
te s
heet
if
requ
ired)
I 1.4
The
cand
idat
e ha
s pl
aced
the
plan
t in
the
corr
ect g
roup
and
can
exp
lain
why
th
ey h
ave
chos
en th
is g
roup
. 1
mar
k fo
r pla
cing
the
plan
t in
the
corr
ect g
roup
and
giv
es s
uita
ble
expl
anat
ion
with
pr
ompt
s.
2
R1.
1
The
cand
idat
e ha
s a
stra
tegy
for c
ostin
g th
e ar
rang
emen
t cor
rect
ly.
(e.g
. can
dida
tes
know
that
they
nee
d to
add
the
thre
e pr
ices
toge
ther
to fi
nd th
e to
tal
cost
, cos
ts n
eed
not b
e co
rrec
t for
2 m
arks
).
1 m
ark
for d
evel
opin
g a
stra
tegy
follo
win
g pr
ompt
s.
2
A1.
2
The
cand
idat
e ha
s ca
lcul
ated
and
sta
ted
the
tota
l cos
t of t
he th
ree
plan
ts
corr
ectly
. 1
mar
k fo
r atte
mpt
ing
to c
alcu
late
the
tota
l cos
t of t
he th
ree
plan
ts b
ut a
n er
ror h
as
been
mad
e.
2
I 1.4
Th
e ca
ndid
ate
has
sele
cted
the
corr
ect n
otes
or c
oins
for t
heir
tota
l cos
t. 1
mar
k –
with
gui
danc
e, th
e ca
ndid
ate
has
sele
cted
the
corr
ect n
otes
or c
oins
for t
heir
tota
l cos
t of t
he th
ree
plan
ts.
The
cand
idat
e ha
s se
lect
ed th
e co
rrect
mon
ey fo
r at l
east
two
of th
e pl
ants
.
2
TOTA
L fo
r Tas
k 2
8
TOTA
L fo
r Tas
k 1
12
TOTA
L 20
Teac
her S
igna
ture
:
D
ate:
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 29
FUNCTIONAL SKILLS MATHEMATICS Entry 1, Entry 2 and Entry 3
SPECIMEN PAPER INSTRUCTIONS FOR TEACHERS To be opened on receipt
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 31
Conduct of the Controlled Assessment
The following notes outline arrangements for the conduct of the controlled assessment for the ** examination series for Entry Levels 1, 2 and 3. 1. Timing of the Controlled Assessment
• The Controlled Assessments are timetabled to start on or after ** . • For Entry 1, 2 and 3 the controlled assessments should be completed in a
time not exceeding 1 hour. • The Functional Skills Entry Level Controlled Assessments can be timetabled
at the discretion of the centre within the assessment window (* – *). • The subject teacher may invigilate the whole of the Controlled Assessment. • Centres are asked to keep a log of attendance throughout the Controlled
Assessment. • Candidates may not need all the specified time, but special consideration will
not normally be given for candidates who do not complete in the full time available to them.
• The candidates may repeat the tasks within the assessment window, or may
carry out the tasks in smaller manageable sections. • All candidates' work should be submitted to the Internal Assessor by *.
2. Before the Controlled Assessment
• The assessor should familiarise themselves with the Functional Skill Standards at the appropriate level, the tasks, requirements for equipment and the marking guidance before initiating the assessment with the candidate.
• 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 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 Skill Standards should not be changed and all assessments should sample across number, geometry and statistics.
• For the plant pot tasks it is necessary to provide candidates with plant pots
and real plants with the information attached or alternatively give candidates the provided cards that have been cut out.
• Provide an optional calculator and materials for recording for the candidates
to use e.g. paper, mini whiteboards etc
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 32
3. During the Controlled Assessment
• Candidates should not be able to access their work outside the timetabled sessions.
• All of the assessment must be undertaken in controlled, supervised conditions
according to current JCQ regulations. • Candidates must work independently and the work submitted must be their
own work. • 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.
• Assessors must declare any assistance given in the comments column on the
mark sheets. Marks must not be awarded in these cases. Teachers/assessors may adapt the questions to suit candidates but should not be in such a way that direction is given.
• Assessors should observe the learner during the assessment to be able to
complete the mark sheet. The mark sheet with assessor's comments and any evidence produced by the learner should be collated. Such evidence could be 'working outs', written work or witness statements. Candidates' work can be annotated if necessary.
• The tasks should be 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 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. Examples of the dialogue that could be used with candidates are included with the tasks. They may be adapted to best suit the candidate but direction should not be given on how to complete the tasks themselves. The Skill Standards should not be changed and all assessments should sample across number, geometry and statistics. Assessors should use the Teacher's comment column on the marking guidance and any intervention should be noted and taken into consideration when marking.
• Calculators may be used. • The candidates' responses are internally assessed and a sample of the
candidates' work is then externally moderated. • At Entry 3, the assessment should not be seen as an hour long examination –
candidates may use resources and 'props' if necessary and can talk about their work to their assessor in an informal way.
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 33
4. Marking the Controlled Assessment
• The Controlled Assessment should be marked for all candidates. • At Entry 1, 2 and 3 marking guidance will be provided, 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.
• If candidates are provided with assistance a note should be made in the
Teacher's comment column in the mark schemes as to the nature of the help given. If teacher/tutor intervention is used, this should be noted and taken into consideration when the assessment is made.
• 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 Specimen Assessment Materials 34
5. Sampling Procedures
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 teacher/assessor's possession to prevent any tampering with it.
Moderation/Verification will take place at two levels:
1. Within the centre to ensure that a uniform standard has been applied
across the teaching groups. There must be opportunities to exchange work/view candidates' performances and discuss the criteria during the assessment window: significant differences in the application of criteria and hence in rank-ordering will be difficult to resolve at the final stage of assessment. One person must take responsibility for the final moderation procedure within a centre, sampling the work of each teaching group.
2. Through the inspection of a sample of the work by WJEC
moderators/verifiers. For Entry 1, 2 and 3 the sample will be selected according to the table below, based on the centre's overall rank order. Further details can be found in the Controlled Assessment Manual, which will be sent to centres. For entries of up to 10 candidates, all controlled assessments will be sent. Further samples of controlled assessment will be sent to the moderator/verifier if required. WJEC reserves the right to call in all of a centre's controlled assessments if this proves necessary.
Total no. of Candidates at
each Level
Work to be submitted (Numbers relate to rank order)
1 - 10 All
11 - 19 1st and every second (1, 3, 5, 7 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting the spread of marks) to make a total sample of 10
20 - 45 1st and every fifth (1, 6, 11, 16 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 10
46 - 99 1st and every eleventh (1, 12, 23, 34 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 10
100 - 199 1st and every fourteenth (1, 15, 29, 43 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 15
200 - 299 1st and every fifteenth (1, 16, 31, 46 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting spread of marks) to make a total sample of 25
Over 300 1st and every twentieth (1, 21, 41, 61 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting spread of marks) to make a total sample of 25
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 35
N.B. In addition, the following points should be considered in selecting the sample: (i) Each teaching group should be represented. (ii) Where there are several candidates on a particular mark these will count towards
the total number in calculating the rank order, but normally only one candidate's work on a particular mark will be submitted.
(iii) Work submitted should where possible meet the full requirements of the
specification; i.e. candidates who have not completed the controlled assessment should not be included, but be replaced by that of the nearest candidate (either higher or lower) with a complete controlled assessment.
Where the moderation process reveals serious problems in any centre, with regards to interpretation and/or implementation of the assessment criteria, WJEC will request further work or take other appropriate action to safeguard candidates' interests. The marks for the sample must be inserted on the appropriate Sample Form and centres must indicate the total number of candidates entered at Entry 1, Entry 2 and Entry 3. 6. Submission of candidates' work to the External Moderator
• The attendance register should be submitted with the candidates' work. • The Mark Sheets (annotated where appropriate) for each task of the
Controlled Assessments, candidates' work where necessary and candidates' scripts (Entry 3), should be received by the moderator by ***.
7. Return of Work
Work for this subject will not be returned to centres unless specifically requested, in which case an addressed label should be included in the sample sent for moderation.
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 37
FUNCTIONAL SKILLS
MATHEMATICS
ENTRY 1, 2 AND 3
CONTROLLED ASSESMENT
CANDIDATE AND TEACHER DECLARATION
NOTICE TO CANDIDATE
The work you submit for assessment must be your own. If you copy from someone else, allow another candidate to copy from you, or if you cheat in any other way, you may be disqualified from at least the subject concerned.
Declaration by candidate I have read and understood the Notice to Candidate (above). I have completed this assignment without assistance other than that which my teacher has explained is acceptable within the specification
Candidate's Number
Candidate's Signature
Declaration by teacher I confirm that the candidate's work was conducted under the conditions laid out by the specification. I have authenticated the candidate's work and am satisfied that to the best of my knowledge the work produced is solely that of the candidate.
Centre Number
Date
Teacher's Signature
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 39
FUNCTIONAL SKILLS MATHEMATICS ENTRY 2
For teaching from September 2010
SPECIMEN ASSESSMENT MATERIALS
Contents
Page Overview of Assessment 41 Summary of Assessment 42 Preparation notes for Task 1 43 Task 1 45 Resources for Task 1 47 Preparation notes for Task 2 55 Task 2 57 Resources for Task 2 59 Task 1 and 2 Mark scheme and Assessment Grids 61 Instructions for Teachers 65 Declaration Sheet 73
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 41
WJEC Functional Skills Mathematics
Entry 2
Task 1 and Task 2 - Plant pots
Time allowed 1 hour
These tasks should be assessor mediated and carried out within the assessment window opportunity in a format suitable to engage the candidate. Practical equipment should be provided where necessary. The task is 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 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 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 Skill Standards should not be changed and all assessments should sample across number, geometry and statistics. The assessor should familiarise themselves with the Functional Skill standards at Entry 2, the tasks and the requirements for equipment and the marking guidance before initiating the assessment with the candidate. The candidate may repeat the tasks within the assessment window, or may carry out the tasks in smaller manageable sections. The marks available (10 marks for each task) and the time allowed should be shared with candidates. Candidates require 15 marks of out a possible 20 (75%) in order to achieve the Entry 2 qualification.
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 42
FUNCTIONAL SKILLS MATHEMATICS ENTRY 2 Task 1 and 2 – Plant Pots SUMMARY OF ASSESSMENT
During Task 1, candidates will be expected to:
• decide on an arrangement of a pot and plants based on the criteria given and within a specific budget;
• cost the arrangement;
• describe their arrangements which will include the shape
of the pot and the plants they have chosen.
During Task 2, candidates will be expected to: • cost an arrangement of three plants;
• identify and select the correct coins and notes needed to
pay for the arrangement;
• calculate the cost of an arrangement in a half price sale and use a suitable check on their answer.
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 43
FUNCTIONAL SKILLS MATHEMATICS ENTRY 2 Task 1 and 2 – Plant Pots
Preparation for Task 1 - Plant Pots • Provide a medium/large plant pot and a few small
plants if possible. • Copy the information sheet "Garden Centre Plant Pot
Offers" for the candidate. • Make individual cards using the cut outs provided or
use real pots and plants if available with the information attached.
• Provide materials for candidate to use to record, e.g.
paper or mini white boards and calculator.
• 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. A teacher's comment column is provided on the marking guidance.
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 45
FUNCTIONAL SKILLS MATHEMATICS ENTRY 2 Task 1 – Plant Pots
Task 1 – Plant Pots
• Explain to the candidate that you want them to help you design a plant arrangement as a present for a friend and you will be asking them a series of questions about these arrangements. This is the first task. There are two tasks to complete.
• Explain that the two tasks will not take more than an hour to
complete and for the first task there are a maximum of 10 marks available.
• Demonstrate how a number of small plants can be arranged in a
medium/large pot to make a display.
• Explain that you want to choose a pot and 4 plants to put in it. Say that the plant pots are free.
" I want to choose a pot and four plants to put in it, the pots are free"
• Explain that one of the plants should grow tall (more than 20cm),
but the other 3 plants should all be short (less than 20cm).
"I want one plant to grow tall, more than 20cm, and I want the other three to be short, less than 20cm"
• Explain that you don't want to spend more than £10.
"I don't want to spend more than £10"
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 46
• Pass the notes of the information you have told the candidates to them.
"Here is the information"
The plant pot is FREE 1 tall plant, more than 20 cm
3 short plants, less than 20 cm Up to £10 to spend
• Repeat the introduction as many times as necessary referring to
the notes. • Now give the information sheet "Garden Centre Plant Pot Offers"
to the candidate.
• Pass the individual copies of pot and plant information boxes, or actual pots and plants, to the candidate so that they can start to make their choices.
• Ask the candidate to make their choices.
"Show me your arrangement" • Allow time for the candidate to settle on their design and cost the
arrangement.
"Are you happy with your design?" "I want you now to work out how much your arrangement costs" "How did you work out the cost?" "What is the final cost?"
• Now ask the candidate to describe their design.
"Describe your arrangement" "What shape is the pot?" "Which plants have you chosen and why?"
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
47
FUN
CTI
ON
AL
SKIL
LS M
ATH
EMA
TIC
S EN
TRY
2
Task
1 –
Pla
nt P
ots
TASK
1 –
PO
T A
ND
PLA
NT
INFO
RM
ATI
ON
Gard
en C
entr
e Pl
ant
Pot
Off
ers
FR
EE P
OT
FREE
POT
Sele
ct a
pla
nt p
ot f
ree
when
you
buy
any
num
ber
of p
lant
s.
Mak
e yo
ur o
wn d
esig
n.
Sele
ct p
lant
s to
gro
w in
a p
ot t
o m
ake
a di
spla
y.
Hei
ght
10 c
m
1 pl
ant
cost
s £
2.50
Hei
ght
12 c
m
1 pl
ant
cost
s £
1.50
Hei
ght
90 c
m
1 pl
ant
cost
s £
5
Hei
ght
8 cm
1 pl
ant
cost
s £
3
Hei
ght
70 c
m
1 pl
ant
cost
s £
6
Hei
ght
10 c
m
1 pl
ant
cost
s £
4 H
eigh
t 11
cm
1
plan
t co
sts
50p
Hei
ght
8 cm
1
plan
t co
sts
£4
Hei
ght
9 cm
1
plan
t co
sts
50p
Hei
ght
10 c
m
1 pl
ant
cost
s £
2
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
48
FU
NC
TIO
NA
L SK
ILLS
MA
THEM
ATI
CS
ENTR
Y 2
Ta
sk 1
& 2
– P
lant
Pot
s C
UT
OU
TS
To b
e cu
t out
and
giv
en to
can
dida
tes
to u
se fo
r Tas
k 1
or u
se re
al p
ots
and
plan
ts a
nd a
ttach
the
rele
vant
info
rmat
ion
to th
em.
FREE
PO
T
FREE
PO
T
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
49
Heigh
t 11
cm
1 plan
t co
sts
50p
Heigh
t 10
cm
1 plan
t co
sts
£4
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
50
Heigh
t 8
cm
1 plan
t co
sts
£3
Heigh
t 70
cm
1 plan
t co
sts
£6
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
51
Heigh
t 10
cm
1 plan
t co
sts
£2.
50
Heigh
t 12
cm
1 plan
t co
sts
£1.
50
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
52
Heigh
t 90
cm
1 plan
t co
sts
£5
Heigh
t 8
cm
1 plan
t co
sts
£4
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
53
Heigh
t 9
cm
1 plan
t co
sts
50p
Heigh
t 10
cm
1 plan
t co
sts
£2
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 55
FUNCTIONAL SKILLS MATHEMATICS ENTRY 2 Task 2 – Plant Pots
Preparation for Task 2 – Plants Pot
• Provide a medium/large plant pot and a few small plants if possible.
• Copy the information sheet "Garden Centre Plant Pot Offers" for the candidate.
• Make individual cards using the cut outs provided or use real pots and plants if available with the information attached.
• Provide materials for candidates to use to record e.g. paper or mini white boards and calculator.
• Provide money, real if possible, at least 1 £20 note, 2 £10 notes, 6 £2 coins, 8 £1 coins, 3 50p coins, 2 20p coins and 1 10p coin.
• 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. A teacher's comment column is provided on the marking
guidance.
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 57
FUNCTIONAL SKILLS MATHEMATICS ENTRY 2 Task 2 – Plant Pots
Task 2 – Plant Pots
• Explain that this is the second and last task. For this task there are a maximum of 10 marks available.
• The assessor should select a pot and three plants, making sure
that the total cost is not a whole number of pounds.
• The prices should be on the information cards, and if possible attached to an actual pot and plants.
• Explain to the candidate that you want buy these for yourself.
"I want to buy these three plants" "I want you to work out how much the three plants cost and I will want you to give me the correct money"
• On a tray provide the money for the candidate to use. • Ask the candidate to select the correct money to pay for these
plants.
• Repeat the instructions as many times as necessary.
• Allow the candidate time to calculate and decide how much money to pass to you.
"How much do the plants cost?" "Give me the correct money"
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 58
• The next step is one of the following:
o If the candidate selects the exact correct amount of money and states the correct total cost this is the end of the task.
o If the candidate does not select enough money, ask how much the plants cost altogether, to check if they think it is enough money.
"How much do the plants cost altogether?"
"Do you have enough money to pay for the three plants?"
o If the candidates has selected less money than their total cost of the plants this is the end of the task.
o If a candidate has selected too much money for their total cost, ask how much do the plants cost and what change should you get.
"How much do the plants cost altogether?" "How much money do you have to give me back to have the correct total?"
• The assessor should select a pot and two plants, making sure that the total cost is a whole number of pounds.
• Explain to the candidate that there is a sale in the Garden Centre and all plants are half price. Ask the candidate how much the two plants would cost in the sale.
"There is a sale on in the Garden Centre and all plants are half price. How much would these two plants cost me in the sale?"
• Ask the candidate how they would check their answer to see if it were correct.
"How can you check that your answer is correct?"
Func
tiona
l Ski
lls M
athe
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ry 1
, 2 &
3 S
peci
men
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essm
ent M
ater
ials
59
FU
NC
TIO
NA
L SK
ILLS
MA
THEM
ATI
CS
ENTR
Y 2
Task
2 –
Pla
nt P
ots
TASK
2 −
PO
T A
ND
PLA
NT
INFO
RM
ATI
ON
FREE
POT
FREE
POT
Ga
rden
Cen
tre
Plan
t Po
t Off
ers
Hei
ght
10 c
m
1 pl
ant
cost
s £
2.50
Hei
ght
12 c
m
1 pl
ant
cost
s £
1.50
Hei
ght
90 c
m
1 pl
ant
cost
s £
5
Hei
ght
8 cm
1 pl
ant
cost
s £
3
Hei
ght
70 c
m
1 pl
ant
cost
s £
6
Hei
ght
10 c
m
1 pl
ant
cost
s £
4
Hei
ght
11 c
m
1 pl
ant
cost
s 50
p
Hei
ght
8 cm
1 pl
ant
cost
s £
4
Hei
ght
9 cm
1 pl
ant
cost
s 50
p
Hei
ght
10 c
m
1 pl
ant
cost
s £
2
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 61
FUNCTIONAL SKILLS MATHEMATICS ENTRY 2 Task 1 and 2 – Plant Pots
Marking guidance The tasks should be internally assessed. The skill standards for representing, analysing and interpreting are referenced in the marking guidance and the coverage and range is noted in the assessment grid. The marking guidance does not detail every possible outcome, hence a teacher comment column is provided to briefly describe the candidate's response. Where a candidate's response differs from the guidance the teacher should determine "the best fit" bearing in mind the marking guidance. Where possible, evidence should be collated or assessors should confirm that candidates have successfully met the marking criteria. Details on moderation processes can be found in the "Instructions for Teachers" booklet or Appendix 1 of the Functional Skills Mathematics Entry 1 Specification.
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 62
FS Mathematics Entry Level SPECIMEN PAPER Entry 2
Coverage and Range grid
Please note that all assessments will provide opportunities to assess all of the skill standards. The content covered in this specimen paper is highlighted in the below grid. The coverage and range will be sampled over a period of three assessment series.
Skills Standards Coverage and Range (indicative) Representing R 2.1 Understand simple mathematical practical problems in familiar contexts and situations R 2.2 Select basic mathematics to obtain answers Analysing A 2.3 Use basic mathematics to obtain answers to simple given practical problems that are clear and routine A 2.4 Generate results to a given level of accuracy A 2.5 Use given checking procedures Interpreting I 2.6 Describe solutions to simple given practical problems in familiar contexts and situations
Understand and use whole numbers with up to two significant figures Understand and use addition/subtraction in practical situations Using doubling and halving in practical situations Recognise and use familiar measures, including time and money Recognise sequences of numbers, including odd and even numbers Use simple scales and measure to the nearest labelled division Know properties of simple 2D and 3D shapes Extract information from simple lists.
Skill Standard Weightings SKILL STANDARDS R 2.1 R 2.2 A 2.3 A 2.4 A 2.5 I 2.6 TOTAL
Task 1 2 2 2 4 10 Task 2 2 4 2 2 10
TOTAL 6 marks (30%)
8 marks (40%)
6 marks (30%)
20 marks (100%)
Func
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63
FU
NC
TIO
NA
L SK
ILLS
MA
THEM
ATI
CS
ENTR
Y 2
Ta
sk 1
– P
lant
Pot
s C
andi
date
's N
ame:
___
____
____
____
____
____
____
____
____
_
Cen
tre N
umbe
r: __
____
____
_
Mar
king
Gui
danc
e
Poss
ible
M
ark
Mar
k A
war
ded
Teac
her's
Com
men
ts (c
ontin
ue
on s
epar
ate
shee
t if r
equi
red)
R 2
.1
The
cand
idat
e ha
s su
cces
sful
ly m
et th
e de
sign
crit
eria
(the
pot
has
1 ta
ll pl
ant
and
3 sh
ort p
lant
s)
1 m
ark
for m
eetin
g th
e de
sign
crit
eria
follo
win
g pr
ompt
s.
2
R 2
.2
The
cand
idat
e ha
s a
stra
tegy
for c
ostin
g th
e ar
rang
emen
t cor
rect
ly
(e.g
. can
dida
tes
know
that
they
nee
d to
add
the
pric
es to
geth
er to
find
the
tota
l cos
t, co
sts
need
not
be
corr
ect o
r with
in £
10 fo
r 2 m
arks
).
1 m
ark
for d
evel
opin
g a
stra
tegy
follo
win
g pr
ompt
s.
2
A 2
.4
The
cand
idat
e gi
ves
the
corr
ect c
ost f
or th
e ar
rang
emen
t and
is w
ithin
£10
. 1
mar
k fo
r atte
mpt
ing
to c
ost t
he a
rran
gem
ent b
ut h
as m
ade
an e
rror
(eith
er th
e co
st is
w
ithin
£10
or t
hey
are
awar
e th
at th
e co
st is
ove
r £10
)
2
I 2.6
Th
e ca
ndid
ate
can
talk
abo
ut th
eir a
rran
gem
ent d
escr
ibin
g th
e sh
ape
of th
e po
t (w
ords
suc
h as
squ
are,
roun
d, c
ircle
are
suf
ficie
nt).
1
mar
k –
cand
idat
es d
iscu
ss th
e sh
ape
of th
eir p
ot w
ith p
rom
pts.
2
I 2.6
C
andi
date
s co
mpa
re th
e he
ight
of t
he p
lant
s. T
hey
unde
rsta
nd th
e te
rm "
talle
st".
1
mar
k –
cand
idat
es c
ompa
re th
e he
ight
s of
the
plan
ts w
ith p
rom
pts.
2
TO
TAL
for T
ask
110
Teac
her's
sig
natu
re:
D
ate:
Func
tiona
l Ski
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athe
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ry 1
, 2 &
3 S
peci
men
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essm
ent M
ater
ials
64
FU
NC
TIO
NA
L SK
ILLS
MA
THEM
ATI
CS
ENTR
Y 2
Ta
sk 2
– P
lant
Pot
s C
andi
date
's N
ame:
___
____
____
____
____
____
____
____
____
_
Cen
tre N
umbe
r: __
____
____
_
Mar
king
Gui
danc
e Po
ssib
le
Mar
k M
ark
Aw
arde
d Te
ache
r's C
omm
ents
R 2
.1
The
cand
idat
e ha
s a
stra
tegy
for c
ostin
g th
e ar
rang
emen
t cor
rect
ly.
(e.g
. can
dida
tes
know
that
they
nee
d to
add
the
thre
e pr
ices
toge
ther
to fi
nd th
e to
tal
cost
, cos
ts n
eed
not b
e co
rrec
t for
2 m
arks
).
1 m
ark
for d
evel
opin
g a
stra
tegy
follo
win
g pr
ompt
s.
2
A 2
.3
The
cand
idat
e ha
s ca
lcul
ated
and
sta
ted
the
tota
l cos
t of t
he th
ree
plan
ts
corr
ectly
. 1
mar
k fo
r atte
mpt
ing
to c
alcu
late
the
tota
l cos
t of t
he th
ree
plan
ts b
ut a
n er
ror h
as b
een
mad
e.
2
I 2.6
The
cand
idat
e ha
s se
lect
ed th
e co
rrec
t not
es o
r coi
ns fo
r the
ir to
tal c
ost.
1 m
ark
for g
ivin
g to
o m
uch
or to
o lit
tle m
oney
but
afte
r pro
mpt
ing
has
eith
er g
iven
bac
k m
oney
or g
iven
mor
e to
mak
e th
eir c
orre
ct to
tal c
ost.
OR
the
cand
idat
e ha
s se
lect
ed th
e co
rrec
t not
es o
r coi
ns fo
r the
ir to
tal c
ost o
f the
thre
e pl
ants
with
gui
danc
e.
OR
the
cand
idat
e ha
s se
lect
ed th
e co
rrec
t mon
ey fo
r at l
east
two
of th
e pl
ants
.
2
A 2
.3
The
cand
idat
e ha
s su
cces
sful
ly h
alve
d th
e co
st o
f the
two
plan
ts.
1 m
ark
for a
ttem
ptin
g to
hal
f the
cos
t (or
cos
ts s
epar
atel
y) b
ut a
n er
ror h
as b
een
mad
e.
OR
1 m
ark
for h
alvi
ng th
e to
tal c
ost a
fter p
rom
pts.
2
A 2
.5
The
cand
idat
e ha
s m
ade
a su
itabl
e ch
eck
(e.g
. dou
bled
the
answ
er)
1 m
ark
for u
nder
stan
ding
the
need
to d
oubl
e or
atte
mpt
ing
anot
her s
uita
ble
chec
k
OR
atte
mpt
ing
to d
oubl
e an
d an
err
or h
as b
een
mad
e.
2
Teac
her S
igna
ture
:
T
OTA
L fo
r Tas
k 2
10
Dat
e:
T
OTA
L fo
r Tas
k 1
10
TOTA
L 20
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 65
FUNCTIONAL SKILLS MATHEMATICS Entry 1, Entry 2 and Entry 3
SPECIMEN PAPER INSTRUCTIONS FOR TEACHERS To be opened on receipt
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 66
Conduct of the Controlled Assessment
The following notes outline arrangements for the conduct of the controlled assessment for the ** examination series for Entry Levels 1, 2 and 3. 1. Timing of the Controlled Assessment
• The Controlled Assessments are timetabled to start on or after ** .
• For Entry 1, 2 and 3 the controlled assessments should be completed in a time not exceeding 1 hour.
• The Functional Skills Entry Level Controlled Assessments can be timetabled at the discretion of the centre within the assessment window (* – *).
• The subject teacher may invigilate the whole of the Controlled Assessment.
• Centres are asked to keep a log of attendance throughout the Controlled Assessment.
• Candidates may not need all the specified time, but special consideration will not normally be given for candidates who do not complete in the full time available to them.
• The candidates may repeat the tasks within the assessment window, or may carry out the tasks in smaller manageable sections.
• All candidates' work should be submitted to the Internal Assessor by *. 2. Before the Controlled Assessment
• The assessor should familiarise themselves with the Functional Skill Standards at the appropriate level, the tasks, requirements for equipment and the marking guidance before initiating the assessment with the candidate.
• 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 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 Skill Standards should not be changed and all assessments should sample across number, geometry and statistics.
• For the plant pot tasks it is necessary to provide candidates with plant pots
and real plants with the information attached or alternatively give candidates the provided cards that have been cut out.
• Provide an optional calculator and materials for recording for the candidates
to use e.g. paper, mini whiteboards etc
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 67
3. During the Controlled Assessment
• Candidates should not be able to access their work outside the timetabled sessions.
• All of the assessment must be undertaken in controlled, supervised conditions
according to current JCQ regulations. • Candidates must work independently and the work submitted must be their
own work. • 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.
• Assessors must declare any assistance given in the comments column on the
mark sheets. Marks must not be awarded in these cases. Teachers/assessors may adapt the questions to suit candidates but should not be in such a way that direction is given.
• Assessors should observe the learner during the assessment to be able to
complete the mark sheet. The mark sheet with assessor's comments and any evidence produced by the learner should be collated. Such evidence could be 'working outs', written work or witness statements. Candidates' work can be annotated if necessary.
• The tasks should be 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 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. Examples of the dialogue that could be used with candidates are included with the tasks. They may be adapted to best suit the candidate but direction should not be given on how to complete the tasks themselves. The Skill Standards should not be changed and all assessments should sample across number, geometry and statistics. Assessors should use the Teacher's comment column on the marking guidance and any intervention should be noted and taken into consideration when marking.
• Calculators may be used. • The candidates' responses are internally assessed and a sample of the
candidates' work is then externally moderated. • At Entry 3, the assessment should not be seen as an hour long examination –
candidates may use resources and 'props' if necessary and can talk about their work to their assessor in an informal way.
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 68
4. Marking the Controlled Assessment
• The Controlled Assessment should be marked for all candidates. • At Entry 1, 2 and 3 marking guidance will be provided, 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.
• If candidates are provided with assistance a note should be made in the
Teacher's comment column in the mark schemes as to the nature of the help given. If teacher/tutor intervention is used, this should be noted and taken into consideration when the assessment is made.
• 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 Specimen Assessment Materials 69
5. Sampling Procedures
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 teacher/assessor's possession to prevent any tampering with it. Moderation/Verification will take place at two levels:
1. Within the centre to ensure that a uniform standard has been applied across
the teaching groups. There must be opportunities to exchange work/view candidates' performances and discuss the criteria during the assessment window: significant differences in the application of criteria and hence in rank-ordering will be difficult to resolve at the final stage of assessment. One person must take responsibility for the final moderation procedure within a centre, sampling the work of each teaching group.
2. Through the inspection of a sample of the work by WJEC moderators/verifiers. For Entry 1, 2 and 3 the sample will be selected according to the table below, based on the centre's overall rank order. Further details can be found in the Controlled Assessment Manual, which will be sent to centres. For entries of up to 10 candidates, all controlled assessments will be sent. Further samples of controlled assessment will be sent to the moderator/verifier if required. WJEC reserves the right to call in all of a centre's controlled assessments if this proves necessary.
Total no. of
Candidates at each Level
Work to be submitted (Numbers relate to rank order)
1 - 10 All
11 - 19 1st and every second (1, 3, 5, 7 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting the spread of marks) to make a total sample of 10
20 - 45 1st and every fifth (1, 6, 11, 16 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 10
46 - 99 1st and every eleventh (1, 12, 23, 34 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 10
100 - 199 1st and every fourteenth (1, 15, 29, 43 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 15
200 - 299 1st and every fifteenth (1, 16, 31, 46 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting spread of marks) to make a total sample of 25
Over 300 1st and every twentieth (1, 21, 41, 61 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting spread of marks) to make a total sample of 25
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 70
N.B. In addition, the following points should be considered in selecting the sample: (i) Each teaching group should be represented. (ii) Where there are several candidates on a particular mark these will count towards
the total number in calculating the rank order, but normally only one candidate's work on a particular mark will be submitted.
(iii) Work submitted should where possible meet the full requirements of the
specification; i.e. candidates who have not completed the controlled assessment should not be included, but be replaced by that of the nearest candidate (either higher or lower) with a complete controlled assessment.
Where the moderation process reveals serious problems in any centre, with regards to interpretation and/or implementation of the assessment criteria, WJEC will request further work or take other appropriate action to safeguard candidates' interests. The marks for the sample must be inserted on the appropriate Sample Form and centres must indicate the total number of candidates entered at Entry 1, Entry 2 and Entry 3. 6. Submission of candidates' work to the External Moderator
• The attendance register should be submitted with the candidates' work. • The Mark Sheets (annotated where appropriate) for each task of the
Controlled Assessments, candidates' work where necessary and candidates' scripts (Entry 3), should be received by the moderator by ***.
7. Return of Work
Work for this subject will not be returned to centres unless specifically requested, in which case an addressed label should be included in the sample sent for moderation.
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 71
FUNCTIONAL SKILLS
MATHEMATICS
ENTRY 1, 2 AND 3
CONTROLLED ASSESMENT
CANDIDATE AND TEACHER DECLARATION
NOTICE TO CANDIDATE
The work you submit for assessment must be your own. If you copy from someone else, allow another candidate to copy from you, or if you cheat in any other way, you may be disqualified from at least the subject concerned.
Declaration by candidate I have read and understood the Notice to Candidate (above). I have completed this assignment without assistance other than that which my teacher has explained is acceptable within the specification
Candidate's Number
Candidate's Signature
Declaration by teacher I confirm that the candidate's work was conducted under the conditions laid out by the specification. I have authenticated the candidate's work and am satisfied that to the best of my knowledge the work produced is solely that of the candidate.
Centre Number
Date
Teacher's Signature
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 73
FUNCTIONAL SKILLS MATHEMATICS
ENTRY 3
For teaching from September 2010
SPECIMEN ASSESSMENT MATERIALS
Contents
Page Entry 3 Controlled Assessment 75 Mark scheme and Assessment Grids 85 Instructions for Teachers 93 Declaration Sheet 101
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 75
FUNCTIONAL SKILLS ENTRY LEVEL MATHEMATICS ENTRY 3 ASSESSMENT: SUPERMARKET 2010 MAXIMUM TIME ALLOWED: 1 HOUR
ADDITIONAL MATERIALS A calculator INSTRUCTIONS TO CANDIDATES Answer all questions in the spaces provided. Remember to check your answers. No certificate will be awarded to a candidate detected in any unfair practice during the examination.
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 76
1.
Supermarket opening and closing times Monday - Friday 7 am 10 pm
Saturday 8 am 8 pm Sunday 11 am 5 pm
Bank Holidays 10 am 4 pm (a) You arrive with some friends one Sunday morning at the supermarket
before it opens.
You all look at your watches. Your watches show these times.
About how long do you have to wait for the supermarket to open?
[4]
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 77
(b) Your friend Jane wants to buy some bread.
Sliced brown loaf 80 pence
Sliced white loaf 70 pence
Pack of bread rolls 40 pence
Jane buys a sliced brown loaf, a sliced white loaf and a pack of bread rolls. She sees a notice that says
One hour before closing, all bread is half price!
How much would Jane save if she had waited until an hour before closing time to buy her bread?
[4]
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 78
2. You see the following items and signs in the supermarket.
Draw lines connecting each of the following items to its correct 2D or 3D name.
CYLINDER
CUBOID
CIRCLE
RECTANGLE
[2]
One hour before closing, all bread is
half price!
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 79
3. You buy these four items in the supermarket.
Item Weight Cost
Flour
2 kg
(2000 g)
77 pence
Tea
750 g £1.25
Tin of beans
415 g 46 pence
Coffee
885 g £2.60
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 80
(a) How much does your shopping weigh altogether?
[3] (b) The carrier bags you use can hold up to 3kg before the handles
break and the bottom of the bag drops out!
Using the smallest number of carrier bags as possible, how would you pack them to balance the weight for carrying? Show all your working.
[5]
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 81
4. Here is the supermarket snack bar menu.
MENU Drinks
Tea 50 pence Coffee 70 pence Bottle of water 60 pence
Sandwiches
Cheese 85 pence Ham 90 pence Salad 75 pence
(a) Your friend Keith has these coins in his pocket.
Does Keith have enough money to buy 2 ham sandwiches? Explain your answer.
[4]
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 82
(b) You have been asked to go to the snack bar to buy two drinks and one sandwich. You only have £2.00 to spend. Give one example of what you could buy, and how much money you will have left.
[6]
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 83
The following graphs show how many Ham, Cheese and Salad sandwiches were sold in the snack bar on Monday, Tuesday and Wednesday.
Ham Sandwiches
0
1
2
3
4
5
6
7
8
9
10
Monday Tuesday Wednesday
Day
Num
ber s
old
Cheese Sandwiches
0
2
4
6
8
10
Monday Tuesday Wednesday
Day
Num
ber s
old
Salad Sandwiches
0
2
4
6
8
10
12
14
Monday Tuesday Wednesday
Day
Num
ber s
old
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 84
(c) What type of sandwich was the most popular and on which day was the most sandwiches sold?
[12]
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 85
FUNCTIONAL SKILLS ENTRY LEVEL MATHEMATICS ENTRY 3
ASSESSMENT – Supermarket Marking guidance The tasks should be internally assessed. Where appropriate, comments should be made in the Teacher’s Comments column provided. Details on moderation processes can be found in the “Instructions for Teachers” booklet or Appendix 1 of the Functional Skills Mathematics Entry 3 specification.
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 86
FS Mathematics Entry Level SPECIMEN PAPER Entry 3 Coverage and Range grid Please note that all assessments will provide opportunities to assess all of the skill standards. The content covered in this specimen paper is highlighted in the below grid. The coverage and range will be sampled over a period of three assessment series.
Skills Standards Coverage and Range (indicative) Representing Understand practical problems in familiar contexts and situations Begin to develop own strategies for solving simple problems Select mathematics to obtain answers to simple given practical problems that are clear and routine Analysing Apply mathematics to obtain answers to simple given practical problems that are clear and routine Use simple checking procedures
Interpreting Interpret and communicate solutions to practical problems in familiar contexts and situations
Add and subtract using three digit numbers Solve practical problems involving multiplication and division by 2, 3, 4, 5 and 10 Round to the nearest 10 or 100 Understand and use simple fractions Understand, estimate, measure and compare length, capacity, weight and temperature Understand decimals to two decimal places in practical contexts Recognise and describe number patterns Complete simple calculations involving money and measures Recognise and name simple 2D and 3D shapes and their properties Use metric units in everyday situations Extract, use and compare information from list, tables, simple charts and simple graphs
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
87
FU
NC
TIO
NA
L SK
ILLS
EN
TRY
LEVE
L M
ATH
EMA
TIC
S EN
TRY
3 M
AR
K S
HEE
T C
andi
date
nam
e: _
____
____
____
____
____
____
__
Can
dida
te n
umbe
r: __
____
____
____
___
Cen
tre n
umbe
r: __
____
___
Que
stio
n A
nsw
er
Mar
k R
A
I
M
ark
awar
ded
Teac
her C
omm
ent
(
whe
re a
ppro
pria
te)
1(a)
A
war
d 4
mar
ks fo
r abo
ut 5
0 m
inut
es
OR
A
war
d 3
mar
ks fo
r an
atte
mpt
to fi
nd h
ow lo
ng it
is
from
ten
past
ten
to 1
1 o’
cloc
k O
R
Aw
ard
2 m
arks
for s
ight
of 1
1 (a
m) a
nd te
n pa
st
ten,
in a
ny fo
rm
OR
A
war
d 1
mar
ks fo
r sig
ht o
f 11
(am
) or t
en p
ast t
en,
in a
ny fo
rm
4 2
2
1(b)
A
war
d 4
mar
ks fo
r an
answ
er o
f 95
(pen
ce)
OR
A
war
d 3
mar
ks fo
r tot
al c
ost o
f 190
(pen
ce) w
ith a
n at
tem
pt to
hal
ve, o
r sig
ht o
f 40,
35
and
20 w
ith a
n at
tem
pt to
add
, or
the
full
proc
ess
with
onl
y 1
num
eric
al e
rror
O
R
Aw
ard
2 m
arks
for a
n at
tem
pt a
t the
full
proc
ess
but
with
num
eric
al e
rror
s O
R
Aw
ard
1 m
ark
for a
n at
tem
pt a
t par
t of t
he p
roce
ss,
e.g.
atte
mpt
to a
dd a
ll pr
ices
, or a
n at
tem
pt to
hal
f an
y pr
ice
4 2
2
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
88
Q
uest
ion
Ans
wer
M
ark
R
A
I
Mar
k aw
arde
d
Te
ache
r Com
men
t
(w
here
app
ropr
iate
) 2
Aw
ard
2 m
arks
for 3
or 4
cor
rect
con
nect
ions
A
war
d 1
mar
k fo
r 2 c
orre
ct c
orre
ctio
ns
pizz
a –
circ
le
bean
s –
cylin
der
sign
– re
ctan
gle
box
of te
a –
cubo
id
2
2
3(a)
A
war
d 3
mar
ks 4
050(
g) o
r 4.0
5(0k
g), c
orre
ct u
nits
O
R
Aw
ard
2 m
arks
405
0 or
4.0
5(0)
with
inco
rrec
t uni
ts
or n
o un
its g
iven
O
R
Aw
ard
1 m
ark
for a
ttem
pt to
add
all
4 w
eigh
ts
3 1
2
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
89
Q
uest
ion
Ans
wer
M
ark
R
A
I
Mar
k aw
arde
d
Te
ache
r Com
men
t
(w
here
app
ropr
iate
) 3(
b)
Mar
k ap
prop
riate
follo
w th
roug
h fr
om a
n in
corr
ect a
nsw
er in
2(a
) pro
vide
d th
at m
ore
than
one
car
rier b
ag is
requ
ired
Aw
ard
5 m
arks
for 2
car
rier b
ags
with
Flo
ur (2
kg)
in 1
bag
and
eve
ryth
ing
else
in th
e ot
her w
ith
wor
king
sho
wn
OR
A
war
d 4
mar
ks fo
r 2 c
arrie
r bag
s w
ith a
n at
tem
pt
to b
alan
ce th
e w
eigh
ts s
how
n by
tryi
ng o
ut s
ome
addi
tion
of w
eigh
ts
OR
A
war
d 3
mar
ks fo
r 2 c
arrie
r bag
s w
ith s
ight
of o
ne
addi
tion
OR
A
war
d 2
mar
ks fo
r 2 c
arrie
r bag
s, o
r use
s 3
carr
ier
bags
with
sig
ht o
f an
addi
tion
OR
A
war
d 1
mar
k fo
r com
parin
g to
tal w
eigh
t to
3kg,
bu
t with
an
inco
rrect
con
clus
ion,
i.e.
not
real
isin
g th
at 4
.05k
g >
3kg
OR
A
war
d 1
mar
k if
on fo
llow
thro
ugh
only
1
carr
ier b
ag w
ould
be
requ
ired
but t
he
cand
idat
e sh
ows
an u
nder
stan
ding
of t
he
wei
ght a
nd th
e 3
kg li
mit
5 1
2 2
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
90
Q
uest
ion
Ans
wer
M
ark
RA
I
Mar
k aw
arde
d
Te
ache
r Com
men
t
(w
here
app
ropr
iate
) 4(
a)
Aw
ard
4 m
arks
for Y
ES
from
a c
orre
ct a
nsw
er
with
a c
ompa
rativ
e re
ason
, e.g
. 180
(p) i
s le
ss
than
(£)2
, 10p
bac
k fo
r eac
h £1
giv
en, 2
0p
chan
ge
OR
A
war
d 3
mar
ks fo
r YE
S w
ith s
ight
of (
£)2
or
200(
p) A
ND
(£)1
.80
or 1
80(p
) or u
se o
f 90p
fro
m £
1, o
r YE
S w
ith a
non
com
para
tive
stat
emen
t , e
.g.
“it is
180
” O
R
Aw
ard
2 m
arks
for Y
ES
with
sig
ht o
f (£)
2, o
r 20
0(p)
, or (
£)1.
80 o
r 180
(p),
or u
se o
f 90p
from
£1
twic
e O
R
Aw
ard
1 m
ark
for s
ight
of (
£)2,
or 2
00(p
), or
(£
)1.8
0 or
180
(p) o
r 2 lo
ts o
f 90p
but
no
conc
lusi
on, o
r for
cor
rect
reas
onin
g fro
m
inco
rrec
t wor
king
.
4 1
12
4(b)
6
mar
ks a
lloca
ted
as fo
llow
s -
Aw
ard
1 m
ark
for i
ndic
atio
n of
any
of a
ny 2
dr
inks
and
one
san
dwic
h (d
escr
iptio
n or
pric
e)
Aw
ard
1 m
ark
for i
ndic
atio
n of
any
2 d
rinks
and
on
e sa
ndw
ich
with
a to
tal c
ost n
ot g
reat
er th
an
£2.0
0 (d
escr
iptio
n or
pric
e)
Aw
ard
2 m
arks
for c
alcu
latin
g th
eir c
ost
corr
ectly
(1
mar
k fo
r cal
cula
ting
with
a
num
eric
al e
rror F
.T th
eir c
hoic
e of
san
dwic
hes)
6 2
13
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
91
Q
uest
ion
Ans
wer
M
ark
RA
I
Mar
k aw
arde
d
Te
ache
r Com
men
t
(w
here
app
ropr
iate
) 4
(b)
Aw
ard
1 m
ark
for e
xpre
ssin
g th
eir t
otal
in c
orre
ct
mon
ey fo
rmat
(pen
ce o
r £)
Aw
ard
1 m
ark
for c
alcu
latin
g th
eir c
hang
e fro
m
£2.0
0 co
rrect
ly (F
.T. t
heir
cost
if le
ss th
an £
2.00
) P
ossi
ble
answ
ers
shad
ed
Drin
k
San
d.
C
ost
Cha
nge
Tea
Tea
Che
ese
50
50
85
185
15
Tea
Tea
Ham
50
50
90
19
0 10
Te
a Te
a S
alad
50
50
75
17
5 25
C
offe
e C
offe
e C
hees
e 70
70
85
22
5
Cof
fee
Cof
fee
Ham
70
70
90
23
0
Cof
fee
Cof
fee
Sal
ad
70
70
75
215
W
ater
W
ater
C
hees
e 60
60
85
20
5
Wat
er
Wat
er
Ham
60
60
90
21
0
Wat
er
Wat
er
Sal
ad
60
60
75
195
5 Te
a C
offe
e C
hees
e 70
50
85
20
5
Tea
Cof
fee
Ham
70
50
90
21
0
Tea
Cof
fee
Sal
ad
70
50
75
195
5 C
offe
e W
ater
C
hees
e 60
70
85
21
5
Cof
fee
Wat
er
Ham
60
70
90
22
0
Cof
fee
Wat
er
Sal
ad
60
70
75
205
W
ater
Te
a C
hees
e 50
60
85
19
5 5
Wat
er
Tea
Ham
50
60
90
20
0 0
Wat
er
Tea
Sal
ad
50
60
75
185
15
Func
tiona
l Ski
lls M
athe
mat
ics
Ent
ry 1
, 2 &
3 S
peci
men
Ass
essm
ent M
ater
ials
92
Q
uest
ion
Ans
wer
M
ark
R
A
I
Mar
k aw
arde
d
Te
ache
r Com
men
t
(w
here
app
ropr
iate
) 4
(c)
The
12 m
arks
to b
e al
loca
ted
as fo
llow
s -
Aw
ard
3 m
arks
for i
nter
pret
ing
the
thre
e gr
aphs
co
rrec
tly (a
ll ba
rs in
terp
rete
d co
rrec
tly
Ham
– 4
,7,9
Che
ese
– 8,
6,9
Sal
ad –
10,
12,6
thes
e ca
n be
see
n or
impl
ied
anyw
here
in th
e qu
estio
n)
(2 m
arks
for c
orre
ctly
inte
rpre
ting
6 ba
rs c
orre
ctly
1
mar
k fo
r int
erpr
etin
g 3
or m
ore
bars
cor
rect
ly)
Aw
ard
2 m
arks
for a
ddin
g th
eir c
orre
ct s
andw
ich
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ls
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ark
for a
ttem
ptin
g to
add
the
sand
wic
h to
tals
) A
war
d 2
mar
k fo
r fin
ding
cor
rect
san
dwic
h to
tals
(2
0, 2
3, 2
8 F.
T th
eir
tota
ls)
(1 m
ark
for a
ddin
g to
tals
but
with
a n
umer
ical
err
or)
Aw
ard
1 m
ark
for c
orre
ctly
inte
rpre
ting
the
tota
ls
and
stat
ing
the
mos
t pop
ular
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dwic
h (F
.T th
eir
tota
ls)
Aw
ard
2 m
arks
for a
ddin
g th
eir c
orre
ct d
ay to
tals
(1
mar
k fo
r atte
mpt
ing
to a
dd th
e da
y to
tals
) A
war
d 1
mar
k fo
r the
ir co
rrec
t day
tota
ls (F
.T th
eir
day
tota
ls)
Aw
ard
1 m
ark
for c
orre
ctly
inte
rpre
ting
the
tota
ls
and
stat
ing
whi
ch d
ay m
ost w
as s
old
(F.T
thei
r to
tals
)
12
4 3
5
To
tal o
ut o
f a p
ossi
ble
40 m
arks
S
kill
Sta
ndar
d w
eigh
tings
13
15
12
S
kill
Sta
ndar
d w
eigh
tings
%l
33
37
30
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 93
Functional Skills
FUNCTIONAL SKILLS MATHEMATICS Entry 1, Entry 2 and Entry 3
SPECIMEN PAPER INSTRUCTIONS FOR TEACHERS To be opened on receipt
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 95
Conduct of the Controlled Assessment
The following notes outline arrangements for the conduct of the controlled assessment for the ** examination series for Entry Levels 1, 2 and 3.
1. Timing of the Controlled Assessment
• The Controlled Assessments are timetabled to start on or after ** . • For Entry 1, 2 and 3 the controlled assessments should be completed in a
time not exceeding 1 hour. • The Functional Skills Entry Level Controlled Assessments can be timetabled
at the discretion of the centre within the assessment window (* – *). • The subject teacher may invigilate the whole of the Controlled Assessment. • Centres are asked to keep a log of attendance throughout the Controlled
Assessment. • Candidates may not need all the specified time, but special consideration will
not normally be given for candidates who do not complete in the full time available to them.
• The candidates may repeat the tasks within the assessment window, or may
carry out the tasks in smaller manageable sections.
• All candidates’ work should be submitted to the Internal Assessor by *. 2. Before the Controlled Assessment
• The assessor should familiarise themselves with the Functional Skill Standards at the appropriate level, the tasks, requirements for equipment and the marking guidance before initiating the assessment with the candidate.
• 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 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 Skill Standards should not be changed and all assessments should sample across number, geometry and statistics.
• For the plant pot tasks it is necessary to provide candidates with plant pots
and real plants with the information attached or alternatively give candidates the provided cards that have been cut out.
• Provide an optional calculator and materials for recording for the candidates
to use e.g. paper, mini whiteboards etc
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 96
3. During the Controlled Assessment • Candidates should not be able to access their work outside the timetabled
sessions. • All of the assessment must be undertaken in controlled, supervised conditions
according to current JCQ regulations. • Candidates must work independently and the work submitted must be their
own work. • 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.
• Assessors must declare any assistance given in the comments column on the
mark sheets. Marks must not be awarded in these cases. Teachers/assessors may adapt the questions to suit candidates but should not be in such a way that direction is given.
• Assessors should observe the learner during the assessment to be able to
complete the mark sheet. The mark sheet with assessor’s comments and any evidence produced by the learner should be collated. Such evidence could be ‘working outs’, written work or witness statements. Candidates’ work can be annotated if necessary.
• The tasks should be 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 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. Examples of the dialogue that could be used with candidates are included with the tasks. They may be adapted to best suit the candidate but direction should not be given on how to complete the tasks themselves. The Skill Standards should not be changed and all assessments should sample across number, geometry and statistics. Assessors should use the Teacher’s comment column on the marking guidance and any intervention should be noted and taken into consideration when marking.
• Calculators may be used. • The candidates’ responses are internally assessed and a sample of the
candidates’ work is then externally moderated. • At Entry 3, the assessment should not be seen as an hour long examination –
candidates may use resources and ‘props’ if necessary and can talk about their work to their assessor in an informal way.
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 97
4. Marking the Controlled Assessment
• The Controlled Assessment should be marked for all candidates. • At Entry 1, 2 and 3 marking guidance will be provided, 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.
• If candidates are provided with assistance a note should be made in the
Teacher’s comment column in the mark schemes as to the nature of the help given. If teacher/tutor intervention is used, this should be noted and taken into consideration when the assessment is made.
• 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 Specimen Assessment Materials 98
5. Sampling Procedures
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 teacher/assessor’s possession to prevent any tampering with it. Moderation/Verification will take place at two levels:
3. Within the centre to ensure that a uniform standard has been applied across
the teaching groups. There must be opportunities to exchange work/view candidates’ performances and discuss the criteria during the assessment window: significant differences in the application of criteria and hence in rank-ordering will be difficult to resolve at the final stage of assessment. One person must take responsibility for the final moderation procedure within a centre, sampling the work of each teaching group.
4. Through the inspection of a sample of the work by WJEC moderators/verifiers. For Entry 1, 2 and 3 the sample will be selected according to the table below, based on the centre’s overall rank order. Further details can be found in the Controlled Assessment Manual, which will be sent to centres. For entries of up to 10 candidates, all controlled assessments will be sent. Further samples of controlled assessment will be sent to the moderator/verifier if required. WJEC reserves the right to call in all of a centre’s controlled assessments if this proves necessary.
Total no. of
Candidates at each Level
Work to be submitted (Numbers relate to rank order)
1 - 10 All
11 - 19 1st and every second (1, 3, 5, 7 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting the spread of marks) to make a total sample of 10
20 - 45 1st and every fifth (1, 6, 11, 16 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 10
46 - 99 1st and every eleventh (1, 12, 23, 34 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 10
100 - 199 1st and every fourteenth (1, 15, 29, 43 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 15
200 - 299 1st and every fifteenth (1, 16, 31, 46 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting spread of marks) to make a total sample of 25
Over 300 1st and every twentieth (1, 21, 41, 61 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting spread of marks) to make a total sample of 25
Functional Skills Mathematics Entry 1, 2 & 3 Specimen Assessment Materials 99
N.B. In addition, the following points should be considered in selecting the sample: (i) Each teaching group should be represented. (ii) Where there are several candidates on a particular mark these will count towards
the total number in calculating the rank order, but normally only one candidate's work on a particular mark will be submitted.
(iii) Work submitted should where possible meet the full requirements of the
specification; i.e. candidates who have not completed the controlled assessment should not be included, but be replaced by that of the nearest candidate (either higher or lower) with a complete controlled assessment.
Where the moderation process reveals serious problems in any centre, with regards to interpretation and/or implementation of the assessment criteria, WJEC will request further work or take other appropriate action to safeguard candidates’ interests. The marks for the sample must be inserted on the appropriate Sample Form and centres must indicate the total number of candidates entered at Entry 1, Entry 2 and Entry 3. 6. Submission of candidates’ work to the External Moderator
• The attendance register should be submitted with the candidates’ work. • The Mark Sheets (annotated where appropriate) for each task of the
Controlled Assessments, candidates’ work where necessary and candidates’ scripts (Entry 3), should be received by the moderator by ***.
7. Return of Work
Work for this subject will not be returned to centres unless specifically requested, in which case an addressed label should be included in the sample sent for moderation.
Functional Skills Mathematics Entry 3 Specimen Assessment Materials 101
FUNCTIONAL SKILLS
MATHEMATICS
ENTRY 1, 2 AND 3
CONTROLLED ASSESSMENT
CANDIDATE AND TEACHER DECLARATION
NOTICE TO CANDIDATE
The work you submit for assessment must be your own. If you copy from someone else, allow another candidate to copy from you, or if you cheat in any other way, you may be disqualified from at least the subject concerned.
Declaration by candidate I have read and understood the Notice to Candidate (above). I have completed this assignment without assistance other than that which my teacher has explained is acceptable within the specification
Candidate's Number
Candidate's Signature
Declaration by teacher I confirm that the candidate's work was conducted under the conditions laid out by the specification. I have authenticated the candidate's work and am satisfied that to the best of my knowledge the work produced is solely that of the candidate.
Centre Number
Date
Teacher's Signature
WJEC FS Maths - Entry 1,2 & 3 SAMs - 2010 (Merged) JF 02 06 10
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