<p>Maths Skills Diagnostic Assessments created for 2019 Reformed Functional Skills Maths Entry 3, Level 1 and Level 2</p> <p>Each assessment is 1hr 15mins.</p> <p>Tracker included.</p> <p>Each question refers to current specification.</p> <p>As with any assessment, use this to see how they are and more importantly react to it via your teaching to close gaps in their learning.</p> <p>Work out answers as a department and decide your own marking scheme so you talk about maths, anticipated pitfalls misconceptions etc.</p> <p><em><strong>More detail</strong></em></p> <p>Each question number refers to the subject content number of that level (that document also included for completeness) so the whole test will quickly tell you where the gaps are in the students learning.</p> <p>So, for example, question 1 in the Entry 3 skills assessment relates to the 1st entry in the subject contents for Entry 3 which is “1. Count, read, write, order and compare numbers up to 1000” . Another example is question 20 of the Level 2 skills assessment will be about the 20th entry in the subject contents for level 2 which is “20. Understand and use common 2-D representations of 3-D objects”.</p> <p>The included tracker file needs to filled in with the students data (yellow part) and their test results (green part).<br /> The right of the spreadsheet shows a rubric broad breakdown in percentages of three main areas of functional skills reform, namely:</p> <ul> <li> <p>Using numbers and the number system referred to as “Number”.</p> </li> <li> <p>Use of measures, shape and space, referred to as “Shape, Space and Measures”</p> </li> </ul> <p>-Handle information and data referred to as “Data”.</p> <p>As with any assessment, use this to see how they are and more importantly react to it via your teaching to close gaps in their learning.</p>

<p>We have gone through the available Functional Skills Reform 2019 sample assessment materials and cross referenced the questions with the subject content for Entry 3, Level 1 and Level 2. This gives an examination board exemplar of each content for each level, and removes (reduces) the guesswork of what is meant by each of the content headings<br /> What we have done cover the examination boards Edexcel, OCR, AQA and City and Guilds.</p> <p>This may go some way to helping you plan your Functional Skills reform lessons before September start.</p> <p>This was completed on 12th July 2019.</p> <p>Let us know how you find it</p>

<p>Maths Teaching Made Easier (MTME) resource.</p> <p>Excel macro driven spreadsheet to demonstrate step by step how to find the <strong>nth term of a linear sequence</strong>.<br /> Make sure you enable the macros when opening this file. This is a site licence.</p> <p>Its very intuitive as you only need to click on the clearly labelled colour coded buttons to reveal the next step with the workings shown.</p> <p>Go through an example, get them to have a go and those students that can do it, you can you can get them onto something else, and as for those who got stuck you are easily positioned to do another example with them at a the click of a button. Ideally pausing and questioning them as you go along.</p> <p>Can be used for explanations, recap and recall of previous work etc.<br /> I really enjoy being able to pause and asking questions to the class as to what the next step for quick AfL.</p> <p>Many examples can be generated on the fly, leaving the teacher fully in control.</p> <p>This is something that powerpoints and worksheets can’t really do.</p> <p>You can even do it as I <strong>watch me task</strong> because I’m going to ask you about it in a bit. What did I do? Why did I do it?</p>