GCSE Functional Skills Maths Entry Level, Level 1 and Level 2

The Maths curriculum at James Brindley is tailored to meet the unique needs of students with Special Educational Needs and Disabilities, ensuring a supportive and inclusive learning environment. We aim to foster a positive attitude towards mathematics by employing differentiated teaching strategies, adaptive resources, and personalised learning plans. New pupils are baselined during the first half term using GL assessment. Ongoing assessment and progress monitoring ensures that teaching remains aligned with students’ evolving needs and individual knowledge gaps. Adjustments to teaching strategies are made in response to both and individual progress, creating a dynamic and responsive learning environment.

Differentiated instruction ensures that each student receives tailored support, allowing them to progress at their own pace. Throughout KS2 – KS3 students are taught in stage not age groups based on their individual learning needs and readiness, rather than solely following a predetermined curriculum based on their age. They cover all of the content and requirements of the national curriculum but this approach recognises that students develop at different rates and may be ready for certain mathematical concepts at different stages of their cognitive and emotional development. The stage-based approach helps to identify and address gaps in understanding before moving forward. In KS4 students work towards GCSE maths or Functional Skills maths. The choice of pathway is dependent upon individual learners needs and ongoing teacher assessment. Either route has a strong focus on real-world examples and applications to help learners connect abstract mathematical concepts to practical situations, fostering a deeper understanding and appreciation for the subject.

Functional Skills focuses on the practical application of mathematical concepts in real-life situations. The course is shorter so allows students to work at a slower pace, focusing on specific areas that need improvement. It is available at different levels (Entry Level, Level 1, and Level 2) to accommodate varying abilities and can meet the needs of learners in our hospital and short term provision settings who are with James Brindley for shorter periods of time.

Our teaching approach recognises and accommodates a diverse range of learning styles and abilities. The curriculum is designed to provide a solid foundation in essential mathematical concepts while acknowledging and addressing individual knowledge gaps and learning challenges. Emphasis is placed on promoting mathematical understanding, problem-solving skills, and functional application of mathematical concepts in real-life situations.

Addressing gaps in learners’ maths knowledge requires an ongoing targeted and supportive approach. Students work and understanding is continually monitored and assessed in a variety of ways. Baseline diagnostic assessments take place within the first term of a students arrival. Skills checks take place weekly to continually revise and reinforce key techniques and concepts. Formal assessments or mock exams take place termly followed by question level gap analysis and moderation meetings. Parents are informed regularly about their child’s progress and areas of concern and encouraged to support their children’s learning at home.

Several strategies can then be employed to address knowledge gaps: Intervention sessions arranged to target key weaknesses. Additional strategies added to support plans to make learning more accessible. TA support with small groups in lessons. Homework Lunch time workshops with maths teachers. After school targeted revision sessions Online tasks, video tutorials and homework.

Maths is a key entry requirement to many post 16 college courses and apprenticeships. The maths level obtained during Key Stage 4 can often be a determining factor for future opportunities.

The varying following careers are linked to Maths:

• Paramedic:
  • Skills Required: Ability to interpret numbers (e.g., heart rate, medication dosages), recording information.
  • Education Requirement: GCSE grade 4 required.
  • Starting Salary: Around £25,000 per year.
• Town Planner:
  • Skills Required: Working with data, numbers, statistics, maps, and plans. Strong understanding of mathematics and engineering principles for data analysis, blueprint creation, and resource allocation.
  • Education Requirement: GCSE grade 4 required.
  • Starting Salary: Approximately £29,500 per year.
• Engineering Operative Apprentice:
  • Skills Required: Learning general engineering skills, automatic saw work, measuring/weighing/counting, basic computer work.
  • Education Requirement: Apprenticeship role; training for functional skills maths provided if necessary.
  • Salary: £10,982.40 per year during the apprenticeship.
• Pharmacy Assistant:
  • Skills Required: Computer proficiency with pharmacy-specific software, order checking/unpacking, stock management, NHS prescription processing.
  • Education Requirement: Training provided for functional skills maths if necessary.
  • Salary: £9,600 per year.

These roles encompass a range of skills and educational requirements, offering various starting salaries based on the job responsibilities and industry standards in the UK.

Intent

Our intent is to nurture a positive attitude towards mathematics and to empower our pupils with the confidence to engage with the maths they will use in their day to day lives and possess the mathematical skills and knowledge to enable them to thrive in their chosen career path.

At James Brindley, our math’s curriculum has inclusion at its heart and is designed to provide a comprehensive and adaptable educational experience that meets the diverse needs of our young people regardless of their starting points and individual needs. By learning how to use numbers, shapes, and measures, our pupils gain confidence to keep safe and make informed choices in everyday life.

Our Maths curriculum is tailored to be ambitious, delivering core concepts as the building blocks of the subject, but also preparing pupils for specific qualifications, including GCSE Mathematics, Functional Skills Maths (Entry Level through to Level 2), FSMQ Additional Maths and A-Level Mathematics for those seeking advanced study. Learners are inspired to have high aspirations, whether this is achieving the next Entry Level Certificate Level or completing GCSE Further Maths.

We aim to use maths as a vehicle to greater self-belief, independence and resilience through collaborative working that links all members of the school community. The curriculum is designed to be flexible, accommodating pathways that support career opportunities where mathematics is a key component, ensuring all young people can see the direct relevance of maths to their future aspirations, everyday life and the wider world, confidently making links to all areas of study.

Implementation

In our medium term planning we specifically design differentiated schemes of work and utilise published schemes that build towards the aforementioned qualifications, with a focus on core mathematical concepts, fluency, reasoning and problem solving.

We integrate scheduled exam practice and targeted support to ensure pupils are exam-ready. Our continuous assessment framework includes mock exams and ongoing teacher assessments to gauge readiness for formal qualifications, and the use of gap analysis ensures impactful interventions.

Resources like interactive software for GCSE revision, manipulatives for conceptual understanding in younger years/Thrive at KS3, and opportunities to explore maths in the world around us are deployed.

Professional development now includes specific training on delivering the new Maths curriculum, standardisation, moderation and effective exam preparation strategies. This is complimented by embedded opportunities to showcase the contributions of mathematicians from a diverse array of backgrounds, as well as careers links to match the unit of study.

We pride ourselves on a team who are passionate about Maths and convey this to our pupils, modelling a joy of maths! As a team, and with the support of our teaching assistants we foster a safe and supportive atmosphere for our learners to thrive.

Impact

The success of our Maths curriculum is measured by pupil attainment in the respective qualifications undertaken, with progress tracked from their initial baseline upon entry to their final outcomes. Beyond exam results, we look at the broader impact: pupils’ ability to apply mathematical reasoning in everyday situations, their readiness for further education or the workplace, and their numerical confidence.

Regular curriculum reviews incorporate feedback from young people about their preparedness for exams and the applicability of maths skills in their chosen career paths, ensuring our curriculum remains relevant and impactful.

In addition to the academic rigour in our curriculum, it is also an important outcome to see pupils’ enjoyment and engagement often evident in our Maths classrooms, and their willingness to attend optional maths workshops.

• Read scales in divisions of ones, twos, fives and tens
• partition any two-digit number into different combinations of tens and ones
• add and subtract any 2 two-digit numbers using an efficient strategy · recall all number bonds to and within 10 and use these to reason with and calculate bonds to and within 20
• recall multiplication and division facts for 2, 5 and 10 and use them to solve simple problem
• identify ½, 1/3 , ¼, ¾, of a number or shape, and know that all parts must be equal parts of the whole
• use different coins to make the same amount
• read the time on a clock to the nearest 15 minutes
• name and describe properties of 2-D and 3-D shapes, including number of sides, vertices, edges, faces and lines of symmetry.

• Read and write numbers up to 10000000
• Identifying the factors of a number
• Simplifying fractions
• Calculating 25%, 50%, 75% of a quantity
• Rounding to the nearest 10 or 100
• Multiplying and dividing with 2 or 3 digit numbers
• Simplifying expressions by collecting like terms
• Adding and subtracting large numbers
• Using the correct order of operations
• Addition and subtraction of fractions
• Converting between mm, m and cm
• Identifying equivalent fractions
• Comparing negative numbers
• Changing improper fractions to mixed numbers
• Writing numbers in words and digits
• Multiplying fractions by a whole number
• Finding the lowest common multiple
• Using the correct order of operations
• Dividing 3 and 2 digit numbers by a 1 digit number
• Continuing a sequence
• Identifying place value in numbers
• Changing improper fractions to mixed numbers
• Simplifying a ratio
• Dividing by single digit (leading to decimals)
• Dividing in a given ratio · Rounding decimals to 1 d.p.
• Comparing fractions, decimals and percentages
• Converting units of time
• Multiplying an integer by a decimal
• Addition of mixed numbers
• Solving time problems
• Addition and subtraction of mixed numbers
• Solving simple equations
• Calculating 10%, 5% and multiples of 10% and 5%
• Comparing lengths using metric units
• Ordering decimals
• Identifying factors, primes and multiples
• Multiplying fractions

• Multiplying and dividing fractions
• Multiplying decimals
• Evaluating indices
• Expanding a single bracket
• Calculating a percentage of a quantity
• Using the correct order of operations
• Multiplying and dividing by powers of 10
• Calculating speed
• Multiplying mixed numbers
• Expressing as a product of prime factors
• Dividing in a given ratio
• Increase and decreasing by a given percentage
• Simplifying indices
• Dividing mixed numbers
• Multiplication and division by decimals
• Substitution into formulae
• Estimation
• Finding the HCF and LCM
• Calculating distance
• Fractions, decimals and percentages
• Solving linear equations
• Estimation
• Multiplying and dividing mixed numbers

Percentage calculations Identify bounds when rounding

• Foundation Level GCSE
• Order of operations
• Simplifying – collecting like terms
• Solving linear equations
• Averages
• Area and perimeter
• Expanding and simplifying
• Finding the nth term of a sequence
• Calculating a percentage of a quantity
• Ordering measures
• Substitution
• Simplifying ratios
• Dividing in a given ratio
• Factorising Rounding – correct to 1 significant figure
• Expressing as a product of primes/ HCF / LCM
• Equivalent fractions, decimals and percentages
• Circles – Area and Circumference
• Mixed Arithmetic with fractions
• Estimation
• Increasing a decreasing by a given percentage
• Finding the nth terms of a sequence
• Substitution
• Calculating a fraction of a quantity
• Solving inequalities
• Arithmetic with decimals
• Factorising
• Changing the subject of a formula
• Expressing as a product of primes
• Increasing a decreasing by a given percentage