Access keys
Search Skip navigation
What is Application of Number?
Structure and content of the
qualification
The outline structure of Application of Number is on pages 8&9 of
the QCA
Guidance
The emphasis is on the application of number, but the standards also
place importance on process skills. The list below shows some of the skills
required in the specifications (although some of these skills are not
appropriate for the lower levels).
Identifying and introducing the task
- Explaining approaches to the task
- Looking for alternative approaches
- Selecting appropriate calculations
- Estimating
- Carrying out specific calculations
- Showing method
- Working to appropriate levels of accuracy
- Checking
- Selecting method of presentation
- Presenting findings
- Interpreting results
- Justifying decisions
- Reviewing how the purpose has been met
It is not just the 'doing' that is important here; students
are also expected to be able to plan what they are going to
do, justify their approach, describe what they have done,
explain why they have done it, and then check, interpret,
justify and review the results. For students to be successful
in this, they really do need to have a good understanding
of number.
For more information see
Structure and content of
the qualification
There are four levels.
Level 1 covers the general mathematical skills that might
be needed for a student studying for a Foundation GNVQ. It
equates to the mathematical skills contained in the National
Curriculum Levels 4 and 5. At the other end of the spectrum,
Application of Number Level 4 covers the skills that might
be needed for a student who is studying for a qualification
at Level 4 such as HND or a degree.
Components
Each unit is split into three components. Broadly they can
be described as follows:
- obtaining and interpreting information, and planning
- carrying out calculations
- presenting and interpreting results.
These components are intended to be seen as a coherent sequence of stages
in any numerical investigation. This is the requirement behind the portfolio
requirement, at Levels 2, 3 and 4, for a substantial activity that covers
all three components.
Assessment
The assessment is in two parts.
There is a test, which is externally set and marked, covering
the underpinning skills. The questions are not linked to any
particular vocational area or subject but are usually set
in an everyday context.
There is also a portfolio. This will usually comprise one or two assignments
(although there may be more). The assignment work should be set in a context
that is relevant to the students course, work or life. Ideally these pieces
of work should be naturally occurring: for example, one might be a Geography
AS assignment or perhaps a health and safety at work assignment that formed
part of the student's work experience).
View assessment requirements.
View differentiation and progression between levels.
As with all key skills, progression up through the levels
of Application of Number is related to three main strands.
As students move up through the levels, they are expected
to:
- draw on more complex and a wider range of techniques
- take a more active role in the planning process
- justify the decisions taken and the methods used.
You will need to identify exactly
which skills your students will need to develop. This will
depend on the level that they are working towards. For example
Level 2 students will need to be able to construct pie charts,
whilst a Level 1 student will not.
Links
More detailed information, including additional guidance and amplification
of the key skill qualification standards and guidance (QCA/04/1272) are
available from the QCA
Website.
Back to Teaching and Learning
Back to Application of Number
Summary of this section