Su Nicholson
Principal Examiner for Functional
Maths Edexcel
Resources produced as part of LSIS funded project.
Not officially endorsed or supported by Edexcel/Pearson.

• Representing
• Analysing
• Interpreting
PROCESS SKILLS
30 to 40%
30 to 40%
30 to 40%

Representing
Making sense of situations and representing them
A learner can:
• recognise that a situation has aspects that can be represented using mathematics
• make an initial model of a situation using suitable forms of representation
• decide on the methods, operations and tools, including ICT, to use in a situation
• select the mathematical information to use.
Analysing
Processing and using mathematics
A learner can:
• use appropriate mathematical procedures
• examine patterns and relationships
• change values and assumptions or adjust relationships to see the effects on answers in the model
• find results and solutions.
Interpreting
Interpreting and communicating the results of the analysis
A learner can:
• interpret results and solutions
• draw conclusions in light of the situation
• consider the appropriateness and accuracy of the results and conclusions
• choose appropriate language and forms of presentation to communicate results and conclusions.

Open questions – 75% of assessment
• Any question that has more than one possible answer or can be answered using a number of different methods is classed as open
• Interpretation questions are classed as open

Quality of Written Communication
• Writing down their working!
• Setting out their work clearly
• Explaining their conclusions following working
• Answering the question following working

• Assessed on hard copy
• Up to 1 hour 30 minutes duration
• Two sections based around a theme
• Total of 20 marks
• 75% or 15 marks needed for a ‘pass’
• Papers internally assessed and verified, then externally verified

Mark Task 2:
Watering your beans
Answer
Watering Plants Valid method used to work out how often e.g. twice a week
Correct dates given =
Thurs 18 and Mon 22
Calendar marked up
Total
1
1
1
3
Achieved?
(  )

• Assessed on-screen and hard copy
• 1 hour 30 minutes duration
• Three sections each of 16 marks
• Pass mark varies according to learner performance – around 29 out of 48

• Question papers state:
• Learners who do not show their working for these questions may get no marks even if they state the correct answer

Organisation of the work is crucial for the award of marks: disorganised working spread across the working space attracts few marks simply because the process followed is not clear. This is particularly important in functional skills exams because candidates are having to answer open ended questions and need to describe the process through reasoned mathematics and relevant argument. Teachers need to place emphasis on the meaning of the notepad symbol as some candidates ignore the key need to show clear evidenced working.
Overall, candidates found questions most difficult when they were not directed: that is, the more open-ended type questions. Centres need to offer opportunities for solving these types of problem in preparation for examinations in functional skills.

Questions sometimes require a candidate to make a decision as well as process arithmetic. Candidates need to be ware of this and remember to indicate what decision needs to be made.
In functional questions, the facility to reflect on whether the final answer is reasonable is important. Candidates need to reflect on whether the final answer is reasonable in the context of the question.

• Read the question carefully, what is it asking you to do?
• Highlight all the key information you need to answer the question
• Write down your calculations clearly
• Start each different calculation on a new line
• Make sure your answer is clear

Now check:
• Read the question again
• Have you answered the question?
• Have you included any units?
• Does your answer make sense?

• Sequencing problems, arranging statements and calculations in the correct order
• Interpretation activities; e.g. Using matching cards to match data and scales with graphs
• Activities using collaborative learning techniques, giving learners the opportunity to talk together, to discuss ideas, analyse and solve problems

Activities involve:
– Identifying relevant information
– Thinking through a plan to tackle a problem
– Communicating solutions effectively
– Explaining solutions to each other

• Teacher led activities promoting class discussion
• Encouraging reasoning using open questioning techniques:
– Why do you think this?
– Does your answer make sense?