Broomfield SILC

Functional Maths

All of our learners in Post 16 do some aspect of Functional Maths. We believe that the important aspects of maths are essential for learners preparing for life.

In our Informal pathway, pupils primarily explore colours, shapes, objects and patterns in a variety of contexts in order to develop understanding of and connect to the world around them. Informal learners, use their mathematical knowledge to initiate and extend communication, choosing colours etc, to express their personal choice. They are given opportunities to explore age-appropriate topics delivered in an engaging sensory manner; capacity through sensory play and cooking, money through role play and sensory exploration.

Within our Semi-Formal and Formal pathways, a key example of an important mathematical skill in the functional curriculum for SEND learners, is counting, recognising and understanding money. Another area where maths comes into the functional curriculum is units of weight, length and capacity. Learning how to measure these things and what tools to use when doing so is an important thing to learn in preparation for living independently, and it can also be useful in employment and social situations.

Some Semi-Formal and most Formal learners will take external accreditation in functional maths.

Qualifications purpose

The Pearson Edexcel Functional Skills Qualifications in Mathematics at Entry Levels 1 to 3 is for learners to develop understanding and skills in mathematics.

The qualifications give learners the opportunity to:

  • demonstrate a sound grasp of the underpinning skills and basics of mathematical problem-solving skills appropriate to the level, and the ability to apply mathematical thinking to solve problems in familiar situations
  • achieve the skills for further study at Levels 1 and 2
  • achieve a foundation for progression into employment.

Qualifications aims and outcomes

The Pearson Edexcel Functional Skills Qualifications in Mathematics at Entry Levels 1 to 3 should:

  • enable learners to become confident in their use of fundamental mathematical knowledge and skills
  • indicate that learners can demonstrate their understanding by applying their knowledge and skills to solve simple mathematical problems or to carry out simple tasks.