1. CCEA Essential Skills Application of Number Levels 1 and 2
Corr’s Corner 30th November 2017

2. Agenda Welcome and introduction
Overview of Essential Skills Application of Number
Level 1 – The standards
Level 2 – The standards
Feedback on recent examination series
Questions
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3. Guided Learning Hours Guided Learning = 45 hours
Underpinning knowledge and skills teaching
Total Qualification Time = 60 hours
Exam preparation
eg examination type questions

4. Structure of Levels 1 and 2
There is just one component:
CCEA test for each level - externally provided by CCEA and externally marked by CCEA
The tests will be based on the refreshed standards for Application of Number levels 1 and 2
Each test will test a level with no facility to drop-down to a lower level
Tests will be paper-based and available in four series per year
There are no pre-requisites for entering a candidate for a level but it is advisable for centres to ‘base-line’ their candidates and ensure each candidate is being entered at the correct level
Level 1 – same level of difficulty as GCSE D to G
Level 2 – same level of difficulty as GCSE A* to C

5. The Purpose of the Qualification
The purpose of the qualification is to improve the numeracy skills of 14+ learners in Northern Ireland by providing opportunity for learners to:
gain the most from life, learning and work;
become better qualified;
apply their number skills to practical problems in familiar and unfamiliar contexts; and
better understand the purpose and relevance of number in tackling problems and finding solutions.

6. The Skills Standards
Essentials Skills qualifications in AoN assess three components:
Representing information (Representing)
selecting the mathematics and information to model a situation
Carrying out calculations (Calculating)
processing and using mathematics
Interpreting results & presenting findings (Interpreting)
interpreting and presenting findings

7. The Tests Tests are scenario-based
everyday familiar and unfamiliar contexts, eg
Plan a night out – consider any discounts or offers that may reduce the cost eg menu prices, group discounts, early bird offers etc
Measure lengths and areas to carry out calculations to do with home decorating
Describe, using the language of probability – the chance of gender within a particular year group

8. The Tests Level 1: 1 hour 30 mins 3 tasks to complete. Total marks 45
Each task worth 15 marks
Total marks 45
Calculator can be used throughout
Checking using alternative methods remains paramount

9. The Tests Level 2 1 hour 30 mins 2 tasks to complete. Total marks 50
Each task worth 25 marks
Total marks 50
Calculator can be used throughout
Checking using alternative methods remains paramount

10. Benefits to the assessment arrangements
Essential Skills assessment robust and fair (DTTs were not perceived as such)
No portfolios to supervise, mark and internally moderate
No centre adjustment
Every candidate test marked by CCEA so each candidate gets a fair outcome for their work
Opportunities for teachers to become involved as Markers
Ongoing support from CCEA

11. Support Specification Sample assessment materials
Past papers and mark schemes
Chief Examiner reports
Support/training events
Centre visits

12. Administration Entry Codes Entry Periods Specification Entry Code
Application of Number L1
BAP1
Application of Number L2
BAP2
Examination Series
Closing Date for Entries
October
4th September
January
21st November
April
20th February
August
3rd July

13. Contact details
Specification Support Officer: Barbara Laffitte-Fitou ext 2292
Education Manager: Michael McAuley ext 2342

14. LEVEL 1

15. Overview No portfolio Test: scenario based
3 themes with subsequent questions
Calculator should be used where appropriate
Some 2-step calculations
Narrow range than GCSE

16. The Skills Standards Representing (assessment weightings 30 to 40%)
Understand practical problems in familiar and unfamiliar contexts and situations, some of which are non-routine.
Identify and obtain necessary information to tackle the problem.
Select mathematics in an organised way to find solutions.
Calculating (assessment weightings 30 to 40%)
Apply mathematics in an organised way to find solutions to straightforward practical problems for different purposes.
Use appropriate checking procedures at each stage.
Interpreting (assessment weightings 30 to 40%)
6. Interpret and communicate solutions to practical problems, drawing simple conclusions and giving explanations.

17. The coverage and range Level 1
Understand and use whole numbers and understand negative numbers in practical contexts;
Add, subtract, multiply and divide numbers (whole and decimals) using a range of strategies;
Understand and use equivalences between common fractions, decimals and percentages;
Add and subtract decimals up to two decimal places;
Solve simple problems involving ratio, where one number is a multiple of the other;
Use simple formulae expressed in words for one- or two-step operations;

18. The coverage and range Level 1
Solve problems requiring calculation with common measures, including money, time, length, weight, capacity and temperature;
Convert units of measure in the same system;
Work out areas and perimeters in practical situations;
Construct geometric diagrams, models and shapes;
Extract and interpret information from tables, diagrams, charts and graphs;
Collect and record discrete data and organise and represent information in different ways;
Find mean and range; and
Use data to assess the likelihood of an outcome.

19. Skills, Knowledge & Understanding
Exemplification
c. Understand and use equivalences between common fractions, decimals and percentages
calculating fractions, decimals and percentages
e. Solve simple problems involving ratio, where one number is a multiple of the other
unitary ratio eg 3 : 1
f. Use simple formula expressed in words for one - or two-step operations
Formula expressed in words eg cost of trip per person = (total meal cost + total bus cost) divided by number of people

20. Skills, Knowledge & Understanding
Exemplification
i. Work out areas and perimeters in practical situations
perimeter and area of simple shapes
triangle, square, rectangle
simple volume
cube, cuboid
l. Collect and record discrete data and organise and represent information in different ways
eg colour of cars in car park
n. Use data to assess the likelihood of an outcome
Using the language of chance
eg impossible, unlikely, fifty-fifty, likely, certain

21. LEVEL 2

22. Overview No portfolio Test: scenario based
2 themes with subsequent questions
Calculator should be used where appropriate
2-step calculations
Narrow range than GCSE

23. The Skills Standards Representing (assessment weightings 30 to 40%)
1. Understanding routine and non-routine problems in familiar and unfamiliar contexts.
2. Identify the situation or problems and identify the mathematical methods used to solve them.
3. Choose from a range of mathematics to find solutions.
Calculating (assessment weightings 30 to 40%)
Apply a range of mathematics to find solutions.
Use appropriate checking procedures and evaluate their effectiveness at each stage.
Interpreting (assessment weightings 30 to 40%)
6. Interpret and communicate solutions to multi-stage practical problems in familiar and unfamiliar contexts and situations.
7. Draw conclusions and provide mathematical justifications.

24. Skills, Knowledge & Understanding
Exemplification
a. Understand and use positive and negative numbers of any size in practical contexts
b. Carry out calculations with numbers of any size in practical contexts, to a given number of decimal places
c. Understand, use and calculate ratio and proportion, including problems involving scale

25. Skills, Knowledge & Understanding
Exemplification
d. Understand and use equivalences between fractions, decimals and percentages
e. Understand and use simple formulae and equations involving one- or two-step operations including symbols
f. Recognise and use 2D representations of 3D objects
g. Find area, perimeter and volume of common shapes including circular surfaces, composite shapes and cylinders

26. Skills, Knowledge & Understanding
Exemplification
h. Use, convert and calculate using metric, and where appropriate, imperial measures
i. Collect and represent discrete and continuous data, (using ICT where appropriate)
j. Use and interpret statistical measures, tables and diagrams, for discrete and continuous data, using ICT where appropriate including median and make comparisons
k. Use statistical methods to investigate situations
l. Use probability to assess the likelihood of an outcome