About Maths ID

About Maths ID

As every teacher of an Entry Level subject knows, a well-designed programme of delivery and assessment is of paramount importance as a platform for good quality learning. Conversely, when means of assessment are poorly designed or unsuitable, Entry Level learners are especially vulnerable to the harmful effects of ‘teaching to the test’, as continuing learning needs are masked by unreliable assessment results.

Maths ID (Individuated Delivery) has been designed by Entry Level numeracy teachers, to provide the framework for good learning that our students need. The following features of the programme are its key elements, and distinguish it from other programmes not specifically designed for this learning cohort:

Essential topics only

For those learners who experience acute difficulty with numeracy learning, we need to prioritise the essentials. These are basic number, money and time. With limited time available for teaching, learning needs to be narrow and deep, not wide and shallow, for learners at risk of numeracy failure.

Finely graded stages

For formative assessment, the programme uses 10 or 12 assessment points per Entry Level per topic. For summative assessment, learners are graded A-E at each Entry Level. Consequently the learning curve is always manageable, and the gradual progress that is to be expected from learners at these levels is reflected in their results, which reflect genuine attainment and do not mask continuing needs.

Integrated practice materials

The Maths ID website (mathsid.com) features interactive practice quizzes for all stages of the programme, to encourage independent study and to support progression towards assessment. Printable 'progress tests' are also provided, which correspond to to the same stages and which teachers are encouraged to use as evidence of progress. All these materials are presented in the same style as the summative assessment, to avoid the ‘gap’ between learning and assessment which is common at this level in less integrated programmes.

Intrinsic structure

The stages of Maths ID are designed meticulously to build upon one another and produce a coherent body of knowledge; not merely isolated items of learning. (Entry Level learners are vulnerable to this problem of disconnection, and autistic learners are especially at risk from it.) Furthermore, the structure of the programme is designed to differentiate delivery automatically, so that each member of a class can be working on the right topic at the right level, as well as to identify support needs automatically. This is ‘Individuated Delivery’.

Cyclical format

The programme is intended to be run cyclically, so that learners regularly revisit basic concepts and can be supported to target specific weaknesses. When good learning is taking place, a student will progress a little further in each cycle.

Needs-centred design

Accessibility for learners with autism and dyslexia is built into the design of the Maths ID programme. We believe it should be a statutory requirement for every qualification at this level to be published with a rationale detailing how it is made accessible to its cohort by its design (and not merely by auxiliary modifications).

Please use mathsid.com in the way that works best for your students, and join our mailing list to be part of our campaign for better and more inclusive numeracy qualifications.

 Maths ID 2019 - 21