The Maths ID programme has been created to deliver the most essential numeracy learning to those learners with the most acute needs, and to demonstrate how good qualification design can empower teachers to do their best work.
We recommend that the following features of Maths ID should to be implemented as standard for all numeracy programmes set at the Entry Levels of the national qualifications framework:
Finely graded stages: Maths ID uses 10 assessment points per Entry Level per topic. As a result 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.
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.
Cyclical format: The programme is intended to be run cyclically, so that learners regularly revisit basic concepts and target specific weaknesses. When good learning is taking place a student will progress a little further in each cycle.
Essential topics only: For those learners who experience particular 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.
Needs-centred design: Accessibility for learners with autism and dyslexia is built into the design of the Maths ID programme. We believe that every qualification should be published with a rationale detailing how it is made accessible 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.
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