'Building A Foundation For The Future': Guidance Document: Version 1.1 April 2012

’Building a Foundation for the Future’: Guidance
Document

Version 1.1 April 2012
Building a Foundation for the Future‐Guidance Document
Contents
Contents ........................................................................................................................................ 2
Introduction, Purpose of the initial assessment tools ..................................................................... 3
What are Initial Assessment tools? ................................................................................................ 3
Who should use them? .................................................................................................................. 3
When should they be used? ........................................................................................................... 3
How long do they take? ................................................................................................................. 3
How should individuals be supported for the assessments? ........................................................... 3
What results will they provide?...................................................................................................... 3
How are results presented ................................................................................................................................. 3
What does the Level Mean?........................................................................................................... 3
Technical Guidance ........................................................................................................................ 3
Versions of the Tools .......................................................................................... Error! Bookmark not defined.
Technical Requirements .................................................................................................................................... 3
Mapping information for different curricula................................................................................... 3
How do the tools work? ................................................................................................................. 3
Navigating the Assessments........................................................................................................... 3
Product Copyright Information ...................................................................................................... 3
Obtaining Support ......................................................................................................................... 3
Appendix 1 ‐ The Literacy Assessment Adaptive Algorithm ............................................................ 3
Appendix 2 ‐ The Numeracy Assessment Adaptive Algorithm......................................................... 3
Appendix 3: Literacy Curriculum Mappings ................................................................................... 3
Appendix 4: Numeracy Curriculum Mappings................................................................................ 3

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Introduction, Purpose of the initial assessment tools
The tools are designed to help individuals find the Literacy or Numeracy level that they are currently
working at. They may be supported by a manager, trainer or Union Learner Representative or
accessing the tools themselves. These tools can help them to:
Improve their Literacy and Numeracy skills
 Take best advantage of other training on offer e.g. NVQs, SVQs and other work related
training
 Improve their confidence both at work and outside work
 Enable them to consider future career development
 Help their organisation to improve service delivery and offer more effective healthcare
Everybody in the health service can benefit from having good levels of Literacy and Numeracy skills –
these tools will help them to achieve this.
The tools have been developed in the context of the health service. All the questions are related to
the health sector so, hopefully, users will find the contexts familiar.

What are Initial Assessment tools?
Initial assessment tools are designed to indicate the approximate skills level of an individual between
Entry Level 1 and Level 2 in the English qualification framework, and SCQF levels 2 to 5 in the
Scottish framework.
An Initial Assessment is designed to be used
as part of a learning programme, for example
as described by the Skills for Life Learning
Journey, following on from a skills check
(previously referred to as the screening
process) and leading on to diagnostic
assessments.
Commonly an Initial Assessment may be used
to determine the most suitable learning
programme for an individual. Learning can
take place on site or with a provider at a local
college. Other learning is available online
through, for example, Learndirect, Move On,
and BBC Skillswise.

Who should use them?

The tools can be used by most people within an organisation. Indeed, a “whole organisation”
approach is to be recommended. Involving the whole organisation in the process has been shown to
improve take‐up, remove any lingering doubt that poor Literacy and Numeracy skills are only about
“basic skills” and will often identify a whole range of people at all levels within the Career
Framework for Health who would benefit from up‐skilling.
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Users working above level 2 may still have specific topics that they find difficult – many of us have
blank spots when it comes to some areas of Literacy or Numeracy and finding out what these are
can help to begin improving them.
There are some groups of people for whom the tools might not be suitable or where they may need
to be adapted.

English for Speakers of Other Languages (ESOL) Users
The tools are not designed to cater specifically for ESOL users. All the questions have an audio
“track”. For Numeracy this means that the whole question is read. Literacy Questions can be read
to users who have significant difficulties reading English but, in some cases, the question is about
listening or comprehending the content of text. Therefore, you must be careful not to use another
language in a way that guides the user to a particular answer.
For use where appropriate with users with physical disabilities
There are several facilities available to you within the computer‐based tool:
 an audio “track”
 colours specifically chosen to enhance clarity for those with visual disabilities
 the ability to use other supporting technology e.g. magnifying software
These tools have been designed to be used by as wide a range of users as possible. Staff supporting
users will need to treat each person according to their needs.
The tools have been designed to be as accessible as possible for users with disabilities, employing a
clear design (with minimum font sizes) and consistent style.
There is also full audio support for each question with the question text read out automatically.
Although the tools will run at whatever screen resolution size the computer is set to, they have been
designed to run at an optimum resolution of 800 x 600 pixels. It is suggested that screen settings are
checked before allowing users to take an assessment. Staff supporting users may sit alongside them
and enter answers on their behalf, if needed. The important things to remember are that these are
not tests and that their purpose is to determine skill levels. As long as supporting staff are not
answering the questions, any reasonable help can be given.
Users with learning difficulties may find the tools challenging, especially if they have severe learning
difficulties. An experienced Language, Literacy and Numeracy (LLN) tutor will need to judge the
suitability of the tools for each user.

When should they be used?
The tools are designed to be used in a variety of contexts:
 by users individually for their own interest
 with a union learner rep/learning champion/mentor
 as part of an induction programme
 as part of preparation for another training programme
 with a manager as part of an appraisal process
 as part of a “whole organisation” approach to LLN up‐skilling
Page 4 of 28

Before organisations use the tools, they should ensure that adequate Information, Advice and
Guidance (IAG) and signposting information is available.
The tools are available on‐line through the Skills for Health website, can be downloaded onto
individual PCs/laptops or installed on an intranet or network. They are also available to be
downloaded in a paper based format where no access to IT is possible.

How long do they take?
Initial assessments are not tests and are not timed. Users should be encouraged to finish in their
own time and not to rush. However, 25 minutes should prove adequate in most cases for each of
the Literacy and Numeracy assessments. Many individuals will require less time than this; a few may
need a little more time. Individuals who appear to be having problems should be invited to stop
before they become too concerned about the process.

How should individuals be supported for the assessments?
Where possible, the assessments should be undertaken with the support of trained individuals. The
feedback should be overseen by experienced LLN practitioners. Where individuals use the tools on
their own initiative, they will be directed back to the Skills for Health website to find support links.
Organisations should make all staff aware of where they can find LLN advice and guidance.
Explain to the user:
 the purpose of the initial assessment and why the information it will provide will help them
 that this is not a test and that all results are confidential
 that the user should try to answer as many questions as they can
 that they can take as much time as they need but that 25 minutes for each of Literacy and
Numeracy should be enough
 that they should stop if they get tired or are finding the questions too hard
 that calculators are provided within the assessment where they are allowed
 that they should use a paper and pen to help make notes, do calculations etc, just as they
might when carrying out their job.

What results will they provide?
All users are given feedback on their performance within the tool (see below). They should also
know where to find addition support and guidance from an LLN specialist.
The Adult Core Curriculum Reference to each question is included in the results for the computer‐
based tools, or in the support guide and user answer booklet for the paper‐based tools. In addition,
this guide contains mapping to the standards used in other parts of the UK. This is provided so that
more detailed feedback can be given, if required. It is important that feedback is treated with
complete confidentiality and considerable sensitivity, and that users are clear that the initial
assessment is simply a stepping stone to more thorough diagnostic assessment.
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How are results presented
At the end of the assessment, users are provided with a results screen as follows:
Clicking here
enables the user to
This gives the level see their answer
the user is currently and provides further
working at. feedback.
This is the Adult Core
Curriculum reference
for the “Skills for Life”
curriculum in England. Scrolls to remaining
answers.
Clicking here enables
the user to print
these results. On
some versions the
user can also save
their results.

Users can look at their answers to each question and also see more detailed feedback.

User answer and
whether it’s correct
or not.

This button “toggles” the
Clicking here returns
feedback on or off. (see the user to the main
below). results screen.
Page 6 of 28
Feedback gives the
user more
information about
the question and
the answer.

What does the Level Mean?
At the end of each assessment, the user is given their “level”. (See 1st screenshot above). These
represent the level at which the individual is currently working in either Literacy or Numeracy. If the
user is at Level 2 and has very few incorrect answers, they may be working above Level 2. The levels
are based on the qualification framework – GCSE’s, ‘A’ levels, NVQs etc. – used in England, Wales
and Northern Ireland. A similar framework is used in Scotland and Ireland. This table maps all the
frameworks.

A full copy of this table and other information can be found at www.ofqual.gov.uk/files/2009‐03‐
qualifications‐can‐cross‐boundaries.pdf
Page 7 of 28
Further Guidance on General LLN Support
A range of organisations provide guidance to organisations and to individuals on LLN issues. Links to
LLN support organisations in England, Scotland, Northern Ireland and Wales can be found at
www.skillsforhealth.org.uk/IAhelp.

Versions of the Tools
The Literacy and Numeracy Initial Assessment tools are available via our elearning platform at
www.corelearning.skillsforhealth.org.uk
There are also paper versions of the tools, including guidance, available on the Skills for Health
website.

Technical Guidance
The tools run via any of the main web browsers. An internet connection is required, as well as an
account for the core learning website. Access to the core learning courses is free to all NHS staff
with an NHS email address.

Mapping information for different curricula
Appendices 3 and 4 provide mapping information from the Skills for Life Adult Core Curricula to
similar curricula and standards used elsewhere. Mappings are provided for:
 The Scottish Core Skills Curricula for Communication and Numeracy
(http://www.sqa.org.uk/sqa/3592.html)
 The Northern Ireland Essential Skills Curricula for Literacy and Numeracy
(http://www.rewardinglearning.org.uk/microsites/essential_skills/)
 The English Functional Skills Standards (http://www.qcda.gov.uk/6066.aspx)
 The Revised Skills for Life Adult Core Curricula (released in 2009)
(http://www.excellencegateway.org.uk/sflcurriculum)
How do the tools work?
The computer‐based tools are scored automatically and a level is generated by the computer at the
end of the assessment. The questions are written to the English Skills for Life Core Curriculum.
Mappings are provided to other UK generic/basic skills curricula.
The computer‐based tools are adaptive, changing the questions that users are presented with, based
on their responses to previous questions. This has two advantages:
 Users are presented with questions at about the correct level of challenge, avoiding too
many easy or hard questions
 The assessment can be completed more quickly, with users answering fewer questions
The assessments begin with users being asked to choose whether to start with easier or harder
questions:
“You can start with harder questions or begin with easier ones – the outcomes and results
will be the same.”
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On the basis of their performance, users are routed automatically to a group of questions around
Entry 3/Level 1/Level 2 or to questions at Entry 1‐3. Thereafter, the user will be routed up, down or
along pathways (as in a Snakes and Ladders board) so that they are always answering questions
close to their individual skill level. The user will be unaware that this routing is happening and should
be undaunted by the questions asked.
Each tool consists of four stages. Most users pass through all four stages. Answers to questions can
be altered whilst the user is still on a given screen. However, once the user moves on to the next
question they are not able to return to alter their previous answers. Appendices 1 and 2 show how
the algorithm works. A typical user will answer 15 questions. In order to keep the assessment short,
not all topics in the Skills for Life Curriculum are assessed (the extent of coverage is described in the
mapping section).
Navigating the Assessments
The structure of the tool is shown in the diagram below.

Save results
(installed
Select Select easier Answer Results version only)
subject or harder questions summary
questions
Print
results

Review
questions.

Start the
other subject
Product Copyright Information
This Initial Assessment tool was produced for Skills for Health (www.skillsforhealth.org.uk/) during
2009. The project was jointly led by AlphaPlus Consultancy Ltd (www.alphaplusconsultancy.co.uk)
and BTL Group Ltd (www.btl.com).
© 2006‐2009, AlphaPlus Consultancy Ltd, BTL Group Ltd, Skills for Health. All rights reserved.

Obtaining Support
Ongoing support can be obtained in the first instance from the Skills for Health website.
(www.skillsforhealth.org.uk/IAhelp)

Page 9 of 28
Appendix 1 ‐ The Literacy Assessment Adaptive Algorithm
SfH 2009 Initial Assessment LITERACY
Stage 1 First Filter Stage 2 Second Filter Stage 3 Refining Stage 4 Confirming Result
Segment C Segment D
7 8 9 10 11 6+ 12 13 14 15 6+
L2
0‐5 0‐5
Segment A 6+ 7+
E3 L1 L1 L2 L2 L2 Segment E Segment F
1 2 3 4 5 6 4‐5 16 17 18 19 20 5‐6 21 22 23 24 6+ L1
0‐4 0‐5
Assessment opens with a
6+
question: “Are you quite Segment G Segment H
confident at Maths? If so 1‐3
start at Segment A.
Otherwise start at
25 26 27 28 29 4‐5 30 31 32 33 5+ EL3
Segment B.
0‐3 0‐4
Segment B1 Segment B2 8 6+
0 Segment I Segment J
E2 E2 E2 E3 E3 L1 6‐7
34 35 36 37 38 39
4‐5 40 41 42 43 44 4‐5 45 46 47 48 5+ EL2
0 0‐3 0‐4
0‐3 6+
1 Item number Segment K Segment L
0 Score on segment for routing 49 50 51 52 53 1‐5 54 55 56 57 5+
EL1
0‐4
0
Pre‐E

Appendix 2 ‐ The Numeracy Assessment Adaptive Algorithm

SfH 2009 Initial Assessment NUMERACY
Stage 1 First Filter Stage 2 Second Filter Stage 3 Refining Stage 4 Confirming Result
Segment C Segment D
7 8 9 10 11 3‐5 12 13 14 15 3‐4 L2
0‐2 0‐2
Segment A 5‐6 4‐5
E3 L1 L1 L2 L2 L2 Segment E Segment F
1 2 3 4 5 6 3‐4 16 17 18 19 20 3 21 22 23 24 3‐4 L1
0 4‐5
0‐2 0‐2
Assessment opens with a
1‐2
question: “Are you quite
confident at Maths? If so
Segment G Segment H
start at Segment A. 6 25 26 27 28 29 3 30 31 32 33 3‐4 EL3
Otherwise start at
Segment B.
5 4‐5 0‐2 0‐2

Segment B
E2 E2 E2 E3 E3 L1 Segment I Segment J
34 35 36 37 38 39 3‐4 40 41 42 43 44 3 45 46 47 48 3‐4 EL2
0‐2 4‐5 0‐2 0‐2

0
1 Item number Segment K Segment L
0 Score on segment for routing 1‐3
49 50 51 52 53 54 55 56 57 3‐4 EL1
0 0‐2
Pre‐E

Page 10 of 28
Appendix 3: Literacy Curriculum Mappings
Inclusion in Scottish Inclusion in Inclusion in Inclusion in
Literacy Mapping SFH tool Core Skills Northern Functional New Adult
England and Wales Ireland Skills Core
Essential Curriculum
Skills
Entry Level 1
Speaking and listening
Listen and SLlrIE1.1 Listen for the gist of short yes no equivalent yes Entry 1 same
respond explanations
Reading
Reading RtIEI.I Follow a short narrative on a
comprehension familiar topic or experience
yes no equivalent yes Entry 1 same
RtIEI.2 Recognise the different
purposes of texts at this level
Writing
Grammar and
punctuation
WsIEI.I Construct a simple sentence yes no equivalent yes Entry 1 same
WsIEI.2 Punctuate a simple sentence
with a capital letter and a full stop
SpeIIing and
handwriting
WwIEI.I Spell correctly some yes no equivalent yes Entry 1 same

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Skills
Entry Level 2
Listen and SLlrIE2.1 Listen for and follow the yes Access 2 (SCQF yes Entry 2 same
respond gist of explanations, instructions and Level 2)
narratives
SLlrIE2.2 Listen for detail in short yes Access 2 (SCQF yes Entry 2 Whilst
explanations, instructions and Level 2) 'narratives'
narratives have been
removed from
this element,
'explanations '
and
'instructions'
remain.
Reading
Reading RtIE2.I Trace and understand the yes Access 2 (SCQF yes Entry 2 same
comprehension main events of chronological and Level 2)
instructional texts
RtIE2.3 Identify common sources yes Access 2 (SCQF yes Entry 2 same
of information Level 2)
Grammar and RsIE2.I Read and understand linking yes Access 2 (SCQF yes Entry 2 same
punctuation words and adverbials in instructions Level 2)
and directions (e.g. next, then, right
and straight on)
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Skills
VocabuIary, RwIE2.5 Use initial letters to find and yes Access 2 (SCQF yes Entry 2 same
word sequence words in alphabetical Level 2)
recognition and order
phonics
Writing
Grammar and WsIE2.I Construct simple and yes Access 2 (SCQF yes Entry 2 same
punctuation compound sentences, using Level 2)
common conjunctions to connect
two clauses (e.g. as, and, but)
WsIE2.4 Use a capital letter for yes Access 2 (SCQF yes Entry 2 same
proper nouns Level 2)
SpeIIing and WwIE2.I Spell correctly the majority yes Access 2 (SCQF yes Entry 2 same
handwriting of personal details and familiar Level 2)
common words
Entry Level 3
Listen and SLIrIE3.I Listen for and follow the gist yes Access 3 (SCQF yes Entry 3 same
respond of explanations, instructions and Level 3)
narratives in different contexts
SLIrIE3.2 Listen for detail in yes Access 3 (SCQF yes Entry 3 same
explanations, instructions and Level 3)
narratives in different contexts
Reading
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Skills
Reading RtlE3.8 Obtain specific information yes Access 3 (SCQF yes Entry 3 same
comprehension through detailed reading Level 3)
VocabuIary, RwIE3.2 Read and understand yes Access 3 (SCQF yes Entry 3 same
word words and phrases commonly used Level 3)
recognition and on forms
phonics
RwIE3.4 Use first‐ and second‐place yes Access 3 (SCQF yes Entry 3 same
letters to find and sequence words in Level 3)
alphabetical order
Writing
Writing WtlE3.4 Proof‐read and correct yes Access 3 (SCQF yes Entry 3 same
composition writing for grammar and spelling Level 3)
Grammar and WsIE3.2 Use correct basic grammar yes Access 3 (SCQF yes Entry 3 same
punctuation (e.g. appropriate verb tense, Level 3)
subject–verb agreement)
WsIE3.3 Use punctuation correctly yes Access 3 (SCQF yes Entry 3 Now the new
Level 3) Ws /E3.4; the
new Ws/E3.3
relates to
pronouns.
Level 1
Listen and SLIrILI.I Listen for and identify yes Intermediate 1 yes Level 1 same
respond relevant information from (SCQF Level 4)
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Skills
explanations and presentations on a
range of straightforward topics
SLIrILI.2 Listen for and understand yes Intermediate 1 yes Level 1 same
explanations, instructions and (SCQF Level 4)
narratives on different topics in a
range of contexts
Reading
Reading RtlLI.3 Identify the main points and yes Intermediate 1 yes Level 1 same
comprehension specific detail, and infer meaning (SCQF Level 4)
from images which is not explicit in
the text
RtlLI.4 Use organisational and yes
structural features to locate
information (e.g. contents, index,
menus, subheadings, paragraphs)
Writing
Writing WtlLI.2 Judge how much to write yes Intermediate 1 yes Level 1 same
composition and the level of detail to include (SCQF Level 4)
WtlLI.3 Present information in a yes Intermediate 1 yes Level 1 same
logical sequence using paragraphs (SCQF Level 4)
where appropriate
Grammar and WsILI.2 Use correct grammar (e.g. yes Intermediate 1 yes Level 1 same
punctuation subject–verb agreement, correct use (SCQF Level 4)
of tense)
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Skills
SpeIIing and WwILI.I Spell correctly words used yes Intermediate 1 yes Level 1 same
handwriting most often in work, studies and daily (SCQF Level 4)
life
Level 2
Speaking and Listening
Listen and SLIrIL2.2 Listen to, understand and yes Intermediate 2 yes Level 2 same
respond follow lengthy or multi‐step (SCQF Level 5)
instructions and narratives on a
range of topics and in a range of
contexts
Reading
Reading RtlL2.2 Identify the purpose of a yes Intermediate 2 yes Level 2 same
comprehension text and infer meaning which is not (SCQF Level 5)
explicit
RtlL2.4 Read an argument and yes Intermediate 2 yes Level 2 same
identify the points of view (SCQF Level 5)
RtlL2.6 Use organisational features yes Intermediate 2 yes Level 2 same
and systems to locate texts and (SCQF Level 5)
information
Grammar and RsIL2.2 Use punctuation to help yes Intermediate 2 yes Level 2 same
punctuation interpret the meaning and purpose (SCQF Level 5)
of texts

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Skills
Writing
Writing WtlL2.7 Proof‐read and revise yes Intermediate 2 yes Level 2 same
composition writing for accuracy and meaning (SCQF Level 5)
Grammar and WsIL2.I Construct complex yes Intermediate 2 yes Level 2 same
punctuation sentences (SCQF Level 5)
WsIL2.2 Use correct grammar (e.g. yes Intermediate 2 yes Level 2 same
subject–verb agreement, correct and (SCQF Level 5)
consistent use of tense)
WsIL2.4 Punctuate sentences yes Intermediate 2 yes Level 2 same
correctly, and use punctuation (SCQF Level 5)
accurately (e.g. commas,
apostrophes, inverted commas)
SpeIIing and WwIL2.I Spell correctly words used yes Intermediate 2 yes Level 2 same
handwriting most often in work, studies and daily (SCQF Level 5)
life, including familiar technical
words

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Appendix 4: Numeracy Curriculum Mappings


Numeracy Mapping SFH tool Core Skills Northern Functional New Adult
Skills
Where SCQF
Framework is
not sufficiently
specific, the
lower level
appropriate for
the skill is shown
Entry Level 1
Number
Whole N1/E1.1 Count reliably up to 10 items Yes No equivalent Yes Yes Same
numbers
N1/E1.2 Read and write numbers up to 10, Yes No equivalent Yes Yes Same
including zero
N1/E1.3 Order and compare numbers up to Yes No equivalent Yes Yes Same
10, including zero
N1/E1.5 Subtract single‐digit numbers from Yes No equivalent Yes Yes Same
numbers up to 10
Measures, shape and space
Common MSS1/E1.2 Relate familiar events to: times Yes No equivalent Yes Yes (Time not Same
measures of the day; days of the week; seasons of the mentioned
year until Entry 2
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Skills
but list of
measurements
in Entry 1
Standards is
not exclusive
and content
coverage is
equivalent to
adult numeracy
Entry 1)
MSS1/E1.5 Describe weight and use direct Yes No equivalent Yes Yes Same
comparisons for the weight of items
MSS1/E1.6 Describe capacity and use direct Yes No equivalent Yes Yes (Capacity Same
comparisons for the capacity of items not mentioned
until Entry 3
but list of
measurements
in Entry 1
Standards is
not exclusive
and content
coverage is
equivalent to
adult numaracy
Entry 1)
Shape and MSS2/E1.2 Understand everyday positional Yes No equivalent Yes Yes Same
space vocabulary (e.g. between, inside or near to)
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Skills
Handling data
Data and HD1/E1.3 Construct simple representations Yes No equivalent Yes Yes (Equivalent Same
statistical or diagrams, using knowledge of numbers, to 'record
measures measures or shape and space results')
Entry Level 2
Number
Whole N1/E2.I Count reliably up to 20 items Yes SCQF 2 Yes Yes Changed to:
numbers Count reliably
up to 100 items
N1/E2.2 Read, write, order and compare Yes SCQF 2 Yes Yes Changed to:
numbers up to 100 Read, write,
order and
compare
numbers up to
100 in words
and figures
N1/E2.3 Add and subtract two‐digit whole Yes SCQF 2 Yes Yes Same
numbers
N1/E2.5 Multiply using single‐digit whole Yes SCQF 2 Yes Yes Same
numbers
Fractions, N2/E2.2 Find halves and quarters of small Yes SCQF 2 Yes Yes Same
decimals numbers of items or shapes
and
percentages
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Skills
Common MSS1/E2.1 Make amounts of money up to Yes SCQF 2 Yes Yes Same
measures £1 in different ways using 1p, 2p, 5p, 10p,
20p and 50p coins
MSS1/E2.3 Read and record time in Yes SCQF 2 Yes Yes Same
common date formats
MSS1/E2.6 Read, estimate, measure and Yes SCQF 2 Yes Yes (Weight Same
compare weight using common standard not mentioned
units (e.g. kilogram) but list of
measures in
Standards is
not exclusive
and content
coverage is
equivalent to
adult numaracy
Entry 1)
MSS1/E2.9 Read simple scales to the Yes SCQF 2 Yes Yes
nearest labelled division
Shape and MSS2/E2.3 Use positional vocabulary Yes x Yes Yes (subsumed Changed to:
space from Entry 1) Follow
directions
using everyday
positional
vocabulary

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Skills
Handling data
Data and HD1/E2.1 Extract information from lists, Yes SCQF 2 (partial: Yes Yes (partial) Changed to:
statistical tables, simple diagrams and block graphs 'simple table or Extract
measures diagram); SCQF information
3 total from lists,
tables, simple
diagrams and
bar charts
HD1/E2.3 Sort and classify objects using two Yes x Yes Yes (Not Same
criteria mentioned but
built on Entry 1
standard)
Entry Level 3
Number
Whole N1/E3.1 Count, read, write, order and Yes SCQF 3 Yes Yes Changed to:
numbers compare numbers up to 1000 Count, read,
write, order
and compare
numbers up to
1000 in words
and figures
N1/E3.3 Recall addition and subtraction Yes SCQF 2 Yes Yes Same
facts to 20
N1/E3.4 Multiply two‐digit whole numbers Yes SCQF 2 Yes Yes Same
by single‐digit whole numbers
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Skills
N1/E3.6 Divide two‐digit whole numbers by Yes SCQF 2 Yes Yes Same
single‐digit whole numbers and interpret
remainders
Fractions, N2/E3.2 Recognise and use equivalent forms Yes SCQF 2 Yes Yes Same but no
decimals (e.g. 5/10 =1/2) egs given
and
percentages
Common MSS1/E3.1 Add and subtract sums of money Yes SCQF 3 Yes Yes Same
measures using decimal notation
MSS1/E3.4 Read and interpret distance in Yes SCQF 3 Yes Yes Same
everyday situations
MSS1/E3.6 Read, estimate, measure and Yes SCQF 3 Yes Yes Changed to:
compare weight using non‐ standard and Read, estimate,
standard units measure and
compare
weight using
common and
standard units
MSS1/E3.9 Read, measure and compare Yes SCQF 3 Yes Yes Same
temperature using common units and
instruments
Handling Data
Data and HD1/E3.4 Organise and represent Yes SCQF 3 Yes Yes Same
statistical information in different ways so that it
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Skills
measures makes sense to others
Level 1
Number
Fractions, N2/L1.2 Find parts of whole number Yes SCQF 3 Yes Yes (Subsumed Same
decimals quantities or measurements (e.g. 2/3 or from Entry 3)
and 3/4)
percentages
N2/L1.4 Read, write, order and compare Yes SCQF 4 x Yes (Level 2, Same
decimals up to three decimal places built on Level 1
standard)
N2/L1.11 Use a calculator to calculate Yes SCQF 4 x (Use of Yes (Use of Changed to:
efficiently using whole numbers, fractions, calculator calculator not Solve problems
decimals and percentages listed in E1, E2, mentioned but with or without
E3 and L2 Standards state a calculator
specifications skills [in using whole
but not L1) calculating] numbers,
equivalent to fractions,
adult numaracy decimals and
Level 1) percentages
Common MSS1/L1.1 Add, subtract, multiply and Yes SCQF 4 Yes Yes Same
measures divide sums of money and record
MSS1/L1.5 Read, estimate, measure and Yes SCQF 4 Yes Yes Same
compare distance
Page 24 of 28

Skills
MSS1/L1.6 Add and subtract common units Yes SCQF 4 Yes Yes (Subsumed Same
of measure within the same system from Entry 3)
MSS1/L1.7 Convert units of measure in the Yes SCQF 4 x (Calculating Yes Same
same system within the
same system is
listed in
assessment
criteria but
converting
units within
same system is
not specified)
MSS1/L1.10 Work out simple volume (e.g. Yes SCQF 4 Yes Yes Same
cuboids)
Handling Data
Data and HD1/L1.1 Extract and interpret information Yes SCQF 4 Yes Yes Changed to:
statistical (e.g. in tables, diagrams, charts and line Extract and
measures graphs) interpret
information
e.g. in tables,
diagrams,
charts and
simple line
graphs
HD1/L1.2 Collect, organise and represent Yes SCQF 4 Yes Yes Same
discrete data (e.g. in tables, charts, diagrams
Page 25 of 28

Skills
and line graphs)
HD1/L1.3 Find the arithmetical average Yes SCQF 5 Yes Yes Same
(mean) for a set of data
Level 2
Number
Whole N1/L2.1 Read, write, order and compare Yes SCQF 5 Yes Yes Changed to:
numbers positive and negative numbers of any size in Read, write,
a practical context order and
compare in
words and
figures positive
and negative
numbers of any
size in a
practical
context
N1/L2.3 Calculate ratio and direct Yes SCQF 4 (partial) Yes Yes Same
proportion
Fractions, N2/L2.3 Evaluate one number as a fraction Yes SCQF 4 Yes Yes (Subsumed Same
decimals of another from Entry 3)
and
percentages
N2/L2.8 Find percentage parts of quantities Yes SCQF 4 Yes Yes (Subsumed Same
and measurements from Level 1)
N2/L2.10 Use a calculator to calculate Yes SCQF 5 Yes Yes (Use of Changed to:
Page 26 of 28

Skills
efficiently using whole numbers, fractions, calculator not Solve problems
decimals and percentages mentioned but with or without
Standards state a calculator
skills [in efficiently
calculating] using whole
equivalent to numbers,
adult numaracy fractions,
Level 2) decimals and
percentages
Common MSS1/L2.2 Calculate, measure and record Yes SCQF 4 Yes Yes (Subsumed Changed to:

measures time in different formats from Level 1) Calculate,
measure and
record time in
complex
contexts
MSS1/L2.3 Estimate, measure and compare Yes SCQF 4 Yes Yes Same
length, distance, weight and capacity using
metric and, where appropriate, imperial
units
MSS1/L2.6 Calculate with units of measure Yes SCQF 4 Yes Yes Changed to:
between systems, using conversion tables Calculate with
and scales, and approximate conversion units of
factors measure
between
systems, using
Page 27 of 28

Skills
conversion
tables, graphs
and scales, and
approximate
conversion
factors
Handling Data
Data and HD1/L2.1 Extract discrete and continuous Yes SCQF 5 Yes Yes Changed to:
statistical data from tables, diagrams, charts and line Extract and
measures graphs interpret
discrete and
continuous
data from
tables,
diagrams,
charts and line
graphs
HD1/L2.2 Collect, organise and represent Yes SCQF 5 Yes Yes Same
discrete and continuous data in tables,
charts, diagrams and line graphs
HD1/L2.4 Find the range and use it to Yes SCQF 5 Yes Yes (Subsumed Same
describe the spread within sets of data from Level 1)

Page 28 of 28

'Building A Foundation For The Future': Guidance Document: Version 1.1 April 2012

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'Building A Foundation For The Future': Guidance Document: Version 1.1 April 2012

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