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Overview

Framework:
RQF
Level:
Level 3
Unit No:
F/503/4863
Credits:
6
Guided learning hours:
30 hours

Assessment Guidance

NA

Unit Learning Outcomes

1

Be able to interpret mathematical situations in professional and vocational contexts.

Assessment Criteria

  • 1.1
    Explain the role of models in representing mathematical situations.
  • 1.2
    Analyse situations to interrogate for mathematical information and problems in professional and vocational contexts.
  • 1.3
    Select mathematical methods, operations and tools to extract mathematical information from problem based contexts in professional and vocational contexts.

2

Be able to process mathematical problems in professional and vocational contexts.

Assessment Criteria

  • 2.1
    Analyse mathematical procedures for efficiency and effectiveness.
  • 2.2
    Examine linear and non-linear mathematical patterns in professional and vocational contexts.
  • 2.3
    Change values and assumptions when investigating mathematical situations in professional and vocational contexts.
  • 2.4
    Use extended logic and multi-step structured processes to find mathematical solutions in professional and vocational contexts.

3

Be able to analyse mathematical findings from professional and vocational contexts.

Assessment Criteria

  • 3.1
    Analyse the effect of accuracy on the reliability of mathematical findings in professional and vocational contexts.
  • 3.2
    Interrogate mathematical conclusions for errors or misconceptions.
  • 3.3
    Interpret findings to draw conclusions in professional and vocational contexts.

4

Be able to use mathematical communication in professional and vocational contexts.

Assessment Criteria

  • 4.1
    Select mathematical language for debate in professional and vocational contexts.
  • 4.2
    Select mathematical communication techniques to suit audience.
  • 4.3
    Present mathematical processing and analysis.
  • 4.4
    Describe findings using mathematical communication skills in professional and vocational contexts.

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