As an FE teacher (Electrical/Electronic) and prior to that a Maths teacher, I find pupils do not have basic Maths skills required to progress quickly. FE lecturers are generally unexpecting of the lacking skillset of pupils - e.g. they have no understanding of engineering units; limiting numeracy skills; poor understanding and manipulation of "formulae"; the thoughts that Pythagoras and Trigonometry which are used on a daily basis will never have an application in the real world... I suggest that the piece of paper defining what we "teach to" is less important than what the pupil has when he or she comes out of the school, with respect to practical Maths skills that would help them with their future training and life. The amibiguity of CfE assessment should allow teachers the freedom to really get to grips with what pupils will need, rather than focusing on what skills they should have to attain a certain mark in an exam. This requires close collaboration with other departments (e.g. Physics), and communication between schools and FE/Industry.