Glasgow

• work collaboratively on a numeracy across learning project, with a focus on appropriate CfE experiences and outcomes.
• provide more relevant and enterprising learning experiences for a small group of S3 students who would benefit from having more choices and more chances in and a more practical approach to their learning in numeracy.

• experience and apply their mathematics and numeracy concepts and skills in more meaningful and authentic contexts.
• be more motivated, more engaged and more active in their learning and to acquire more strongly key skills for learning, life and work.
• enhance their portfolio of achievement via qualifications in two SQA
National Certificate (half) modules: o Construction Numeracy 1 , module number 0091048 o Construction Crafts: Carpentry & Joinery Techniques, number
DM8210.
• use their newly acquired skills to design and produce an artefact.

• The Headteacher and the Principal Teachers of both departments were fully committed to the concept of effective inter-departmental collaboration and to cooperating on the planning and delivery of the programme.
• A small group of S3 students was involved, each of whom could benefit from experiencing a more integrated and applied approach to their learning in numeracy.
The students progressed through the project as a class grouping, working both independently and with others in small groups.
• Two SQA NC (half) modules (each requiring 20 hours of study) were used to provide a focus for course content and methodology, and to facilitate enhanced achievement.
• Whilst students were taught the requisite numeracy concepts and skills within the mathematics department, planned and co-ordinated timetabling enabled the students to apply their newly acquired skills within the context of joinery and carpentry. The
CDT department also made more explicit reference to the numeracy skills being applied.

This unit is designed to enable the student who is interested in, or employed within, the construction industry. It provides the student with a series of basic mathematical / numerical tools sufficient to operate effectively at craft level in construction.
The student should:
1. carry out basic calculations;
2. calculate perimeters, areas and volumes of rectilinear shapes;
3. apply simple costing methods.

• Estimation & rounding
• Money - costing the resources needed to produce each component
• Measure
• Proportion and ratio
• Percentages
• Shape – rectangle, triangle and circle
• Perimeter and area.
measuring up a joint

MNU 3-07a
I can solve problems by carrying out calculations with a wide range of fractions, decimal fractions and percentages, using my answers to make comparisons and informed choices for real-life situations.
MNU 3-08a
I can show how quantities that are related can be increased or decreased proportionally and apply this to solve problems in everyday contexts
MNU 3-09a
When considering how to spend my money, I can source, compare and contrast different contracts and services, discuss their advantages and disadvantages, and explain which offer best value to me.
MNU 3-11a
I can solve practical problems by applying my knowledge of measure, choosing the appropriate units and degree of accuracy for the task and using a formula to calculate area or volume when required.
A number of Experiences and Outcomes the pupils engaged with were at Third Level as progression to Construction Numeracy 2 would involve Fourth Level Es & Os.

MTH 3-11b
Having investigated different routes to a solution, I can find the area of compound 2D shapes and the volume of compound 3D objects, applying my knowledge to solve practical problems.
MTH 4-11b
Through investigating real-life problems involving the surface area of simple 3D shapes, I can explore ways to make the most efficient use of materials and carry out the necessary calculations to solve related problems.
MTH 4-16b
Having investigated the relationships between the radius, diameter, circumference and area of a circle, I can apply my knowledge to solve related problems.
A number of Experiences and Outcomes the pupils engaged with were at Third Level as progression to Construction Numeracy 2 would involve Fourth Level Es & Os.

Construction Crafts: Carpentry and Joinery Techniques provided a vehicle for applying key numeracy skills and for developing important craft skills and techniques
Housing joint detail
10mm deep end elevation
1200 mm

OUTCOME 1
Select, use and maintain basic carpentry and joinery tools and equipment.
OUTCOME 2
Erect a prefabricated timber assembly.
OUTCOME 3
Replace a designated timber panel.

• Selecting and using appropriate tools
• Cutting and fitting
• Placing and securing
• Framing and jointing
• Testing e.g. a plumb line
• Servicing and storing tools
• Health & safety.
sawed off

SOC 3-20a
When participating in an enterprise activity, I can explore ethical issues relating to business practice and gain an understanding of how businesses help to satisfy needs.
TCH 3-07a
When participating in a collaborative enterprise activity, I can develop administrative and entrepreneurial skills which contribute to the success of the activity.
TCH 3-10a
I can practise and apply a range of preparation techniques and processes to make a variety of items showing imagination and creativity, and recognising the need to conserve resources.
TCH 3-13a
I have gained confidence and dexterity in the use of materials, tools, equipment, software or control technology and can apply specialist skills to make quality products.

D ate
/ L ea rn ing
O utc om e
Cutting List Complete
Select Appropriate Tools
Correct Use Of Tools
Tools Stored Correctly
Tools Serviced
Floor Placement
Plumb Panels
Secure Panel
Secure Roof
Health and Safety
Identify Damaged Panel
Replace Panel
Housing Joint
Sheet Material Cut/ Fit
Opening Sizes +/- 3mm
Health and Safety
Ratio's and proportion
Percentages
Perimeter of triangle
Area of Triangle
Perimeter of a circle area of a circle
Perimeter of another shape area of another shape
Obtain costing information
Costing calculations
Communication of costs
08
/0
1
/2
00
9
15
/0
1
/2
00
9
22
/0
1
/2
00
9
29
/0
1
/2
00
9
we’re being framed!

The following were provided and/or developed:
•Timetabling of staff and use of materials, to facilitate effective planning and delivery of the programme.
•Learning materials to support implementation of the CfE Es and Os and the two selected SQA units.
•Practical materials to support the design and preparation of a final product i.e. a dog kennel. Other artefacts were considered e.g. a ‘Wendy House’, which could have been provided to the nearby Early Years establishment, or a small bench seat for presentation to the local community.
•Assessment and evaluation materials to inform learning and progression and to support development of a portfolio of achievement.
NB The two SQA units undertaken were available at the time of project development and, to ensure sustainability, centres should confirm that units of interest would continue to be available.

L01 CARRY OUT BASIC CALCULATIONS
PC The student:
(a) adds, subtracts, multiplies and divides using integers;
(b) adds, subtracts, multiplies and divides using decimal fractions;
(c) calculates common vulgar fractions.
L02 CALCULATE PERIMETERS, AREAS AND VOLUMES OF RECTILINEAR SHAPES
PC The student:
(a) calculates perimeters using appropriate units;
(b) calculates areas using appropriate units;
(c) calculates volumes using appropriate units.
L03 APPLY SIMPLE COSTING METHODS
PC The student:
(a) obtains relevant information;
(b) carries out appropriate calculations to obtain satisfactory results;
(c) communicates the results.

OUTCOME 1
Select, use and maintain basic carpentry and joinery tools and equipment.
Performance Criteria
(a) The selection of tools and equipment is appropriate for the work to be done.
(b)The tools are used correctly and solely for the purpose for which they were intended.
(c) The tools are serviced, maintained, cleaned and stored in accordance with good practice.

:
• The students interacted very well and quickly became a cohesive and helpful group.
It was noted that students became less insular and more inclined to finish their assigned task and then offer help to their colleagues.
• They welcomed this more integrated approach to their learning and were more motivated by and productively engaged with it.
• They enhanced their skills by: o communicating and working with others o solving real problems in non-routine contexts o developing craft skills and applying mathematics skills in practical situations.
• The students enhanced their portfolio of achievement in terms of two relevant NQ units and they expanded their options in relation to both progression in learning and potential employability.

• Consolidate this programme within curriculum provision in S3.
Progression into appropriate SQA units in S4 e.g. Construction
Numeracy 2 can also be considered.
• Enhance opportunities to incorporate enterprising approaches into the programme.
• Engage other curricular areas to enhance learning experiences e.g. Literacy (reading instructions, active listening), Expressive
Arts (artefact design) and / or Science (use of materials in producing artefact).
• Explore further opportunities to develop numeracy across learning collaborations e.g. Laboratory Numeracy, Business
Numeracy .