Professional Focus Paper
Course: Lifeskills Mathematics
1.
Level: National 4
Who is this paper for and what is its purpose?
This paper is for teachers and other staff who provide learning, teaching and support as learners work towards
Lifeskills Mathematics National 4.
Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better
prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real
scope to build learning 3–18 in a joined-up, seamless way. As a result, progression in learning can be much
stronger, with a strong focus on the attributes and capabilities, skills (including higher-order thinking skills), and
knowledge and understanding. These are delivered through the experiences and outcomes of the 3-15 Broad
General Education (BGE) and, at the senior phase, through programmes that build directly on the BGE leading to
qualifications. Because of a strengthened focus on the nature and quality of learning experiences, self-motivation is
likely to be increased and learners will be more engaged and enthused. To ensure continuity and progression,
qualifications at the senior phase have been changed to embrace this unambiguous focus on high-quality learning.
Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling
each to achieve their very best. For example, some schools may take the opportunity to offer National Courses
over two years which might involve bypassing qualifications at a given level, whereas others may work towards a
qualification within one year. In both cases, this advice is relevant to the learning and teaching approaches that
learners will encounter. This paper, then, is intended to stimulate professional reflection and dialogue about
learning. It highlights important features of learning which are enhanced or different from previous arrangements at
this SCQF level.
How will you plan for progression in learning and teaching, building on the Broad General Education?
2.
What’s new and what are the implications for learning and teaching?
Lifeskills Mathematics National 4 consists of four Units providing learners with the opportunity to develop and apply
a range of mathematics skills for life and work within real life contexts.
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Managing Finance and Statistics
Geometry and Measures
Numeracy*
Added Value Unit: Lifeskills Mathematics Test
*This Unit is common to both Lifeskills Mathematics National 4 and Mathematics National 4.
LIFESKILLS MATHEMATICS
To achieve the Lifeskills Mathematics National 4, learners must pass all of the required Units, including the Added
Value Unit.
What are the key aspects of Lifeskills Mathematics National 4?
Increased emphasis on skills development
Lifeskills Mathematics National 4 has an increased emphasis on skills development and higher-order thinking skills.
This is developed through the application of mathematical operational skills to situations and contexts relevant to
life and work. Learners will develop a range of mathematical reasoning skills and use these to solve mathematical
problems for life and work within real-life contexts. There is an increased emphasis on the development of
reasoning skills within this course. This will enable learners to respond confidently to mathematical situations that
can arise in everyday life and the workplace. For example, within the Managing Finance and Statistics Unit,
learners will be expected to investigate the meaning of lifestyle statistics and determine factors affecting income.
Learning and teaching approaches will focus much more on a broader range of skills including, for example,
resilience in problem solving, increased analytical skills, the ability to explain findings, making informed decisions,
and using creativity and deduction.
Wider range of evidence of learning
Previous approaches to assessment were directed by the need to achieve end of unit NABs. These have been
replaced by a new emphasis on naturally occurring evidence and combined assessments, building on approaches
developed in the BGE. Staff can now make use of a wider range of evidence including, for example: written
evidence generated during supervised class work; tests; oral evidence; computer-generated class work; and
photographs of project or investigative work.
Hierarchy of Units
Lifeskills Mathematics National 4 Units are in a direct hierarchy with Lifeskills Mathematics National 3 and Lifeskills
Mathematics National 5. The hierarchical nature allows for flexible approaches to learning and teaching.
Programmes of learning can be designed to enable learners to experience learning within and across SCQF levels
as appropriate to their needs. This approach has the potential to encourage all learners to achieve at the highest
level and build a strong platform for further learning at the next level.
Added Value Unit
The Added Value Unit offers scope for learners to demonstrate knowledge and skills acquired from across the
course. It will allow for further development and application of the literacy and thinking skills developed within the
BGE.
What are the key features of learning in Lifeskills Mathematics National 4?
Active learning
Learners will be expected to take an active role in the learning process, extending their reasoning and analytical
skills through a range of mathematical tasks and activities. Learning activities, linked to their own interests or
aspirations, will develop their ability to analyse, to evaluate, to solve problems and apply their learning in other
aspects of their lives.
Through active learning learners should experience tasks and activities that require them to analyse and make
decisions, explain their thinking and synthesise aspects of their existing skills. When learners are increasingly
active in their learning, they think deeply about mathematical ideas and concepts, and construct their own
understanding about them. They use existing skills and knowledge in different contexts, test out their ideas and
solve problems.
LIFESKILLS MATHEMATICS
How will you plan opportunities for learners to take a more active role in their learning?
Learning independently
Learners undertaking Lifeskills Mathematics National 4 will continue to develop their confidence as independent
learners either working on their own or in groups. Learners can develop confidence and self-motivation through
activities that offer a choice of approaches and resources and which encourage them to be self-reliant. This could
nurture their leadership skills and promote responsibility and team working – essential skills for learning, life and
work. Learners should be encouraged to improve their literacy skills through communicating and presenting
mathematical information in a range of ways. Fluency and accuracy in the application of well-developed numeracy
skills will support learners to function responsibly in everyday life and increase their opportunities within the world
of work.
For example, within project based or investigative task, learners could develop their communication and
presentation skills when exploring a range of financial products to draw conclusions and make an informed
decision on best value.
How will you plan opportunities for learners to work independently?
Responsibility for learning
Learners should be expected to take responsibility for, and plan, their own learning based on an understanding of
how best they themselves learn. Opportunities for personalisation and choice will enable learners to show what
they can do. This will promote motivation and ensure that individuals are challenged appropriately.
Within Lifeskills Mathematics National 4 the analysis of real-life situations will engage learners with contemporary
topics including financial, health and social issues, for example, comparing census results from the past with the
present and using these results to make predictions about future census data.
How will you support learners to take responsibility for, and plan, their own learning?
Collaborative learning
Lifeskills Mathematics National 4 builds on collaborative approaches to learning from the BGE. Collaborative
learning challenges learners to think independently and engage in discussion, debate and activity to achieve
specific outcomes. In planning activities, staff should provide opportunities for learners to collaborate more widely
with others. This is a key change which recognises that learning takes place both within and beyond the classroom.
The mathematical content within the Managing Finance and Statistics Unit provide rich opportunities to develop
and plan projects and problems which draw on the expertise of a range of employers and businesses. For
example, learners could work with a range of different businesses to investigate the importance of reliable
statistical data and information. These links will strengthen learners’ positive attitudes towards the use of
mathematics in real-life situations.
Working with partners provides the relevant and real-life contexts and situations that promote investigative and
problem-solving approaches. For example, learners could work in teams developing their reasoning and geometric
skills to plan a basic navigation route with community learning partners. Staff can also use such opportunities to
enhance learners’ exploratory, analytical and creative skills, allowing them to engage in a variety of roles and
making effective contributions as part of a team.
LIFESKILLS MATHEMATICS
How will you ensure that learners have the confidence to take on appropriate roles and responsibilities in
collaborative tasks?
How will you ensure that learners can access opportunities to work with a wide range of partners?
Applying learning
Lifeskills Mathematics National 4 has a greater emphasis on enabling learners to apply their learning across a
wider range of mathematical contexts. For example, learners understanding of decimal fractions will be
consolidated when practised in a range of meaningful contexts.
Learners should develop their confidence in applying skills, as appropriate to context, through both non-calculator
activities and available technology. For example, learners could make effective use of technology including
application software, blogs and social media to engage with others and to access links to creative learning
experiences in mathematics.
Links with other curricular areas such as science, home economics and social subjects, are essential to help
learners apply and make connections in their learning. This will ensure their skills are reinforced and transferrable.
For example, using contexts such as diet and healthy eating will bring relevance and coherence to learners overall
experiences as well as enhancing learning in the health and well-being curriculum area.
How can ensure that learners can access opportunities to apply their learning in other curricular areas?
LIFESKILLS MATHEMATICS
3.
Qualification information
The SQA website provides you with the following documents:
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Assessment Overview
Course Specification
Unit Specification
Support Notes
Course Assessment Specification
Unit Assessment Support Packages
Full information on arrangements for this qualification is available at the SQA website:
Lifeskills Mathematics National 4: http://www.sqa.org.uk/sqa/47416.html
4.
What other materials are available on the Education Scotland website which staff
could use?
http://www.educationscotland.gov.uk/nationalqualifications/subjects/mathematics.asp
http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/mathematics/nqs/index.asp
Support materials have been produced over the last year to support Curriculum for Excellence and further support
materials and events are planned. This downloadable list is updated quarterly with the most up-to-date details
available from the page below.
Published and planned support for Curriculum for Excellence:
http://www.educationscotland.gov.uk/publishedandplannedsupport
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
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