Professional Focus Paper
Course: Lifeskills Mathematics
1.
Level: National 5
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 5.
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, to meet the
needs of learners?
2.
What’s new and what are the implications for learning and teaching?
Lifeskills Mathematics National 5 consists of three Units providing learners with the opportunity to develop and
apply a range of mathematics skills for life and work within real life contexts.
 Managing Finance and Statistics
 Geometry and Measures
 Numeracy
To achieve Lifeskills Mathematics National 5, learners must pass all of the required Units, including the course
assessment, which takes the form of a question paper and covers the added value of the course.
LIFESKILLS MATHEMATICS
What are the key aspects of Lifeskills Mathematics National 5?
Increased emphasis on skills development
Lifeskills Mathematics National 5 has an increased emphasis on skills development and higher-order thinking skills.
Learners will develop skills in selecting and applying mathematical techniques and operational skills to situations
and contexts relevant to life and work. They will develop a range of mathematical reasoning skills and use these to
make informed decisions and solve mathematical problems within real-life contexts. Learners will develop their
analysis and interpretation skills through problems set within relevant contexts. They will improve their ability to
reason, build an argument and draw logical conclusions through activities that help them to think creatively and in
abstract ways. In doing so, learners will develop an appreciation of the important role of mathematical ideas within
society and the world of work. 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 and justify
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. Learners will be expected to demonstrate and communicate their learning in a variety of
forms. 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 5 Units are in a direct hierarchy with Lifeskills Mathematics National 4. The Units
have been designed to articulate and build on learning within the BGE. Fourth level Experiences and Outcomes in
mathematics within the BGE provide an appropriate progression pathway to this course.
Added value
Added value at National 5 takes the form of two question papers, which sample knowledge and skills from across
the course and provide opportunities for learners to apply their skills in familiar and unfamiliar situations.
What are the key features of learning in Lifeskills Mathematics National 5?
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 to apply their learning in other
aspects of their lives.
Through active learning learners should experience tasks and activities that require them to analyse and justify
decisions, explain their thinking and synthesise aspects of their existing skills. Investigative activities, which
promote learners’ ability to assess risk and make informed decisions, will help them develop essential skills for life,
learning and work. For example, investigating socio-economic issues, such as benefits and allowances within the
Managing Finance and Statistics Unit, will help learners develop an appreciation of the use of mathematics within
society. 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 5 will continue to develop as independent learners either
working individually 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. They should develop fluency and accuracy in the application of their numeracy
skills in order to function responsibly in everyday life and increase their opportunities within the world of work.
For example, within the Geometry and Measures Unit, learners could work independently to design and model the
container and packaging for a new product.
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 5 the analysis of real-life situations will engage learners with contemporary
topics including financial, health and social issues, for example, exploring entitlement and accessibility to benefits
and allowances. Such contexts can support learners to develop their literacy skills through discussion and debate,
as well as, an appreciation of the place of mathematics within society.
How will you support learners to take responsibility for, and plan, their own learning?
Collaborative learning
Lifeskills Mathematics National 5 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 Lifeskills Mathematics course provides rich opportunities for staff to develop and plan projects and problems
which draw on the expertise of a range of employers, community partners and businesses. For example, within the
Geometry and Measures Unit, learners could use precedence tables to plan a local event in collaboration with
community partners. These links will strengthen learners’ positive attitudes towards the use of mathematics in reallife 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 with community learning partners to analyse local
crime statistics and the impact on members of the community. 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 5 has a greater emphasis on enabling learners to select, combine and apply their
learning across a wider range of mathematical contexts. They will be expected to combine and adapt skills to new
and unfamiliar situations. For example, learners should be able to apply their analysis and interpretation skills
flexibly, to build an argument and draw logical conclusions within unseen situations.
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, technology 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 human rights 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:






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 5: http://www.sqa.org.uk/sqa/47418.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
© Crown copyright, 2012
You may re-use this information (excluding images and logos) free of charge in any format or medium, under the terms of the Open Government Licence providing that it is reproduced
accurately and not in a misleading context. The material must be acknowledged as Crown copyright and the document title specified.
To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence or e-mail: psi@nationalarchives.gsi.gov.uk
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.