Professional Focus Paper
Course: Lifeskills Mathematics
1.
Level: National 2
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 2.
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 2 comprises two mandatory Units and two optional Units providing learners with the
opportunity to develop and apply a range of mathematics skills for life and work within real-life contexts.
Mandatory
 Number and Number Processes
 Shape, Space and Data
Optional
 Money
 Time
 Measurement
LIFESKILLS MATHEMATICS
To achieve Lifeskills Mathematics National 2, learners must pass all four of the required Units. The outcomes
across the units at Lifeskills Mathematics 2 may also provide personalised achievement opportunities for learners,
for example;
 National 2 Personal Achievement Awards in Financial Awareness, Enterprise and Fundraising
 National 2 Personal Development Award
What are the key aspects of Lifeskills Mathematics National 2?
Increased emphasis on skills development
Lifeskills Mathematics National 2 builds on the experiences and skills developed within the BGE and has an
increased emphasis on skills development and application in real-life contexts. 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 within real-life
contexts. There is also a greater focus on the development of problem solving within this course. This will enable
learners to respond confidently to mathematical situations that can arise in everyday life, now and in the future. For
example, learners could be asked to work out whether they have sufficient flour for the cake they plan to make or
whether they will need to add that to their shopping list. When planning a train or bus journey, learners may discuss
how long it will take them to get to the bus stop or train station and what they would need to do if they miss the bus
or train. For some learners, specific targets may continue to be set within their individualised educational
programmes to ensure skills are developed across literacy, numeracy and health and wellbeing. In planning
activities and skill development in this area, staff should also take account of targets set in other curricular areas,
including literacy, numeracy and personal development.
Wider range of evidence of learning
There is an increased 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:
observation of evidence demonstrated during an activity by using an observation checklist, visual recording,
photography or equivalent; oral questioning before, during and on completion of task; learning and teaching
activities which generate physical evidence for assessment. Opportunities for interdisciplinary and cross-curriculum
working can provide a framework for integrated approaches to assessment.
Hierarchy of Units
Lifeskills Mathematics National 2 Units are in a direct hierarchy with Lifeskills Mathematics National 3, 4 and 5.
They also build on skills developed within the BGE and across National 1 units. 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 National 2
and beyond.
What are the key features of learning in Lifeskills Mathematics National 2?
Active learning
Learners will be expected to take an active role in the learning process, working individually and collaboratively to
develop and apply skills. Learning activities, linked to their own needs and interests, will develop learners’ ability to
test their ideas, 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
LIFESKILLS MATHEMATICS
make links across their learning that help them to make sense of the world and give their learning relevance and
authenticity.
How will you plan opportunities for learners to take a more active role in their learning?
Personalised learning and learning independently
Learners undertaking Lifeskills Mathematics National 2 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. Personalised learning helps every learner to develop and understand their own distinctive set of skills and
abilities, into adulthood and beyond. Learners working at National 2 level may require varying degrees of staff
support for all or part of the tasks. Well defined assessment will determine the level of support an individual learner
may require at any given point within the learning and teaching environment. Learners should be given the
opportunity to use their normal mode of communication and have access to the appropriate resources identified to
support their learning. Learners should be encouraged to improve their literacy skills through communicating and
presenting mathematical information in a range of ways. For example, learners could record the results from an
exercise to measure breathing and heart rates during PE, in a way that helps them make comparisons and draw
conclusions.
How will you plan opportunities for learners to work independently?
Responsibility for learning
Learners should be expected to take increasing 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.
Learners progress at different rates and will require different levels of support depending on the task/activity to be
undertaken. Staff should be aware of the types and range of supports required to enable the learner to achieve and
experience success, with the least possible intervention. Personalised learning, with clear links to previous
learning, progress and achievement ensures that learning and teaching and individual educational programmes are
tailored to the learners’ needs across the contexts for learning. Learners’ preferred methods of communication and
the increasing use of technology such as smartphones and electronic tablets will play an important role in allowing
the learner to take increased responsibility for learning. Within Lifeskills Mathematics National 2 the use of real-life
situations as contexts for learning will engage learners with real-life materials such as timetables, bills and adverts,
helping them to understand themselves and the world in which they live.
How will you support learners to take responsibility for, and plan, their own learning?
Collaborative learning
Lifeskills Mathematics National 2 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 optional money Unit provides rich opportunities to develop and plan projects
which draw on the expertise of a range of people. For example, a group of learners could work together with
providers to plan and cost the annual residential stay and then work out the budgets and fundraising necessary to
achieve this. Working with partners also provides the relevant and real-life contexts and situations that promote
LIFESKILLS MATHEMATICS
problem-solving approaches. For example, working with their sports’ coach a team of learners could plan and
create a simple map for a basic fitness trail around the school and/or local area. Staff can also use such
opportunities to enhance learners’ creative skills, allowing them to engage in a variety of roles and making effective
contributions as part of a team.
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 2 has a greater emphasis on enabling learners to apply their learning across a
wider range of mathematical contexts. For example, learners’ understanding of money and its many uses will be
consolidated when practised in a range of meaningful contexts, such as involvement in charitable fundraising or
running an enterprise business. Learners should develop confidence in applying their mathematical skills in as
many real-life situations as possible. 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 shopping, cooking and healthy eating will bring
relevance and coherence to learners’ overall experiences as well as enhancing learning in health and wellbeing.
How can you 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 2: National 2 Lifeskills Mathematics http://www.sqa.org.uk/sqa/48567.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
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
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