Professional Focus Paper
Course: Lifeskills Mathematics
1.
Level: National 3
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 3.
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 3 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.
 Manage Money and Data
 Shape, Space and Measures
 Numeracy
LIFESKILLS MATHEMATICS
To achieve the Lifeskills Mathematics National 3, learners must pass all of the required Units. The outcomes
across the units at Lifeskills Mathematics 3 may also provide personalised achievement opportunities for learners,
for example:
 National 3 personal Development Award
What are the key aspects of Lifeskills Mathematics National 3?
Increased emphasis on skills development
Lifeskills Mathematics National 3 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 for life and work
within real-life contexts. There is also a greater focus 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 Manage Money and Data Unit, learners will be expected to identify factors
affecting income and expenditure, and make decisions based on the best deal when comparing products. 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 questioning before, during and on completion of task;
computer-generated class work; observation of evidence demonstrated during an activity by using an observation
checklist; photographs of project or investigative work; 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 3 Units are in a direct hierarchy with Lifeskills Mathematics National 4 and 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.
What are the key features of learning in Lifeskills Mathematics National 3?
Active learning
Learners will be expected to take an active role in the learning process, working individually and collaboratively to
extend their reasoning and analytical skills through a range of mathematical tasks and activities. Learning activities,
linked to their own interests or aspirations, will develop learners’ ability to test their ideas, to evaluate and 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
LIFESKILLS MATHEMATICS
active in their learning, they make links across their learning that help them 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?
Learning independently
Learners undertaking Lifeskills Mathematics National 3 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 tasks, learners could develop their communication and
presentation skills when planning and budgeting for a holiday.
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.
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 3, the use of real-life situations as contexts for learning will engage learners
with real-life materials such as wage slips, job advertisements, bills, adverts, local maps and plans, 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 3 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 Manage Money and Data Unit provides rich opportunities to develop and plan
projects and problems which draw on the expertise of a range of people. For example, a group of learners could
work with partners to plan and run a fund-raising event, and work out the budgets necessary to do this. These links
will strengthen learners’ positive attitudes towards the use of mathematics in real-life situations.
Working with partners also provides the relevant and real-life contexts and situations that promote problem-solving
approaches. For example, learners could work in teams developing their reasoning and geometric skills to plan a
LIFESKILLS MATHEMATICS
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.
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 3 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 planning a fund-raising event or budgeting
for a holiday.
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 we 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 National3: http://www.sqa.org.uk/sqa/48597.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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