Course: Lifeskills
Mathematics
Advice and Guidance for
Staff
Level: National 3
March 2016
This advice and guidance has been produced to support the profession with
the delivery of courses which are either new or which have aspects of
significant change within the new national qualifications framework.
The advice and guidance provides suggestions on approaches to learning and
teaching. Staff are encouraged to draw on the materials for their own part of
their continuing professional development in introducing new national
qualifications in ways that match the needs of learners.
Staff should also refer to the course and unit specifications and support notes
which have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk/sqa/48102.html
Acknowledgement
© Crown copyright 2016. You may re-use this information (excluding logos) free of
charge in any format or medium, under the terms of the Open Government Licence.
To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-governmentlicence/ 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.
Any enquiries regarding this document/publication should be sent to us at
enquiries@educationscotland.gov.uk.
This document is also available from our website at www.educationscotland.gov.uk.
2
LIFESKILLS MATHEMATICS (NATIONAL 3)
© Crown copyright 2016
Contents
Introduction
4
Resources
10
LIFESKILLS MATHEMATICS (NATIONAL 3)
© Crown copyright 2016
3
INTRODUCTION
Introduction
Applying management of money skills in basic, real-life
situations
Mathematics is important in everyday life, allowing us to make sense of the world
around us and to manage our lives.
This advice and guidance suggests an approach to the learning and teaching of
income and expenditure, budgeting, saving and making informed decisions on
the best deal available within the context of Lifeskills Mathematics National 3.
The learning and teaching approaches incorporate opportunities for collaborative
and independent learning using a range of real-life situations. This will enable
learners to draw conclusions, assess risk and gain the ability to respond to
mathematical situations that could arise in everyday life. Learners will be able to
use mathematical reasoning skills to make and explain their decisions within a
given relevant context. The knowledge, skills and understanding within third level
experiences and outcomes, as detailed below, provide a firm foundation for
further learning within SCQF level 3.
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 3-09a
I can budget effectively, making use of technology and other methods, to
manage money and plan for future expenses.
MNU 3-09b
New national courses have been designed to draw on and build on Curriculum
for Excellence experiences and outcomes as appropriate. SCQF level 3 and
third-level experiences and outcomes are broadly equivalent in terms of level of
demand, although qualifications at SCQF level 3 will be more specific to allow for
more specialist study of subjects.
4
LIFESKILLS MATHEMATICS (NATIONAL 3)
© Crown copyright 2016
INTRODUCTION
Area of
mathematics
Identifying factors
affecting income
and expenditure
Learning and teaching approaches
Exemplification
Learners should be given the opportunity to explore
the variety of streams of income available. Contexts
should reflect the age and stage of the learner, for
example calculations could include basic pay with
income tax deducted, pocket money, allowances etc.
Links with social subjects can be made by
considering, for example, the perceived needs and
wants and identifying ways to pay for them. Learners
could identify types of expenditure and prioritise these
payments to calculate their budget.
Learners should be able to use their knowledge of
income and expenditure to answer related questions.
Staff should reflect on how they will incorporate some
‘thinking questions’ into their teaching. Sequences of
questions can gradually increase the level of
challenge, for example ‘What is wrong with the
statement…?’, ‘How would you describe…?’, ‘What is
the same and what is different about these…?’
Peer- and self-assessment are encouraged.
Straightforward notes and examples of income and
expenditure.
https://www.tes.com/teaching-resource/personalbudgeting-and-managing-money-course-unit6266079
LIFESKILLS MATHEMATICS (NATIONAL 3)
© Crown copyright 2016
5
INTRODUCTION
Preparing a
simple budget
Developing a
basic savings
plan
Making a
decision based
on the best deal
6
Staff are encouraged to support learners in their
investigations involving the cost of an item or event. Staff
should use a wide range of learning and teaching
approaches to enhance the understanding of learners.
Real-life contexts, for example exploring the use of saver
accounts and the benefits of these, should be
encouraged. Learners should be supported to use a
spreadsheet to organise their data.
As appropriate for age and stage learners should be
encouraged to investigate the benefits of saving and the
incentives available for this approach to managing their
money. Learners should investigate saving over a variety
of periods of time.
Making use of technology, learners should investigate
information on a particular product. Learners should
develop their skills in comparing deals by looking at two
pieces of information, for example costs and discounts, to
determine the best deal. Staff should reflect on how they
will incorporate some ‘thinking questions’ into their
teaching. Sequences of questions can gradually increase
the level of challenge, for example ‘What is wrong with
the statement…?’, ‘How would you describe…?’, ‘What is
the same and what is different about these…?’
LIFESKILLS MATHEMATICS (NATIONAL 3)
© Crown copyright 2016
These resources progress learners through the
journey of beginning to budget for daily life.
https://www.tes.com/teaching-resource/moneyand-budgeting-6316983
https://www.tes.com/teaching-resource/moneyquiz-6090899
This resource gives an example of a saving
system that helps learners to grow their money.
http://www.educationscotland.gov.uk/resources/c
/creditunions.asp
It is recommended that learners are able to
select the appropriate pieces of information
themselves and make valid comparisons. This
website allows comparisons to be made in a
simple fashion.
http://www.comparethemarket.com
RESOURCES
Resources
Money Talks: Family Finances
http://www.educationscotland.gov.uk/resources/m/moneytalksfamilyfinances/introduction.asp?strReferringChannel=learningteachin
gandassessment&strReferringPageID=tcm:4-628462-64&class=l4+d139769
Spending Sense
http://www.pfeg.org/resources/details/spending-sense-special-needs-resource
Adding up to a Lifetime (AUTAL)
http://www.addinguptoalifetime.org.uk
BBC Skillswise
http://www.bbc.co.uk/skillswise/topic/money
Skint!
http://www.scottishbooktrust.com/learning/adult-learners/skint
Money Saving Expert
http://www.moneysavingexpert.com
LIFESKILLS MATHEMATICS (NATIONAL 3)
© Crown copyright 2016
7
RESOURCES
Compare the Market
http://www.comparethemarket.com
Tackling Debt
http://www.educationscotland.gov.uk/resources/t/tacklingdebt/index.asp
Education Scotland: Financial education
http://www.educationscotland.gov.uk/learningteachingandassessment/learningacrossthecurriculum/responsibilityofall/numeracy/fina
ncialeducation/
Money Advice Service: Teenage voices on first financial decisions
https://www.youtube.com/playlist?list=PLzJI8W1q5m7rIK701t2hVi1NY9MBUqAy6
Cheers for credit unions!
http://www.educationscotland.gov.uk/resources/c/creditunions.asp
Small Change
http://www.educationscotland.gov.uk/resources/s/smallchange/index.asp
8
LIFESKILLS MATHEMATICS (NATIONAL 3)
© Crown copyright 2016