42
Mathematics Key Stage 3 Non Statutory Guidance for Mathematics with Financial Capability
MathematicsKey Stage 3 Non Statutory Guidance
for Mathematics with Financial Capability
A CCEA Publication © 2007
1 Section01 PurposeofthisGuidance
3 Section02 MathematicswithFinancialCapabilityinthe NorthernIrelandCurriculum5 Section03 LinkstoKeyStage2andKeyStage45 3.1 KeyStage25 3.2 KeyStage4
7 Section04 UnderstandingtheStatutoryRequirementsfor MathematicswithFinancialCapability7 4.1 TheLayoutoftheStatutoryRequirements8 4.2 KnowledgeUnderstandingandSkills11 4.3 CurriculumObjectivesandKeyElements15 4.4 LearningOutcomes18 4.5 ThinkingSkillsandPersonalCapabilities
21 Section05 ApproachestoLearningandTeaching21 5.1 KeyMessages22 5.2 AssessmentforLearning24 5.3 ConnectingtheLearning26 5.4 ActiveLearning
27 Section06 AuditingandPlanning27 6.1 ConductingaDepartmentalAudit28 6.2 Long,MediumandShortTermPlanning
29 Appendices:29 Appendix1 Cross-CurricularSkills33 Appendix2 ThinkingSkillsandPersonalCapabilities35 Appendix3 DevelopingFinancialCapability37 Appendix4 LinkingMathematicswithFinancialCapabilitytoLearningforLifeandWork
Contents
GuidanceforMathematicswithFinancialCapabilityatKeyStage3
1
GuidanceforMathematicswithFinancialCapabilityatKeyStage3
Section01
ThisguidanceispartofthesupportandimplementationpackagefortheRevisedNorthernIrelandCurriculum(hereafterreferredtoasNorthernIrelandCurriculum)alreadywithyourschoolthatincludes:
TheStatutoryCurriculumatKeyStage3:SupplementaryGuidance;andTheCurriculumSupportandImplementationBox.
Boththeseresourcesandadditionallearningandteachingmaterialsarealsoavailableatwww.nicurriculum.org.uk.
MathematicswithFinancialCapabilityispartoftheminimumrequirementforeverypupilatKeyStage3.Thisguidanceseekstobuildongoodpracticeandtoprovideheadsofdepartmentwithinformationandpracticalapproachestohelpthemplanandroll-outtherequirementsforMathematicswithFinancialCapabilityinamanageableway.TheguidanceexplainsandprovidesinterpretationofthestatutoryrequirementsforMathematicswithFinancialCapability.
Therearedepartmentalquestionsandactivitiesaftereachsectionwhichcanhelpyouandthemembersofyourdepartmenttoreflectonandevaluateyourcurrentpracticeandidentifyactionsfordepartmentalplanning.
ThequestionsandactivitiesfollowThe 4A’s Model for Planning asdocumentedinthebooklet,Planning for the Revised Curriculum at Key Stage 3,inyourschool’sCurriculumSupportandImplementationBox.WorkingthroughthisguidanceanditsaccompanyingactivitiesmeansthatyourdepartmentwillbewelloncourseforrollingouttheNorthernIrelandCurriculum.
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PurposeofthisGuidance
01
3
GuidanceforMathematicswithFinancialCapabilityatKeyStage3
Section02
TheNorthernIrelandCurriculumseekstoempowerpupilstoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives.Itisabouthelpingpupilsprepareforlifeandwork:
asindividuals;ascontributorstosociety;ascontributorstotheeconomyandenvironment.
Mathematicshasasignificantroletoplayinthis.Asauniquelanguage,itenablesustocalculate,estimate,describerelationshipsandmakepredictions.Bydevelopingafeelfornumber,shapeandspace,pupilswillbeabletorecognisehowasituationcanbedescribedmathematically,toappreciatepatternsandrelationshipsandtoproduceimaginativeandcreativeworkarisingfrommathematicalideas.
FinancialCapabilityisanessentiallifeskillinthe21stcentury.Financialdecisionsarebecomingincreasinglycomplex.Therearemoremethodsofpayingforgoodsandservices,withgreateravailabilityofcreditandlikelihoodoffallingintodebt.Ajobforlifeisnolongerguaranteed,wearelivinglongerandthereisanincreasedindividualresponsibilitytoplanforretirement.FinancialCapabilityisalsoanidealcontextinwhichtodevelopmathematicalandnumericalskills.
MeetingCurriculumObjectivesMathematicswithFinancialCapabilitydevelopspupilsasindividualsby:
developingpupils’thinkingskills,allowingthemtothinkinmoreindependentandabstractwaystoproblemsolve,toreasonandtomakedecisions;informingmanyofthe‘human’choicesanddecisionsthatpupils,asindividuals,makeaboutreal-lifeissuesandtheactionstheysubsequentlytake.
MathematicswithFinancialCapabilitydevelopspupilsascontributorstosocietyby:
providingthemwithapowerfulmeansofdescribing,analysingandinfluencingtheworldaroundthem;developingconfidenceandskillsinmakingfinancialdecisionsandtakingresponsibilityfortheresultingconsequences.
MathematicswithFinancialCapabilitydevelopspupilsascontributorstotheeconomyandenvironment:
asitisanessentialskillforemployment;bygeneratingmoreconfidentconsumerswhocandemandabetterservicefromfinancialserviceproviders;asanunderstandingofmoneyandtheeconomygivesconfidencetoparticipatemorefullyindemocraticdecisionsastohowpublicmoneyisspent.
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MathematicswithFinancialCapabilityintheNorthernIrelandCurriculum
02
4
GuidanceforMathematicswithFinancialCapabilityatKeyStage3
QuestionsforDepartmentsInordertocontributetothecurriculumobjectivesduringKeyStage3,whatdowewantourpupilsinMathematicswithFinancialCapabilityto:
know(knowledgeandunderstanding);
beabletodo(skills);
belike(attitudesanddispositions)?
Action
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5
GuidanceforMathematicswithFinancialCapabilityatKeyStage3
Section03LinkstoKeyStage2andKeyStage4
3.1 KeyStage2KeyStage3MathematicswithFinancialCapabilitybuildsontheknowledge,understandingandskillsdevelopedatprimaryschoolthroughtheMathematicsandNumeracyareaoflearning.
ThestatutoryrequirementsforKeyStage2address:
ProcessesinMathematics:Makingandmonitoringdecisions;Communicatingmathematically;Mathematicalreasoning;
Number:Understandingnumberandnumbernotation;Patterns,relationshipsandsequencesinnumber;Operationsandtheirapplications;Money;
Measures;
ShapeandSpace:Explorationofshape;Position,movementanddirection;
HandlingData:Collecting,representingandinterpretingdata;Introductiontoprobability.
3.2 KeyStage4TheflexibleframeworkatKeyStage3allows:
teacherstoestablishfoundationsforKeyStage4studybyprovidingopportunitiesforpupilstodemonstratedeeperunderstanding;pupilstobecomemoreindependentlearnerswhowillbemoreadeptandexperiencedinmanagingtheirownlearning.
KeyStage3experiencesshouldprovidearobustbasisforlearningatKeyStage4.Theknowledge,understandingandskillsoutlinedinthestatutoryrequirementsforKeyStage3MathematicswithFinancialCapabilityprovideaframeworkthatenablesteacherstotailorthebreadthanddepthofcoveragetomeettheneedsandinterestsofpupils.
CCEAoffersarangeofqualifications,detailsofwhichareavailableontheCCEAwebsite.Atthetimeofwriting,GCSEspecificationsinallsubjectsarecurrentlybeingreviewed.
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03
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GuidanceforMathematicswithFinancialCapabilityatKeyStage3
4.1 TheLayoutoftheStatutoryRequirements
Section04UnderstandingtheStatutoryRequirementsforMathematicswithFinancialCapability
Thissectionincludesexplanationof:
TheLayoutoftheStatutoryRequirements;Knowledge,UnderstandingandSkills;CurriculumObjectivesandKeyElements;LearningOutcomes;ThinkingSkillsandPersonalCapabilities.
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Developingpupils’Knowledge,UnderstandingandSkills
(Objective1)DevelopingpupilsasIndividuals
(Objective2)DevelopingpupilsasContributorstoSociety
(Objective3)DevelopingpupilsasContributorstotheEconomyandEnvironment
Throughengagementwitharangeofstimuliincludingpeers,poetry,prose,drama,non-fiction,mediaandmultimediawhichenhancecreativityandstimulatecuriosityandimagination,pupilsshouldhaveopportunitiestobecomecritical,creativeandeffectivecommunicatorsby:• expressingmeaning,feelingsandviewpoints;
• talking,toincludedebate,role-play,interviews,presentationsandgroupdiscussions;
• listeningactivelyandreportingback;
• readingandviewingforkeyideas,enjoyment,engagementandempathy;
• writingandpresentingindifferentmediaandfordifferentaudiencesandpurposes;
• participatinginarangeofdramaactivities;
• interpretingvisualstimuliincludingthemovingimage;
• developinganunderstandingofdifferentforms,genresandmethodsofcommunicationandanunderstandingofhowmeaningiscreated;
• developingtheirknowledgeofhowlanguageworksandtheiraccuracyinusingtheconventionsoflanguage,includingspelling,punctuationandgrammar;
• analysingcriticallytheirownandothertexts;
• usingarangeoftechniques,formsandmediatoconveyinformationcreativelyand
appropriately.
Pupilsshouldhaveopportunitiesto:
Engage,throughlanguage,withtheirpeersandwithfictionalandreal-lifecharactersandsituations,toexploretheirownemotionsanddevelopcreativepotential,forexample,discusswhattheywouldhavedoneorhowtheywouldhavefeltwhenfacedwithasituationinanovel;produceadigitalportfoliohighlightingtheirpersonalqualitiesetc.(KeyElement:PersonalUnderstanding)
Exploreandrespondtoothers’emotionsasencounteredinliterature,themedia,movingimageandpeerdiscussion,forexample,inrole-playempathisewithsomeonewhoseexperienceisdifferentfromtheirown.Developtheabilitytouselanguage(includingbodylanguage)effectivelyincommunicatingwithandrelatingtoothers,forexample,exploresituationsinwhichtone,choiceofwords,gesture,facialexpressioncanaltermeaning/impact.(KeyElement:MutualUnderstanding)
ExploreissuesrelatedtoPersonalHealth:Considertheeffectivenessoflanguageincurrenthealthcampaigns,forexample,exploretheuseofimageryandemotivelanguageinposters,leafletsandtelevisionetc.Createacampaigntopromoteahealthandsafetyissuesuchasdealingwithmisuseofsubstances.Improviseascenedemonstratingpeersupportorpeerpressureaboutahealthrelatedissue.(KeyElement:PersonalHealth)
ExploreissuesrelatedtoMoralCharacter:Demonstrateawillingnesstochallengestereotypical,biasedordistortedviewpointswithappropriatelysensitive,informedandbalancedresponses,forexample,discussmoralchoicesofreal-lifeandfictionalcharacters;takeresponsibilityforchoicesandactions.(KeyElement:MoralCharacter)
Exploretheuseoflanguageandimageryinconveyingandevokingavarietyofpowerfulfeelings,forexample,commentonafilm,novel,performanceorpoemwhichhasstimulatedapersonalinsight.(KeyElement:SpiritualAwareness)
Pupilsshouldhaveopportunitiesto:
Useliterature,drama,poetryorthemovingimagetoexploreothers’needsandrights,forexample,considertheneedsofafictionalcharacter;participateinaroleplayinvolvingconflictingrightsetc.(KeyElement:Citizenship)
Explorehowdifferentculturesandbeliefsarereflectedinarangeofcommunicationmethods,forexample,investigatelocaloraltraditionsanddialectsetc;compareandcontrasthowthecultureandlifestyleofdifferentcountriesarerepresentedinstories/poems/imagesetc.(KeyElement:CulturalUnderstanding)Explorethepowerofarangeofcommunicationtechniquestoinform,entertain,influenceandpersuade,forexample,compileandjustifyalistoftoptentelevisionadvertisements/websitesforpupils;createandlaunchaninnovativelifestylearticleorfeatureforpupilsetc.Considerhowmeaningsarechangedwhentextsareadaptedtodifferentmedia,forexample,compareandcontrastafilmandbookversionofthesamestoryetc.(KeyElement:MediaAwareness)
ExploreissuesrelatedtoEthicalAwareness:Investigateandevaluatecommunicationtechniquesusedtoexplorearelevantethicalissue,forexample,trackcoverageofthesameissueinarangeofmedia;designandproduceowncurrentaffairsprogramme/newssheetforayoungaudienceetc.(KeyElement:EthicalAwareness)
Pupilsshouldhaveopportunitiesto:
Investigatetheimportanceofcommunicationskillsinlife/worksituations,forexample,participateininterviewsandself-marketing;developanadvertisingcampaignforalocalcompanyorproduct;investigatejobsincompaniesinNorthernIrelandandelsewhereinwhichgoodcommunicationisessentialtobusinessetc.(KeyElement:Employability)
ExploreissuesrelatedtoEconomicAwareness:Exploretheimpactofeconomicsonthelivesofpeople,forexample,debatewhetheryoushouldbuyitemsproducedbychildlabour;considerreasonsandconsequencesoffinancialdifficultiesofacharacterinliterature.(KeyElement:EconomicAwareness)
Planandcreateaneffectivecommunicationcampaign,forexample,producepromotionalliteraturewitheco-friendlyguidelinesforavisittoanatural/culturalheritagesite;presentthecaseforpreservingalocalsite/building;participateinamodelyouthassembly/parliamentaboutaglobalissueetc.(KeyElement:EducationforSustainableDevelopment)
LearningOutcomes
ThelearningoutcomesrequirethedemonstrationofskillsandapplicationofknowledgeandunderstandingofEnglishandMediaEducation.
Pupilsshouldbeableto:
researchandmanageinformationeffectively,usingMathematicsandICTwhereappropriate;showdeeperunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,usingMathematicsandICTwhereappropriate;demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough;workeffectivelywithothers;demonstrateself-managementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance;communicateeffectivelyinoral,visualandwrittenformats(includingICTandthemovingimage)showingclearawarenessofaudienceandpurposeandattentiontoaccuracy.
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NB:Teachersmaydevelopactivitiesthatcombinemanyofthestatutoryrequirements,providedthat,acrosstheKeyStage,allofthestatutoryaspectshighlightedinBOLD(includingeachoftheKeyElements)aremet.
TheobjectivesaremadeupofKeyElements.Theseprovide
opportunitiesforsubjectstoconnectwithLearningforLifeandWorkandwithother
subjects.
TheKnowledge,Understandingand
SkillsinMathematicswithFinancialCapabilitytobedevelopedduring
KeyStage3
ObjectivesThecurriculumobjectivesrelate
toLearningforLifeandWorkandprovidetherealandrelevant
contextsinwhichknowledge,understandingandskillsinMathematicswithFinancial
Capabilityaredeveloped.Theobjectivesshouldbedeveloped
throughoutthekeystage.
LearningOutcomesThesestatetheskillsand
capabilitiespupilsshouldbeabletodemonstratethroughoutthekeystageinthecontextofMathematicswithFinancial
Capability.
04
ExemplarSeebackcoverforanA3versionof
theStatutoryRequirementsforMathematicswithFinancialCapabilitywithadditionalguidanceandexamples
8
GuidanceforMathematicswithFinancialCapabilityatKeyStage3
4.2 Knowledge,UnderstandingandSkillsThefirstcolumninthestatutoryrequirementsforMathematicswithFinancialCapabilityistitled“Developingpupils’Knowledge,UnderstandingandSkills”.
Everythinginthiscolumnisastatutoryrequirementforthekeystageasawhole;notforindividualyearswithinthekeystage.Itisintendedthatschoolsinterpretanddeveloptheserequirementsasappropriatetotheirowncontext.TherecursivenatureofMathematicswithFinancialCapabilitymeansthatthebulletpointsinthe‘Knowledge,UnderstandingandSkills’columnarelikelytobecoveredanumberoftimesineachacademicyearwithinthekeystage.
Thefollowingtableseekstoexplain,illustrateandexpandonthebulletpointsunder‘Knowledge,UnderstandingandSkills’.
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Developingpupils’Knowledge,UnderstandingandSkills
Supportingnotes
knowledgeandunderstandingof:NumberAlgebraShape,SpaceandMeasuresHandlingData
knowledgeandunderstandingofpersonalfinanceissues,andskillstoenablecompetentandresponsiblefinancialdecisionmaking
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ThesearethetraditionalareaswithinMathematicsandreflectthestrandswithintheprimarycurriculumforMathematicsandNumeracy.
TheNorthernIrelandNumeracyStrategydetailsprogressionthroughtheseareas.
Wherepossible,theyshouldbeexploredthroughthecontextsofthekeyelements.
Opportunitiesforpupilstoworkacrosstheseareas,choosingthemostappropriatemathematics,developtheirskillsandconfidenceinUsingMathematicsacrossthecurriculum.
ThisbulletdescribesFinancialCapability.Aswellasthecalculationandknowledgeaspects,thereisalsoamoresubjectivecomponent.Thisinvolvesdevelopingconfidencearoundmakingfinancialdecisionsandexploringfeelingsaroundmoney.FurtherdetailsfordevelopingFinancialCapabilityaregiveninAppendix3.
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GuidanceforMathematicswithFinancialCapabilityatKeyStage3
Developingpupils’Knowledge,UnderstandingandSkills
Supportingnotes
theapplicationofmathematicalskillstoreallifeandworksituations
thecreativeuseoftechnologytoenhancemathematicalunderstanding
bydemonstrating:creativethinkingintheirapproachtosolvingmathematicalproblems;
increasingcompetenceinmentalmathematicsskills;
increasingcompetenceinpencilandpapermethods;
increasingconfidenceintheuseofmathematicallanguageandnotation;
practicalskillsinusingtechnology.
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Applyingmathematicalskillsconfidentlyinarangeofsituationsthatpupilswillmeeteveryday,bothnowandinthefuture,includingfinancialcontexts.Thissupportslearningforlifeandwork.
Useofappropriatesoftware,theInternetandotherresourcessuchasinteractivewhiteboardstoexplainandillustratemathematicalconceptsmorefully,supportingthelearningandteachingofMathematics.
Encouragepupilstopursuetheirownthinkinginhowtoapproachmathematicalproblems.Exploreandcomparedifferentapproachesandmethodsthatcouldbeused.Thissupportsthedevelopmentofpupilsasmoreindependentlearners.
StrategiesandguidelinesfordevelopingmentalmathematicsskillsareprovidedintheNorthernIrelandNumeracyStrategyLearningandTeachingfile.Theseskillsarenecessaryformakingfastdecisionsineverydaylife.
Pupilsdevelopknowledgeandskillstocarryoutcalculationswithoutdependingoncalculators.
Pupilscanrecordcalculationsandsolveproblemsusingappropriatemathematicalnotation.Theycantalkabouttheirworkusingmathematicallanguage.Theycanconstructandinterpretgraphicalinformation.
Thisincludestheaccurateuseofacalculatorandalsocomputerbasedwork.Computerbasedworkinvolvescalculation,presentationandresearchaspectsrelevanttoMathematicswithFinancialCapability.
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GuidanceforMathematicswithFinancialCapabilityatKeyStage3
QuestionsforDepartmentsWhatisthecurrentbalancebetweenknowledge,understandingandskillsinthedepartment’sprovisionforMathematicswithFinancialCapability?
WhataretheimplicationsforfurtherlearningandteachingatKeyStage3?
Action
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GuidanceforMathematicswithFinancialCapabilityatKeyStage3
4.3 CurriculumObjectivesandKeyElementsThecurriculumobjectivesarebrokendownintokeyelements.ThekeyelementsareavehicleforensuringthatMathematicswithFinancialCapabilitydirectlyconnectstothewholecurriculumobjectives.ThekeyelementsalsoprovideameansforconnectinglearninginMathematicswithFinancialCapabilitytoothersubjectsandtoLearningforLifeandWork.UsingLearningforLifeandWorktomakeconnectionsisexploredfurtherin5.3.
Thetablebelowshowshoweachcurriculumobjectiveislinkedtospecifickeyelements.
TheNorthernIrelandCurriculumshouldproviderelevantlearningopportunitiestohelpeachpupildevelopas:
Objective1
Anindividual
Objective2
Acontributortosociety
Objective3
Acontributortotheeconomyandtheenvironment
KeyElements
PersonalUnderstandingMutualUnderstanding
PersonalHealthMoralCharacter
SpiritualAwareness
KeyElements
CitizenshipCulturalUnderstanding
MediaAwarenessEthicalAwareness
KeyElements
EmployabilityEconomicAwareness
EducationforSustainableDevelopment
Forexample,developingpupilsasindividualswillrequireafocusonthekeyelementsofPersonalUnderstanding,MutualUnderstanding,PersonalHealth,MoralCharacterandSpiritualAwareness.Eachsubjectmustcontributetoallkeyelementsacrossthekeystage.Somesubjectswillhavemorenaturallyoccurringopportunitiestopromotecertainkeyelements.ThekeyelementsthatMathematicswithFinancialCapabilitycontributestomorefullyare:
PersonalUnderstanding;MutualUnderstanding;MoralCharacter;MediaAwareness;Employability;EconomicAwareness.
Forexample,MathematicswithFinancialCapabilitywillhavealeadingroleinlearningaboutEconomicAwareness.Althougheveryothersubjectwilladdressaspectsofthis,asignificantamountofFinancialCapabilitycanbelookedatthroughthelensofEconomicAwarenessinthisareaoflearning.
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GuidanceforMathematicswithFinancialCapabilityatKeyStage3
Thetextwithincolumns2,3and4inthestatutoryrequirementsforMathematicswithFinancialCapabilityrelatestoactivitieswhichcontextualisesomeofthekeyelements.SomeofthekeyelementsaremoresignificantthanothersinMathematicswithFinancialCapabilityandtherefore,activitiesrelatingtoaspecifickeyelementmayberevisitedoftenduringKeyStage3.
Thekeyelementscanhelptomakemeaningfullinkswithothersubjects,promotecoherenceacrossthewholecurriculumandfacilitatemorecollaborativeplanningandteaching.
ThefollowingtablegivesexamplesofsomeofthequestionswhichmayhelptoexploreandextrapolatewhatismeantbyeachkeyelementinMathematicswithFinancialCapability.
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GuidanceforMathematicswithFinancialCapabilityatKeyStage3
Dev
elop
ing
pupi
lsa
s…
.ind
ivid
uals
….c
ontr
ibut
ors
tos
ocie
ty…
.con
trib
utor
sto
the
econ
omy
and
envi
ronm
ent
Pers
onal
Und
erst
andi
ngH
owd
oIo
rgan
ise
my
time?
How
can
Ico
mm
unic
ate
this
mat
hem
atic
ally
?Co
uld
Imak
ean
ych
ange
sto
how
Isp
end
my
time?
Mut
ual U
nder
stan
ding
How
can
we
wor
kef
fect
ivel
yto
geth
erto
sol
ve
prob
lem
s?W
hath
appe
nsif
we
have
diff
eren
tvie
wpo
ints
?
Pers
onal
Hea
lth
(link
sw
ithS
cien
cea
nds
ome
aspe
cts
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ome
Econ
omic
s)W
hati
sm
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ight
?W
hati
sm
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dy
tem
pera
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?W
hati
sm
yhe
artr
ate?
Wha
tam
ount
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ient
mus
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alth
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hata
reth
ech
ance
sof
get
ting
part
icul
ar
dise
ases
?W
hich
dis
ease
sha
veb
ecom
ele
ssc
omm
on?
Why
?
Mor
al C
hara
cter
Wha
tis
alo
gica
larg
umen
t?Ca
nIe
xpla
inh
owI
foun
dth
eso
lutio
nto
a
prob
lem
?
Spir
itual
Aw
aren
ess
Whi
chp
atte
rns
doI
find
mos
tam
azin
g?D
oth
ey
invo
lve
num
bers
or
shap
es?
Whe
rea
rem
athe
mat
ical
pat
tern
sfo
und
in
natu
re?
Isth
ere
abi
gges
tnum
ber?
Wha
tis
infin
ity?
Citiz
ensh
ipH
owis
mat
hem
atic
alin
form
atio
nus
edb
yth
eG
over
nmen
tto
mak
ede
cisi
ons?
Why
do
we
pay
tax?
Why
isth
ere
ace
nsus
?
Cult
ural
Und
erst
andi
ngH
owh
ave
diffe
rent
cul
ture
sco
ntri
bute
dto
our
un
ders
tand
ing
ofM
athe
mat
ics?
How
did
our
sys
tem
ofn
umbe
ring
dev
elop
?H
owh
ave
diffe
rent
cul
ture
san
dre
ligio
nsu
sed
shap
ean
dpa
tter
n?Ca
nyo
upl
aya
mat
hsg
ame
from
ad
iffer
ent
cultu
res
uch
asM
anca
la?
Med
ia A
war
enes
sH
owis
num
eric
alin
form
atio
nan
dda
ta
pres
ente
din
the
new
s?Ar
ead
vert
isem
ents
abo
utfi
nanc
ialp
rodu
cts
alw
ays
asg
ood
asth
eyfi
rsts
eem
?
Ethi
cal A
war
enes
sW
hata
reth
ehu
man
sto
ries
beh
ind
the
stat
istic
s?D
ost
atis
tics
tell
the
who
les
tory
?
Empl
oyab
ility
How
are
the
skill
sw
eus
ein
Mat
hem
atic
sus
eful
to
life
out
side
sch
ool?
Whi
chc
aree
rsa
reb
ased
on
Mat
hem
atic
s?
Econ
omic
Aw
aren
ess
Wha
tdo
Ispe
ndm
ym
oney
on?
Do
Isav
em
oney
?W
hata
reth
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ffere
ntw
ays
ofm
anag
ing
mon
ey?
Educ
atio
n fo
r Su
stai
nabl
e D
evel
opm
ent
How
muc
hen
ergy
can
we
save
?D
oes
recy
clin
gsa
vem
oney
?H
owm
uch
does
itc
ostt
odi
spos
eof
our
was
te?
Dev
elop
ing
the
Key
Ele
men
tsth
roug
hM
athe
mat
ics
with
Fin
anci
alC
apab
ility
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GuidanceforMathematicswithFinancialCapabilityatKeyStage3
QuestionsforDepartmentsWhichkeyelementsdowe:
addresswell?
needtofocusmoreon?
notaddressatall?
Arethereanykeyelementsthatwecoulddevelopwithanotherdepartmenttopromoteconnectedlearning?
Action
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GuidanceforMathematicswithFinancialCapabilityatKeyStage3
4.4 LearningOutcomesLearningOutcomesstatetheskillsandcapabilitiespupilsshouldbeabletodemonstratethroughoutKeyStage3ineachsubject.Thesearesimilaracrosseachareaoflearningandpromotetheinfusionofthecross-curricularskills(Communication,UsingMathematicsandUsingICT)(pleaserefertoAppendix1forfurtherguidanceonthecross-curricularskills).ThelearningoutcomesalsopromotetheinfusionofThinkingSkillsandPersonalCapabilities(alsorefertoAppendix2forfurtherguidanceonThinkingSkillsandPersonalCapabilities).
Aswithallsubjects,itisstatutoryforteacherstoprovideopportunitiesforpupilstoacquireanddevelopthecross-curricularskillsandtheThinkingSkillsandPersonalCapabilitiesinMathematicswithFinancialCapability.PupilsshouldalsobegivenopportunitiestodemonstratetheirskillsandapplicationofknowledgeandunderstandingofMathematicswithFinancialCapabilitytomeetthelearningoutcomes.
EvidenceforLearningOutcomesEvidenceoftheapplicationofskills,knowledgeandunderstandingforalearningoutcomecanbedemonstratedatanypointinthelearningprocess.Learningoutcomescanbebasedonprocessorproduct.Theymaybeevidencedbyteacher,pupilorpeerassessmentofarangeofpupils’workandperformance,includingworkgeneratedusingICT.Thenatureoffeedbackonlearningoutcomescanbequalitative,quantitative,verbalorwrittentosuitthepurposeoftheassessment.
UsingandRecordingEvidenceThenumberofoccasionswhenlearningoutcomesareinternallyrecorded,thesystemforinternalrecordingandtheusemadeofinternalrecordsisatthediscretionofdepartmentsinlinewithwholeschoolpolicy.Learningoutcomescanbedemonstratedthroughformalorinformalassessment,formativeand/orsummativeassessment.
Evidenceoflearningoutcomescanbe:
recordedinformally,thatis,primarilyforfeedbacktopupilsandforteacherreference;recordedformally,thatis,inlinewithdepartmentalandinternalwholeschoolassessmentpolicyrequirements;usedtoinformreporting,forexample,inrelationtoPupilProfilerequirements.
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GuidanceforMathematicswithFinancialCapabilityatKeyStage3
SkillsandtheLearningOutcomesTherelationshipbetweenthelearningoutcomesandthecross-curricularskillsandThinkingSkillsandPersonalCapabilitiesissetoutinthetablebelow.
LearningOutcomesCross-CurricularSkills/ThinkingSkillsandPersonalCapabilities
Demonstratementalmathematicalcapabilitywithsimpleproblems
Thinking,Problem-Solving,Decision-Making(UsingMathematics)
Decideontheappropriatemethodandequipmenttosolveproblems–mental,written,calculator,mathematicalinstrumentsoracombinationofthese
Thinking,Problem-Solving,Decision-Making(UsingMathematics)
Demonstratefinancialcapabilityinarangeofrelevanteverydaycontexts
Thinking,Problem-Solving,Decision-Making(UsingMathematics)
Researchandmanageinformationeffectivelytoinvestigateandsolvemathematicalproblems,includingUsingICTwhereappropriate
ManagingInformation(Communication,UsingMathematics,UsingICT)
Showdeepermathematicalunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,demonstratingUsingICTwhereappropriate
Thinking,Problem-Solving,Decision-Making(UsingMathematics,UsingICT)
Demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough
BeingCreative
Workeffectivelywithothers WorkingwithOthers
Demonstrateself-managementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance
Self-Management
Communicateeffectivelyinoral,visual,written,mathematicalandICTformats,showingclearawarenessofaudienceandpurpose
CommunicationUsingMathematicsUsingICT
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QuestionsforDepartmentsHowcanweplanforlearningoutcomes?
Howcanourexistingdepartmentalassessmentpolicybeamendedtomakereferencetothelearningoutcomes?
Whichlearningoutcomeswillbethemostchallengingforourdepartment?
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4.5 ThinkingSkillsandPersonalCapabilitiesTheThinkingSkillsandPersonalCapabilitiesframeworkconsistsoffiveoverlappingsetsofskills:
ManagingInformation;Thinking,Problem-Solving,Decision-Making;BeingCreative;WorkingwithOthers;Self-Management.
Eachstrandisbrokendownintofurtherdetail(seeAppendix2).Thesecanfacilitatelessonplanningandprovidecriteriaagainstwhichpupils’performancescanbeassessedandreported.Forexample,linkingcauseandeffect,examiningevidence,planningatask,etc.
Manyoftheskillsarenotnewandarealreadybeingdevelopedacrossarangeofsubjects.ThissingleframeworkaimstomakethedevelopmentofThinkingSkillsandPersonalCapabilitiesmorestructuredandexplicit,toencourageapplicationacrossarangeofcontextsandtoprovideacommonlanguagethatpupilsandteacherscanusetotalkabouttheirthinkingandlearning.
ThereareanumberofteachingstrategiesthatwillpromotethedevelopmentofThinkingSkillsandPersonalCapabilitiesgenerally,forexample,settingopenendedtasks,effectivequestioning,usingthinkingframesanddiagrams,reflectingandtalkingaboutthinkingandlearning,providingmeaningfulopportunitiesforcollaborativelearningetc.
ManyoftheseactivitiesalsosupporttheprinciplesofAssessmentforLearning.
Thebigshift,however,istofocusonopportunitiesinMathematicswithFinancialCapabilitywhereaspecificthinkingskillorpersonalcapabilitycanbeusedtodeepenunderstandingofaparticularconceptorcontext.Thecontextusedprovidesopportunitiesforthedevelopmentandpracticeofthethinkingskillorpersonalcapability.Thiscanleadtolessonswherethereistheparalleldevelopmentofsubjectknowledgeandunderstandingaswellasthedevelopmentof,forexample,aparticularmodeofthinking.Thisapproachisknownasinfusion;addingonethingtoanothertogiveitanewsignificance.
Planningforinfusioninvolves,forexample:
(a) lookingacrossaseriesofunitsofworkforyear8andidentifyingwherethemostappropriatecontextsaretointroduceanddevelopspecificskills,suchas,evaluatingthemostappropriateinformation,justifyingopinions,reachingagreementwithinagroup,etc.
(b) identifyingthespecificskillsandcapabilitiesbestdevelopedthroughMathematicswithFinancialCapabilityandsettingupcontextstointroduceandpracticethem,suchas:generatingpossiblesolutions;justifyingmethods;examiningoptions;seekingoutquestionstoexploreandproblemstosolve.
ThisexplicitapproachtodevelopingThinkingSkillsandPersonalCapabilitiesprovidesopportunitiestoobserve,record,feedbackandreportonpupils’strengthsandareasforfuturefocusintermsoftheirdevelopmentinThinkingSkillsandPersonalCapabilities.Italsoenablespupilstotransferparticularthinkingskillsorpersonal/interpersonalskillstoothercontexts.
Progressioninskillsandcapabilitiesisonlymadethroughtheirpracticeandapplicationinarangeofcontextsandatincreasinglevelsofchallengeanddemand.
ContinuingProfessionalDevelopment(CPD)materialshavebeendevelopedtopromotetheinfusionofThinkingSkillsandPersonalCapabilitiesacrossthecurriculum.Thesematerialsareavailableatwww.nicurriculum.org.uk.
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QuestionsforDepartmentsHowcanMathematicswithFinancialCapabilitymeaningfullydevelopeachstrandoftheThinkingSkillsandPersonalCapabilitiesframework?
WherearethekeyopportunitiesforinfusioninMathematicswithFinancialCapability?
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Section05ApproachestoLearningandTeaching5.1 KeyMessagesFlexibilityTeachersnowhavetheopportunitytousethestatutoryrequirementstodeviseschemesandunitsofworkinMathematicswithFinancialCapabilitythatfollowtheneedsandinterestsofthepupil.Thisdoesnotmeanthrowingoutschemesofworkthathavebeencarefullydevelopedovertheyears.Itprovidesopportunitiesforteacherstobuildonthoseunitsthatbestengageanddeveloptheirpupilsandreplaceorrevitalisethoseunitsthatdidnotengagethepupilssomuch.
RelevanceTeachershaveopportunitiestolookforthemesorissuesthatarerealandrelevanttothelivesofpupilstoday.TheskillsandconceptsinthefirstcolumnofthestatutoryrequirementsforMathematicswithFinancialCapabilitycanbedevelopedthroughcurrentissues,thatpupilsexpressaninterestin.
IntegratedTeachershaveopportunitiestocombinedifferentaspectsofMathematics,tointegrateFinancialCapabilitywithinMathematicsandtoconnectMathematicswithFinancialCapabilitywithotherareasoflearning.TheseconnectionscaninformunitsofworkwhichhelppupilsgainabetterunderstandingofconceptswithinMathematicsanddeveloptheirskillsinUsingMathematicsacrossthecurriculum.
ValuesBasedThekeyelementsprovideopportunitiesforpupilstoreflectonmoral,ethical,spiritual,socialandculturaldimensionsofissuesinMathematicsandFinancialCapabilityrelatingtorealpeopleandrealplacesandtoconsidertheirownviewsandopinionsaboutthem.
ActionOrientatedThroughenquiry-basedlearning,pupilsdevelopskillsinapplyingtheirmathematicalknowledgeindifferentcontextsandinmakingfinancialdecisions.Therearealsoopportunitiesforpupilstobechallengedaboutindividualandcollectiveresponsibilities.
FutureFocusedPupilsarechallengedtothinkaboutthetypeofworldtheywouldliketoshareinyearstocomeandhowbesttoachieveit.TheywillalsohaveopportunitiestoexplorehowtheskillsdevelopedthroughMathematicswithFinancialCapabilitymighthelptheminthefuture.
05
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5.2 AssessmentforLearning‘AssessmentforLearning’(AfL)isanapproachthatcansupporteffectivelearningandteaching.AssessmentforLearningfocusesonthelearningprocess(ratherthantheendproduct)andattemptsnottoprovelearningbutratherimproveit.Itisformativeassessment.Itisawayforustotakestockoflearningduringtheprocessanditcanhelpinformusofhowthelearningisprogressing.
In‘AssessmentforLearning’:thereisahighemphasisontransferable learning;assessmentbecomesamuchmoretransparentprocessbecauseitisbasedoncriticalinformationthatissharedwiththelearners;andlearnersareabletotake responsibilityfortheirownlearning,andforaspectsofassessment.
‘AssessmentforLearning’isnotsomethingextraor‘boltedon.’Itintegrateswithexistingclassroompractice.AssessmentforLearninginvolvesthefollowingkeyactions:
••
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ContinuingProfessionalDevelopment(CPD)materialshavebeenprovidedforschoolstopromoteAssessmentforLearning.
Sharinglearningintentions
Alearningintentionisadescriptionofwhatteacherswantpupilstoknow,understandorbeabletodobytheendofanactivity.Ittellspupilswhatthefocusforlearningisgoingtobe.Ithelpsbothteachersandpupilstofocusonthelearningratherthantheactivity,forexample:Identifywhatpupilswillbelearning(Wearelearningto…..)Explainthereasonforlearning(Wearelearningthisbecause…….)
Sharingandnegotiatingsuccesscriteria
Successcriteriaarestatementsthathelppupilsrecogniseiftheyhavebeensuccessfulintheirlearning.Pupilsmaybeinvolvedindecidingthese.Theysummarisetheprocessesorcharacteristicsneededforsuccess,andtheyalwayslinkdirectlytothelearningintention.Theyessentiallyspelloutthestepsoringredientsrequiredtoachievethelearningintention,offeringspecificguidanceonhowtobesuccessful.
Givingfeedbacktopupils
Qualityfeedbackisessentialforeffectivelearningandteaching.Feedbackcanmotivatepupilsbybuildingself-esteemandreinforcingthepositive.Tobetrulyformativethefeedbackmustinformthenextstepsinthelearningprocess.Forexample,whenofferingwrittenfeedback:1.Findtwooccasionswheretheyhaveachievedsuccess(symbolscanbe
used);2.Identifyanaspectoftheirworkthattheycanimmediatelyimprove;3.Providethemwithapromptorstrategyonhowtoimprove;4.Givethemtimetomakethisimprovement.
Effectivequestioning Effectivequestioningisaboutaskingquestionsinawaythatelicitsmaximumfeedbackfrompupils,whichcanthenbeusedtoevaluate,planandextendlearning,forexample:
Askbetterquestions:ask‘open’questionsorreframequestionswherethereisnosinglecorrectanswerandpupilsarerewardedforexploringoptionsandsharingpossiblesolutions;Askquestionsbetter:providepupilswithtimetothink;byincreasingthewaittimeto3or5secondsbetweenposingthequestionandaskingfortheanswer,teacherscanmakeasignificantdifferencetothequestion’seffectiveness.
•
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Selfandpeerassessment
Pupilreflectionpromotesindependentlearning,communicationandsupportintheclassroom.Teacherscandeveloppupilreflectionintheclassroomthroughtheuseofpeerandself-assessmentandself-evaluation.
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QuestionsforDepartmentsWhatarethebenefitsofAssessmentforLearningpracticeinourclassrooms?
WhichoftheAssessmentforLearningkeyactionsarepartofourexistingclassroompractice?
Whichdoweneedtogivemoreattentionto?
Howdowedothis?
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5.3 ConnectingtheLearningTheNorthernIrelandCurriculumisdesignedtoaccommodatelinksacrosssubjects.Manynaturallinksexist,althoughtheymaybeunder-exploited.Wheretheselinksareidentifiedandplannedfor,theyhavethepotentialtomakelearningmoremeaningful,informedandpurposeful.Opportunitiestoconnectlearningrangefromsmallandinformaltowholeschoolandformallyplanned.
Anyofthefollowingmaybeusedasdriversforconnectedlearningbetweentwoormoresubjects:
Skills/LearningOutcomes;KeyElements;Themes;Knowledge;Concepts;Learningexperiences;LearningforLifeandWork;Othersuitableapproaches.
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QuestionsforDepartmentsWhichofthesecouldbestbeusedasastartingpointtomakemeaningfulconnectionswithotherssubjects?
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ConnectingwithLearningforLifeandWork(LLW)OnewayofbeginningtomakeconnectionsisinLearningforLifeandWork.ThefourstrandswithinLearningforLifeandWork(HomeEconomics,LocalandGlobalCitizenship,EmployabilityandPersonalDevelopment)contributedirectlytothethreecurriculumobjectivestodevelopthepupilas:
anindividual;acontributortosociety;acontributortotheeconomyandtheenvironment.
TheotherareasoflearningalsocontributetothecurriculumobjectivesandLearningforLifeandWork.WellplannedandorganisedworkwithinsubjectsmakeadistinctiveandnaturalcontributiontoLearningforLifeandWorkandcanhelptostrengthenandenrichitsprovisionasawhole.
Teachershaveflexibilitytoenhancethebreadthanddepthoftheirsubject’scontributiontoLearningforLifeandWork.Mathematicsteacherscantherefore:
raiseawarenessaboutLearningforLifeandWorkkeyconcepts;developmoredetailedunderstandingaboutLearningforLifeandWorkkeyconceptswithintheirsubjectcontext;exploreparticularLearningforLifeandWorkkeyconcepts.Whendeliveredinsufficientdepth,anareaoflearning/subjectstrandcantakefullresponsibilityformeetingaparticularstatementofrequirement.
MoredetailedguidanceinlinkingMathematicswithFinancialCapabilitytoLearningforLifeandWorkisprovidedinAppendix4.
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QuestionsforDepartmentsWhichaspectsofourcurrentpracticepromoteconnectedlearning?
Whataretheissuesaroundthemanagementofconnectedlearning?
Howwillweknowthatpupilsarelearningtomakeconnections?
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5.4 ActiveLearningEngagingpupilsintheirlearningandprovidingthemwithopportunitiestodemonstrateThinkingSkillsandPersonalCapabilitiesrequiresanapproachbeyondtraditionaldidacticmethods.
TheglossaryActive Learning and Teaching MethodsisincludedintheCurriculumSupportandImplementationboxandisavailablefromwww.nicurriculum.org.uk.Thisresourcecontainsawiderangeofactiveandexperientialstrategiestopromotepupils’participationandengagement.MathematicswithFinancialCapabilityprovidesrichcontextsinwhichtousearangeofactivelearningstrategies.
QuestionsforDepartmentsWhichactivelearningstrategieswouldworkforus?
Howdoestheclimateinourclassroomssupporttheuseofactivelearning?
Whataretheimplicationsforclassroommanagement?
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Section06AuditingandPlanning
6.1 ConductingaDepartmentalAuditWhenplanningtocarryoutadepartmentalaudit,refertothetrainingmaterialsPlanning for the Revised Curriculum at Key Stage 3.Usedinconjunctionwiththefollowingguidance,departmentscandecidehowtoevaluateexistingandplannedprovision.
Auditsareastartingpointforthelongtermplanningprocess.Thereareanumberofpossible‘ways-in’tocarryingoutanaudit.Someoftheseareoutlinedinthetablebelow.Furtherdetailsareavailableatwww.nicurriculum.org.uk.
06
StartingPointforAudit DescriptionofProcess
CurriculumObjectives Whatdoweteachandwhy?Lookathowthetopicscurrentlytaughtaddressthebroadcurriculumobjectives.Theobjectivesprovidearationaleforthetopic.Thekeyelementscanprovidethefootholdsintotheobjectives.
KeyElements Checkwhereunitsofworkcontainaspectsofthekeyelements,orcouldbere-focusedtosuit.Checkforcoverageacrossthekeystage.Removeexcessiveduplication,addmaterialtoaddressanyomissions.
ThinkingSkillsandPersonalCapabilities
StartingwithcurrentunitsofworkitispossibletoaudittheprovisionofThinkingSkillsandPersonalCapabilitiesusingthestatementsfromthe“From–ToProgressMap”.Aftercompletinganauditinthisway,gapsinprovisioncaneasilybedetectedanditwillthenbepossibletodevelopopportunitiestoensureoverallcoverageinayearandprogressionacrossthekeystage.
LearningExperiences Listthecategoriesoflearningexperiencefromthe‘BigPicture’documentinacolumn.Besideeach,matchtheunitsofworkinyourschemewhichfitwiththecategory.Assessthecoverage:isthereagoodmixtureandvarietyofexperienceplanned?
‘BlueSkies’ Beginwithaspirationsforacompletelynewschemeofwork,andworkupdetailssoastomatchplannedexperienceswithNorthernIrelandCurriculumrequirements.
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6.2 Long,MediumandShortTermPlanning
LongTermPlanningInproducinglongtermplansorschemesofwork,youneedtothinkabout:
howMathematicswithFinancialCapabilityisdeliveredacrossthewholekeystage;howMathematicswithFinancialCapabilitylinkswiththewidercurriculumobjectives;howandwhentodevelopspecificskillsandcapabilitiesacrossthekeystage;howMathematicswithFinancialCapabilitycanactivelylinkwithothercurricularareas;howMathematicswithFinancialCapabilityalignswithwholeschooldevelopment/circumstances.
MediumTermPlanningInplanningunitsofwork,youneedtothinkabout:
identifyingbigquestions/issuestoengagepupilsandsupportanenquirybasedapproach;thelearningandteachingactivitiesandstrategiestobestdeveloptheskills;howtobuildintimeformonitoring,evaluatingandreviewing.
ShortTermPlanningInplanningalessonorseriesoflessons,youneedtothinkabout:
makingthelearningintentionsexplicittoclarifywhatyouwantthepupilstoknow,understandand/orbeabletodo;agreeingandnegotiatingwiththepupilswhatsuccessinthistask/activitywilllooklike;usingalaunchactivitytoengagethepupilsanddeveloptheirsenseofinquiry;usingarangeofactivities/challenges;supportingandpromptingpupilperformance;planningplenariestofeedback,reflectonthinkingandlearning,makeconnectionstootherlearningandsetupnextlesson(s).
Curriculumdevelopmentisaprocesswhichrequiresongoingevaluation.Itisusefultothinkaboutwhysomelessonswork,whileothersdon’tsucceedaswewouldlike.
Foranyschemeofwork/lessonorseriesoflessonsitmightbeusefultoask:
Howwelldidthepupilsrespondtothat?Didtheyenjoyit?Didtheyseetherelevance?Weretheymotivatedtolearn?
Howwelldidtheyachieve?Whatevidenceofachievementwasthere?Wasthereevidenceofdeeplearning?HowdoIknowthis?HowdidIcollectit?
WhatmodificationscouldImakeInthecontent?Inthelearningresources/materials?Inthelearningactivities?
WhendidIlastexperiencea“buzz”intheclassroom?Whattheme/issuewerethepupilslearningabout?Whatwasthebigenquiry/keyquestion?Whatactivity(ies)weretheydoing?Whatwasthepurposeoftheirlearning?WhydidIchoosetheseparticularresourcestousewiththosepupils?
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Appendix1
CommunicationAcrosstheCurriculumCommunicationiscentraltothewholecurriculum.Pupilsshouldbeabletocommunicateinordertoexpressthemselvessocially,emotionallyandphysically,todevelopasindividuals,engagewithothersandcontributeasmembersofsociety.Pupilsshouldbegivenopportunitiestoengagewithanddemonstratetheskillofcommunicationandtotransfertheirknowledgeaboutcommunicationconceptsandskillstoreal-lifemeaningfulcontextsacrossthecurriculum.
Themodesofcommunicationincludetalkingandlistening,readingandwriting.However,effectivecommunicationalsoincludesnon-verbalmodesofcommunication,widerliteracyandtheuseofmultimediaandICTtechnologieswhichmaycombinedifferentmodes.Pupilsarethereforeencouragedtobecomeeffectivecommunicatorsbyusingarangeoftechniques,formsandmediatoconveyinformationandideascreativelyandappropriately.
TherequirementsforCommunicationaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsin:
TalkingandListeningPupilsshouldbeenabledto:
listentoandtakepartindiscussions,explanations,role-playsandpresentations;contributecomments,askquestionsandrespondtoothers’pointsofview;communicateinformation,ideas,opinions,feelingsandimaginings,usinganexpandingvocabulary;structuretheirtalkandspeakclearlysothatideascanbeunderstoodbyothers;adaptwaysofspeakingtoaudienceandsituation;usenon-verbalmethodstoexpressideasandengagewiththelistener.
ReadingPupilsshouldbeenabledto:
readarangeoftexts*forinformation,ideasandenjoyment;usearangeofstrategiestoreadwithincreasingindependence;find,selectanduseinformationfromarangeofsources;understandandexploreideas,eventsandfeaturesintexts*;useevidencefromtexts*toexplainopinions.
*Textsrefertoideasthatareorganisedtocommunicateandpresentamessageinwritten,spoken,visualandsymbolicforms.
WritingPupilsshouldbeenabledto:
talkabout,planandeditwork;communicateinformation,meaning,feelings,imaginingsandideasinaclearandorganisedway;develop,expressandpresentideasinavarietyofformsandformats,usingtraditionalanddigitalresources,fordifferentaudiencesandpurposes;writewithincreasingaccuracyandproficiency.
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Cross-CurricularSkills
Appendices
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UsingMathematicsAcrosstheCurriculumUsingMathematicsistheskillofapplyingmathematicalconcepts,processesandunderstandingappropriatelyinavarietyofcontexts.Ideallytheseshouldbeinrelevantreallifesituationsthatrequireamathematicaldimension.
Pupilsarelikelytoacquireandconsolidatetheirmathematicalknowledge,conceptsandskillswithintheareaoflearningforMathematicsandNumeracy.However,theyshouldbegivenopportunitiestotransfertheirunderstanding,asappropriate,toothercontextsacrossthecurriculum.Pupilscandemonstratetheirmathematicalknowledge,understandingandskillsinavarietyofwaystocommunicate,manageinformation,thinkcritically,solveproblemsandmakedecisions.
TherequirementsforUsingMathematicsaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledto:
choosetheappropriatematerials,equipmentandmathematicstouseinaparticularsituation;usemathematicalknowledgeandconceptsaccurately;worksystematicallyandchecktheirwork;usemathematicstosolveproblemsandmakedecisions;developmethodsandstrategies,includingmentalmathematics;exploreideas,makeandtestpredictionsandthinkcreatively;identifyandcollectinformation;read,interpret,organiseandpresentinformationinmathematicalformats;usemathematicalunderstandingandlanguagetoaskandanswerquestions,talkaboutanddiscussideasandexplainwayofworking;developfinancialcapability;useICTtosolveproblemsand/orpresenttheirwork.
•
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UsingInformationandCommunicationsTechnologyAcrosstheCurriculumUsingInformationandCommunicationsTechnology(ICT)providespowerfultoolsandcontextstosupportmeaningfullearningandhasthepotentialtotransformandenrichpupils’learningexperiencesandenvironmentsacrossthecurriculum.ThecreativeuseofICTcanempowerlearnerstobecomeindependent,self-motivatedandflexible,helpinginturntodevelopself-esteemandpositiveattitudestolearning,withwhichtorealisetheirfullpotential.Italsoprovidesopportunitiestocollaboratewithinandbeyondtheclassroomtoposequestions,takerisksandrespondpositivelyto‘whatif’questions.
Tohelpdevelopskillsinresearching,handlingandcommunicatinginformationpupilsshouldhaveopportunities,usingICT,toengageingenuineresearchandpurposefultaskssetinmeaningfulcontexts.Theyshouldbeencouragedtore-workinformation,presentandexchangetheirideasandtranslatetheirthinkingintocreativeproductsandproductionswhichshowanawarenessofaudienceandpurpose.
TherequirementsforUsingICTaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsto:
ExplorePupilsshouldbeenabledto:
accessandmanagedataandinformation;research,select,processandinterpretinformation;investigate,makepredictionsandsolveproblemsthroughinteractionwithdigitaltools;understandhowtokeepsafeanddisplayacceptableonlinebehaviour.
ExpressPupilsshouldbeenabledto:
create,develop,presentandpublishideasandinformationusingarangeofdigitalmedia;createinformationandmultimediaproductsusingarangeofassets.
ExchangePupilsshouldbeenabledto:
communicateusingarangeofcontemporarymethodsandtools;share,collaborate,exchangeanddevelopideasdigitally.
EvaluatePupilsshouldbeenabledto:
talkabout,reviewandmakeimprovementstowork,reflectingontheprocessandoutcome;considerthesourcesandresourcesused.
ExhibitPupilsshouldbeenabledto:
manageandpresenttheirstoredwork;showcasetheirlearningacrossthecurriculum.
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man
ipul
ate
data
;kno
w
how
tou
sefo
rmul
afu
nctio
nss
uch
as‘s
um’a
nd‘m
ean’
Use
pre
sent
atio
nso
ftw
are
top
rese
nt
ato
pic
orre
sults
ofr
esea
rch/
data
ga
ther
ing
toth
ecl
ass
Use
the
inte
rnet
as
are
sear
ch
tool
:find
out
abo
utfa
mou
sm
athe
mat
icia
ns,d
iffer
ent
occu
patio
nsw
hich
use
mat
hem
atic
s,
best
val
uein
fina
ncia
lcon
text
s,e
tc
• • • •
Link
sbe
twee
nCr
oss-
Curr
icul
arS
kills
and
Mat
hem
atic
sw
ithF
inan
cial
Cap
abili
ty
33
GuidanceforMathematicswithFinancialCapabilityatKeyStage3
Appendix2
Thinkingskillsaretoolsthathelppupilstogobeyondtheacquisitionofknowledgeinordertosearchformeaning,applyideas,analysepatternsandrelationships,createanddesignsomethingnewandmonitorandevaluatetheirprogress.
Personalandinterpersonalskillsandcapabilitiesunderpinsuccessinallaspectsoflife.Itisimportant,therefore,thatpupil’sself-esteemandself-confidenceareexplicitlyfosteredalongwiththeabilitytounderstandandmanagetheirownemotionsandtointeracteffectivelywithothers.
TeachersshouldhelppupilstodevelopThinkingSkillsandPersonalCapabilitiesbyfocusingonthefollowingareas.
ThinkingSkillsandPersonalCapabilities
34
GuidanceforMathematicswithFinancialCapabilityatKeyStage3
Thin
king
ski
llsa
ndP
erso
nal
Capa
bilit
ies
stra
nds
Man
agin
gIn
form
atio
nTh
inki
ng,P
robl
em-S
olvi
ng
and
Dec
isio
n-M
akin
gB
eing
Cre
ativ
eW
orki
ngw
ithO
ther
sSe
lf-M
anag
emen
t
Purp
ose
Tod
evel
ople
arne
rs’
abili
ties
ina
nin
form
atio
nin
tens
ive
envi
ronm
ent
Toe
ngag
epu
pils
ina
ctiv
ele
arni
ngs
oth
atth
eyc
an
gob
eyon
dm
ere
reca
llof
fa
ctua
linf
orm
atio
nan
dth
ero
utin
eap
plic
atio
nof
pr
oced
ures
Toe
ncou
rage
per
sona
lre
spon
seo
fthe
le
arne
rby
pro
mot
ing
disp
ositi
ons
for
curi
osity
,exp
lora
tion,
ex
peri
men
tatio
nan
din
vent
ion
Toe
nabl
ele
arne
rsto
en
gage
inc
olla
bora
tive
activ
ities
and
tom
ake
the
mos
toft
heir
le
arni
ngw
hen
wor
king
w
itho
ther
s
Toh
elp
lear
ners
tob
ecom
em
ore
self-
dire
cted
so
that
th
eyc
anm
anag
eth
eir
lear
ning
inn
ews
ituat
ions
an
din
the
long
erte
rm
Exam
ples
ofp
roce
sses
in
whi
chp
upils
are
invo
lved
Acce
ssin
g,
sele
ctin
g,re
cord
ing,
in
tegr
atin
g,
com
mun
icat
ing
Sear
chin
gfo
rm
eani
ng,
deep
enin
gun
ders
tand
ing,
co
ping
with
cha
lleng
es
Imag
inin
g,g
ener
atin
g,
inve
ntin
g,ta
king
ris
ksfo
rle
arni
ng
Bei
ngc
olla
bora
tive,
be
ing
sens
itive
to
othe
rs’f
eelin
gs,b
eing
fa
ira
ndre
spon
sibl
e
Eval
uatin
gst
reng
ths
and
wea
knes
ses,
set
ting
goal
san
dta
rget
s,m
anag
ing
and
regu
latin
gse
lf
Exam
ples
ofc
onte
xts
in
Mat
hem
atic
sw
ithF
inan
cial
Ca
pabi
lity
Chec
kre
liabi
lity
of
info
rmat
ion.
Isit
re
liabl
e,c
urre
nta
nd
free
ofb
ias
–is
it
‘goo
d’in
form
atio
n?
Whe
nse
lect
ing
the
mos
tapp
ropr
iate
m
etho
dfo
rso
urci
ng
info
rmat
ion,
con
side
ra
rang
eof
pos
sibl
eso
urce
s:o
wn
mea
sure
men
ts;
colle
ctin
gda
ta
usin
g,fo
rex
ampl
e,
aqu
estio
nnai
re;a
nex
tern
als
ourc
e
Whe
nm
akin
glin
ks
betw
een
caus
ean
def
fect
,pu
pils
con
side
rho
wth
ere
latio
nshi
pw
ould
be
affe
cted
ifs
omet
hing
ch
ange
d
Whe
npr
oble
ms
olvi
ng,
clar
ifyth
ena
ture
oft
he
prob
lem
;ide
ntify
pos
sibl
eso
lutio
nsa
ndtr
you
tthe
be
sto
ne;t
ake
step
sto
so
lve
the
prob
lem
whi
ch
may
invo
lve
prac
tical
in
vest
igat
ive
wor
k
Whe
nex
amin
ing
optio
ns,
thin
kth
roug
hea
cho
ptio
nan
dw
eigh
up
the
pros
an
dco
nso
feac
h;m
ake
are
ason
able
cho
ice
Pupi
lsp
ose
ques
tions
to
stim
ulat
eth
eir
curi
osity
Com
eup
with
idea
s;
deba
tea
ndd
iscu
ss
them
;tes
tide
aso
ut
Take
an
idea
and
dev
elop
it;
bui
ldo
nea
cho
ther
s’
idea
s
Cons
ider
oth
erm
etho
ds
and
appr
oach
es
Dea
lwith
une
xpec
ted
answ
ers;
be
open
ton
ew
chal
leng
esa
ndfa
cen
ew
prob
lem
s
See
‘mis
take
s’a
sus
eful
opp
ortu
nitie
sfo
rle
arni
ng
Ing
roup
con
text
s,
dist
ribu
teta
sks/
role
s;
take
turn
s;n
egot
iate
w
hod
oes
wha
t;sh
are
info
rmat
ion
with
eac
hot
her;
eac
hpu
pil
take
sa
role
ind
ecis
ion
mak
ing;
all
opin
ions
ar
eva
lued
;pup
ils
lear
nto
dea
lwith
di
sagr
eem
ents
and
re
ach
aco
mpr
omis
e
Lay
outw
ork
ina
cle
ara
nd
orga
nise
dm
anne
r
Kno
ww
hen
toa
skfo
rhe
lp
Appl
yne
wle
arni
ngto
ow
npe
rson
alc
onte
xts,
fo
rex
ampl
e,m
anag
ing
thei
rm
oney
and
mak
ing
spen
ding
cho
ices
Thin
king
Ski
llsa
ndP
erso
nalC
apab
ilitie
sin
Mat
hem
atic
sw
ithF
inan
cial
Cap
abili
ty
35
GuidanceforMathematicswithFinancialCapabilityatKeyStage3
Appendix3
WhatisFinancialCapability?FinancialCapabilitymeansbeingabletomanagemoney,keeptrackofyourfinances,planahead,choosefinancialproductsandstayinformedaboutfinancialmatters.Itincludes:
financialknowledgeandunderstanding–whatmoneyis,whereitcomesfromandgoesto;financialskillsandcompetence–budgeting,spendingandsaving,riskandreturn;financialresponsibility–makingpersonalchoicesandunderstandingtheimplicationsoffinance.
WhyisFinancialCapabilityImportant?FinancialCapabilityisanessentiallifeskill.Throughouttheirlifetime,pupilswillbefacedwithincreasinglycomplexfinancialdecisions.Reasonsforthisinclude:
differentmethodsofpayingforgoodsandservices;cashbackatthecheckout;ajobforlifeisnolongerguaranteed;workingoncontractsisafeatureofamoreflexiblelabourmarket;accessiblecreditincludingstorecards;managingdebtincludingstudentloansandcreditcards;increasedlongevitysoplanningforretirementisessential.
Withouttheabilitytomakesoundfinancialdecisions,today’spupilsareunlikelytohavetheskillstocopewiththefinancialstrainsofeverydaylifeandworksituations.Recentresearch,(AtkinsonandKempson,2004)*hasshownthatyoungpeople(aged18-24)haveaveryhighriskofover-borrowingandofgettingintofinancialdifficulties.
WhyisitincludedwithMathematics?Financialdecisionmakingisanareawherepeopledrawontheirmathematicsandnumeracyskills.Whenpeoplehaveissuesaboutfinanceandfinancialdecisionmakingtheyoftencitepoormathematicalknowledgeasacontributingfactor.Bylinkingthesetwoareas,itishopedthatpupilswilllearntobemoreconfidentfinancialdecisionmakersinthefuture.FinancialCapabilityprovidesamotivatingandmeaningfulcontexttodevelopaspectsofmathematicalskills,knowledgeandunderstanding.
HowmuchknowledgeoffinancedoIneedtoteachFinancialCapability?TeachingFinancialCapabilitydoesnotrequirein-depthknowledgeoffinancialproductsandservices.Itisaboutunderstandingitsunderlyingprinciplesanddevelopingskills.FocusingonprinciplesandskillsprovidesthebestapproachandismorerelevanttodevelopingFinancialCapabilitythanafocuson‘products’.Thisapproachisalsolessthreateningforteachersandlearners.
HowcanIcopewiththerangeoffinancialexperiencewithineachclass?Onewayroundtheissueofeveryonehavingdifferenthomeexperiencesistoprovideacommonexperienceintheclassroomwhichwillserveasabaseofsharedknowledge,focusingon‘thirdparty’ratherthanpersonalexperiences.Tothisend,CCEAhasadaptedtworesourcesforuseinNorthernIreland:‘TalkMoneyTalkMaths’and‘DevelopingFinancialCapabilityThroughMathematics’.
•
••
••
•••
DevelopingFinancialCapability
36
GuidanceforMathematicswithFinancialCapabilityatKeyStage3
WhataretherequirementsforteachingFinancialCapability?FinancialCapabilityisspecificallyreferencedinthestatutoryrequirementsforMathematicswithFinancialCapabilityasfollows:
Developingpupils’Knowledge,UnderstandingandSkillsPupilsshouldhaveopportunitiestodevelop:
knowledgeandunderstandingofpersonalfinanceissuesandskillstoenablecompetentandresponsiblefinancialdecisionmaking.
DevelopingpupilsascontributorstotheeconomyandenvironmentPupilsshouldhaveopportunitiesto:Applymathematicalskillsineverydayfinancialplanninganddecisionmaking,forexample,cash and non – cash methods of payment for goods and services, to include relevant examples such as mobile phone tariffs and e-shopping; the role of banks, building societies, credit unions and the post office; sources of income; savings; dealing with debt and credit; exchange rates.(KeyElement:EconomicAwareness)
LearningOutcomesDemonstratefinancialcapabilityinarangeofrelevanteverydaycontexts.
Aswellasthesespecificreferences,manyoftheotherstatementsdescribedinthestatutoryrequirementscanalsobeappliedtoFinancialCapability.
PossibleTopicsinFinancialCapabilityMakingspendingdecisionswithalimitedamountofmoneyDevelopinganawarenessofhowmuchitemscostandestimatingweeklyspendingThedifferencebetweenneedsandwantsDifferentmethodsofpaymentTheconceptofinterestSavings,managingmoneyandtheroleoffinancialinstitutionsCreditcardsandstorecardsLoansforbigpurchasessuchascars,housesandgoingtocollegeInsuranceandriskDifferentcurrenciesandmoneyneedswhentravellingEarningmoneyPlanningforthefutureManagingdebt.
•
•••••••••••••
*Atkinson,A.,Kempson,E.(2004),Young People, Money Management, Borrowing and Saving,AreporttotheBankingCodeStandardsBoard,PersonalFinanceResearchCentre,Bristol.
37
GuidanceforMathematicswithFinancialCapabilityatKeyStage3
Appendix4
WithinMathematicswithFinancialCapability,thereareopportunitiestodevelopaspectsofthefourstrandsofLearningforLifeandWork.
LocalandGlobalCitizenshipOpportunitiestocontributetothekeyconceptofDiversityandInclusion:
exploringthecontributionofdifferentculturestothedevelopmentofmathematics;financialCapability:Financialissuesfacedbydifferentcommunities(paying/charginginterestisforbiddeninIslam);mathematicalgamesfromaroundtheworld(suchasMancula);usingstatisticsanddatahandlingmethodswheninvestigatingfactorsthatinfluenceindividualandgroupidentity.
OpportunitiestocontributetothekeyconceptofDemocracyandActiveParticipation:explorethemathematicsusedindifferentvotingsystems;howdifferentmethodscangivedifferentresults;financialdecisionsandresponsibilitiesfacedbygovernmentsandothergoverningbodies.
OpportunitiestocontributetothekeyconceptofEqualityandSocialJustice:aspartofFinancialCapability,investigatehowinequalitiescanariseinsocietyincludinghowandwhysomepeoplemayexperienceinequality/socialexclusiononthebasisoftheirmaterialcircumstancesinlocalandglobalcontexts.
HomeEconomicsOpportunitiestoaddressthekeyconceptofIndependentLivingaspartofFinancialCapability.
PersonalDevelopmentOpportunitiestocontributetothekeyconceptsofSelfAwarenessandPersonalHealththroughthekeyelementsofPersonalUnderstandingandPersonalHealthwithinMathematicswithFinancialCapability.
EducationforEmployabilityOpportunitiestocontributetothekeyconceptofWorkintheLocalandGlobalEconomy:
aspartofFinancialCapability,investigatehowtechnologyisaffectinglifeandwork,forexample,methodsofpayment,internetbankingandonlineshopping.
••
••
•
•
•
•
LinkingMathematicswithFinancialCapabilitytoLearningforLifeandWork
38
GuidanceforMathematicswithFinancialCapabilityatKeyStage3
OpportunitiestocontributetothekeyconceptofCareerManagement:usearangeofICTresourcestoinvestigateavarietyofbothfamiliarandunfamiliarjobswhichuseskillsdevelopedinMathematicswithFinancialCapability;financialCapability:Explorethefinancialchallengesposedbyhavingseveraljobchangesduringtheirworkinglivesasopposedtohaving‘ajobforlife’.Thesewouldincludesavingfortimesinbetweenjobs,becomingselfemployed,andpensionplanning;assesspersonalskillsandachievementstodateintheareaofMathematicswithFinancialCapability;identifyareasofinterestandsettargetsforself-improvement.
OpportunitiestocontributetothekeyconceptofEnterpriseandEntrepreneurship:whatskillsinMathematicswithFinancialCapabilitycouldbedescribedasenterprising?demonstrateinitiativeandcreativityinorganisingataskorresolvingaprobleminthecontextofMathematicsorFinancialCapability,forexample,organisingafundraisingevents,planningforaschooltrip,amathschallengeetc.
•
•
•
••
Mat
hem
atic
s an
d N
umer
acy:
Mat
hem
atic
s w
ith F
inan
cial
Cap
abili
tyTh
e m
inim
um c
onte
nt is
set
out
bel
ow. T
he s
tatu
tory
requ
irem
ents
are
set
out
in b
old
unde
rK
now
ledg
e, U
nder
stan
ding
and
Ski
llsin
col
umn
1, u
nder
the
Curr
icul
um O
bjec
tives
and
Key
Ele
men
ts in
col
umns
2, 3
and
4 a
nd in
the
Lear
ning
Out
com
es a
t the
bot
tom
. Ad
ditio
nal n
on-s
tatu
tory
gui
danc
e an
d su
gges
tions
are
set
out
in p
lain
text
and
ital
ics.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
ng a
nd S
kills
(Obj
ectiv
e 1)
Dev
elop
ing
pupi
ls a
s In
divi
dual
s(O
bjec
tive
2)D
evel
opin
g pu
pils
as
Cont
ribu
tors
to S
ocie
ty
(Obj
ectiv
e 3)
Dev
elop
ing
pupi
ls a
s Co
ntri
buto
rs to
the
Econ
omy
and
the
Envi
ronm
ent
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties,
thro
ugh
the
cont
exts
op
posi
te, t
o de
velo
p:
know
ledg
e an
d un
ders
tand
ing
ofN
umbe
rAl
gebr
aSh
ape,
Spa
ce a
nd M
easu
res
Han
dlin
g D
ata;
know
ledg
e an
d un
ders
tand
ing
of p
erso
nal fi
nanc
e is
sues
;an
d sk
ills
to e
nabl
e co
mpe
tent
and
res
pons
ible
fina
ncia
l de
cisi
on m
akin
g;
the
appl
icat
ion
of m
athe
mat
ical
ski
lls to
rea
l life
and
w
ork
situ
atio
ns;
the
crea
tive
use
of te
chno
logy
to e
nhan
ce m
athe
mat
ical
un
ders
tand
ing;
by d
emon
stra
ting:
crea
tive
thin
king
in th
eir
appr
oach
to s
olvi
ngm
athe
mat
ical
pro
blem
s;in
crea
sing
com
pete
nce
in m
enta
l mat
hem
atic
s sk
ills;
incr
easi
ng c
ompe
tenc
e in
pen
cil a
nd p
aper
met
hods
;in
crea
sing
con
fiden
ce in
the
use
of m
athe
mat
ical
lang
uage
and
not
atio
n;pr
actic
al s
kills
usi
ng te
chno
logy
.
• • • • • • • • •
Youn
g pe
ople
sho
uld
have
opp
ortu
nitie
s to
:
Inve
stig
ate
a pe
rson
al a
nd c
lass
life
styl
e st
udy
of ti
me,
for
exam
ple,
tim
e sp
ent i
n sc
hool
, doi
ng h
omew
ork,
wat
chin
g TV
or
taki
ng e
xerc
ise.
(Key
Ele
men
t: Pe
rson
al U
nder
stan
ding
)
Wor
k co
llabo
rativ
ely
in p
robl
em s
olvi
ng, t
akin
g ac
coun
t of
oth
ers’
vie
wpo
ints
to r
each
con
sens
us.
(Key
Ele
men
t: M
utua
l Und
erst
andi
ng)
Dem
onst
rate
an
abili
ty a
nd w
illin
gnes
s to
dev
elop
logi
cal
argu
men
ts, f
or e
xam
ple,
just
ify h
ow th
ey a
rriv
ed a
t a
conc
lusi
on o
r so
lutio
n to
a p
robl
em.
(Key
Ele
men
t: M
oral
Cha
ract
er)
Expl
ore
issu
es r
elat
ed to
Per
sona
l Hea
lth
Inve
stig
ate
aspe
cts
of h
ealth
and
hea
lthy
livin
g, fo
r ex
ampl
e,bo
dy te
mpe
ratu
re, h
eart
rat
e, b
reat
hing
rat
e,
nutr
ition
al r
equi
rem
ents
, foo
d ch
oice
s, s
peci
al d
iets
, roa
d sa
fety
, sub
stan
ce m
isus
e, li
fe e
xpec
tanc
y. In
vest
igat
e in
cide
nce
of d
isea
ses
and
reco
very
rat
es, f
or e
xam
ple,
hea
rt
dise
ase,
can
cers
, chi
cken
-pox
, infl
uenz
a, e
tc.
(Key
Ele
men
t: Pe
rson
al H
ealt
h)
Expl
ore
issu
es r
elat
ed to
Spi
ritu
al A
war
enes
sB
e aw
are
of th
e in
finite
nat
ure
of n
umbe
r an
d sp
ace
and
the
prev
alen
ce o
f pat
tern
, for
exa
mpl
e, th
e Fi
bona
cci s
erie
s in
the
natu
ral w
orld
, har
mon
ics
in m
usic
, ‘go
lden
rat
io’,
Isla
mic
tile
s, e
tc.
(Key
Ele
men
t: Sp
iritu
al A
war
enes
s)
Youn
g pe
ople
sho
uld
have
opp
ortu
nitie
s to
:
Anal
yse
and
inte
rpre
t inf
orm
atio
n pa
tter
ns r
elat
ing
to
loca
l and
glo
bal t
rend
s, fo
r ex
ampl
e, p
opul
atio
n pr
ofile
(in
clud
ing
age,
gen
der,
rel
igio
n an
d et
hnic
ity),
indi
ces
of
deve
lopm
ent,
votin
g pa
tter
ns, c
rim
e ra
tes,
etc
.(K
ey E
lem
ent:
Citiz
ensh
ip)
Criti
cally
exa
min
e th
e us
e an
d m
isus
e of
mat
hem
atic
s to
ju
stify
/sup
port
par
ticul
ar a
ttitu
des/
opin
ions
in d
iffer
ent
med
ia, a
nd th
e in
terp
reta
tion
of d
ata,
for
exam
ple,
in
vest
igat
e th
e us
e of
num
bers
in m
arke
ting
stra
tegi
es,
adve
rtis
ing
and
opin
ion
polls
. (K
ey E
lem
ent:
Med
ia A
war
enes
s)
Expl
ore
issu
es r
elat
ed to
Cul
tura
l Und
erst
andi
ngEx
plor
e ho
w m
athe
mat
ics
have
bee
n us
ed a
nd d
evel
oped
in
oth
er p
arts
of t
he w
orld
, for
exa
mpl
e, E
gypt
ian
frac
tions
, R
ussi
an m
ultip
licat
ion,
Rom
an n
umer
als;
how
Eur
opea
n di
gits
der
ived
from
Ara
bian
num
bers
. Ex
plor
e el
emen
ts o
f geo
met
ry u
sing
pat
tern
s fr
om
diffe
rent
cul
ture
s, fo
r ex
ampl
e, A
mis
h qu
ilt d
esig
ns a
nd
Isla
mic
pat
tern
s.
Appl
y m
athe
mat
ical
pro
blem
sol
ving
ski
lls to
con
text
s fa
ced
by d
evel
opin
g co
untr
ies,
incl
udin
g m
athe
mat
ical
ga
mes
from
thes
e cu
lture
s.(K
ey E
lem
ent:
Cult
ural
Und
erst
andi
ng)
Expl
ore
issu
es r
elat
ed to
Eth
ical
Aw
aren
ess
Res
earc
h an
d in
terp
ret s
tatis
tics
in r
elat
ion
to s
ocia
l and
ec
onom
ic is
sues
, for
exa
mpl
e, c
ompa
re a
nd c
ontr
ast a
id
vers
us a
rms
expe
nditu
re o
r ai
d ve
rsus
deb
t rep
aym
ents
, ho
spita
l wai
ting
lists
, chi
ld la
bour
, etc
.(K
ey E
lem
ent:
Ethi
cal A
war
enes
s)
Youn
g pe
ople
sho
uld
have
opp
ortu
nitie
s to
:
Exam
ine
the
role
of m
athe
mat
ics
as a
“ke
y” to
ent
ry fo
r fu
ture
edu
catio
n, tr
aini
ng a
nd e
mpl
oym
ent.
Expl
ore
how
the
skill
s de
velo
ped
thro
ugh
mat
hem
atic
s w
ill b
e us
eful
to a
ran
ge o
f car
eers
, for
exa
mpl
e, jo
bsin
volv
ing
com
puta
tion,
che
ckou
t ope
ratio
n, d
ata
anal
ysis
, ed
ucat
ion,
fina
ncia
l ser
vice
s, q
uant
itativ
e pr
oble
m s
olvi
ng,
rese
arch
, sur
veyi
ng, c
onst
ruct
ion,
etc
.(K
ey E
lem
ent:
Empl
oyab
ility
)
Appl
y m
athe
mat
ical
ski
lls in
eve
ryda
y fin
anci
al p
lann
ing
and
deci
sion
mak
ing,
for
exam
ple,
cas
h an
d no
n-ca
sh
met
hods
of p
aym
ent f
or g
oods
and
ser
vice
s, to
incl
ude
rele
vant
exa
mpl
es s
uch
as m
obile
pho
ne ta
riffs
and
e-
shop
ping
; the
rol
e of
ban
ks, b
uild
ing
soci
etie
s, c
redi
t uni
ons
and
the
post
offi
ce; s
ourc
es o
f inc
ome;
sav
ings
; dea
ling
with
de
bt a
nd c
redi
t; ex
chan
ge r
ates
.(K
ey E
lem
ent:
Econ
omic
Aw
aren
ess)
Expl
ore
issu
es r
elat
ed to
Edu
catio
n fo
r Su
stai
nabl
e D
evel
opm
ent
Und
erst
and
the
need
to m
anag
e re
new
able
and
non
-re
new
able
res
ourc
es, f
or e
xam
ple,
inve
stig
ate
the
savi
ngs
and
bene
fits
of e
nerg
y co
nser
vatio
n m
easu
res
etc.
In
vest
igat
e th
e va
riou
s co
sts
and
bene
fits
of w
aste
m
anag
emen
t, fo
r ex
ampl
e, b
y an
alys
ing
the
cost
/ben
efit o
f re
cycl
ing
glas
s, p
aper
, gar
den
was
te a
nd o
ther
was
te.
(Key
Ele
men
t: Ed
ucat
ion
for
Sust
aina
ble
Dev
elop
men
t)
Lear
ning
Out
com
es
The
Lear
ning
Out
com
es r
equi
re th
e de
mon
stra
tion
of
skill
s an
d ap
plic
atio
n of
kno
wle
dge
and
unde
rsta
ndin
g of
M
athe
mat
ics.
Pupi
ls s
houl
d be
abl
e to
:
dem
onst
rate
men
tal m
athe
mat
ical
cap
abili
ty w
ith s
impl
e pr
oble
ms;
deci
de o
n th
e ap
prop
riat
e m
etho
d an
d eq
uipm
ent t
o so
lve
prob
lem
s–m
enta
l, w
ritt
en, c
alcu
lato
r, m
athe
mat
ical
inst
rum
ents
or
a co
mbi
natio
n of
thes
e;de
mon
stra
te fi
nanc
ial c
apab
ility
in a
ran
ge o
f rel
evan
t eve
ryda
y co
ntex
ts;
rese
arch
and
man
age
info
rmat
ion
effe
ctiv
ely
to in
vest
igat
e an
d so
lve
mat
hem
atic
al p
robl
ems,
incl
udin
g U
sing
ICT
whe
re a
ppro
pria
te;
show
dee
per
mat
hem
atic
al u
nder
stan
ding
by
thin
king
cri
tical
ly a
nd fl
exib
ly, s
olvi
ng p
robl
ems
and
mak
ing
info
rmed
dec
isio
ns, d
emon
stra
ting
Usi
ng IC
T w
here
app
ropr
iate
;de
mon
stra
te c
reat
ivity
and
initi
ativ
e w
hen
deve
lopi
ng id
eas
and
follo
win
g th
em th
roug
h;w
ork
effe
ctiv
ely
with
oth
ers;
dem
onst
rate
sel
f man
agem
ent b
y w
orki
ng s
yste
mat
ical
ly, p
ersi
stin
g w
ith ta
sks,
eva
luat
ing
and
impr
ovin
g ow
n pe
rfor
man
ce;
com
mun
icat
e ef
fect
ivel
y in
ora
l, vi
sual
, wri
tten
, mat
hem
atic
al a
nd IC
T fo
rmat
s, s
how
ing
clea
r aw
aren
ess
of a
udie
nce
and
purp
ose.
• • • • • • • • •
NB
:Te
ache
rs m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
MathematicsKey Stage 3 Non Statutory Guidance
for Mathematics with Financial Capability
A CCEA Publication © 2007
