Lifeskills Mathematics Course Materials National 4

FIRST-FIT ALGORITHMS

Course: Lifeskills Mathematics

Advice and Guidance for

Staff

Level: National 3

March 2016

FIRST-FIT ALGORITHMS

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.

Acknowledgement

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Contents

Introduction4

Resources10

LIFESKILLS MATHEMATICS (NATIONAL 3)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.

LIFESKILLS MATHEMATICS (NATIONAL 3)3

INTRODUCTION

Area of mathematics / Learning and teaching approaches / Exemplification
Identifying factors affecting income and expenditure / 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.

Preparing a simple budget / 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. / These resources progress learners through the journey of beginning to budget for daily life.

Developing a basic savings plan / 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. / This resource gives an example of a saving system that helps learners to grow their money.

Making a decision based on the best deal / Making use of technology, learnersshould 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…?’ / 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.

LIFESKILLS MATHEMATICS (NATIONAL 3)5

RESOURCES

Resources

Money Talks: Family Finances

Spending Sense

Adding up to a Lifetime (AUTAL)

BBC Skillswise

Skint!

MoneySavingExpert

Compare the Market

Tackling Debt

Education Scotland: Financial education

Money Advice Service: Teenage voices on first financial decisions

Cheers for credit unions!

Small Change

LIFESKILLS MATHEMATICS (NATIONAL 3)7