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ThinkTank Summer Term Focus: Rationale Title: Functional Skills - Cross-Curricular Embedding Context/Rationale: National Strategy roll-out. ‘School Report.

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Presentation on theme: "ThinkTank Summer Term Focus: Rationale Title: Functional Skills - Cross-Curricular Embedding Context/Rationale: National Strategy roll-out. ‘School Report."— Presentation transcript:

1 ThinkTank Summer Term Focus: Rationale Title: Functional Skills - Cross-Curricular Embedding Context/Rationale: National Strategy roll-out. ‘School Report Card’ (Oftsed). Key performance indicator = Number of students passing the 3 Functional Skills’ at all levels. Expectation: to see cross-curricular embedding/integration – LEARNING IN CONTEXT (APPLIED LEARNING) – NOT just lip-service. Our role: To identify the most frequently occurring/most easily transferable strands of each Functional Skills. Ideas factory of how each subject area can integrate the strands – PRACTICAL EXAMPLES.

2 ThinkTank An introduction to functional skills New qualifications New ways of working

3 ThinkTank Functional skills are core elements of English, mathematics and ICT that provide an individual with essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and work. Employers and educators have identified these skills as vital for enabling young people and adults to succeed in further learning, work and life in modern society. Defining functional skills What are Functional Skills? Why are they being introduced? The key is to emphasise the INDEPENDENT APPLIED use of ENG/ICT/MATHS

4 ThinkTank Functional skills qualifications in English, mathematics and ICT are available at Entry 1, Entry 2 and Entry 3, level 1 and level 2. The skills criteria for functional skills qualifications specify assessment outcomes for qualifications at each level in terms of skill standards, coverage and range. Each of the three skills has a set of performance standards based on three key areas. For example … Maths Representing Analysing Interpreting What are functional skills qualifications?

5 ThinkTank Connections to functional skills

6 ThinkTank Functional Skills: Overview Functional skills are the skills in English, Maths and ICT which enable people to: Apply understanding to everyday life Engage competently and confidently with others Solve problems in familiar and unfamiliar situations Develop personally and professionally as positive citizens It is a compulsory component of the Diploma and Foundation Learning tier. It is going to be a key indicator for school achievement in the future It is built into the Maths English ICT GCSE’s but will also be examined separately. Worcester - FS Resources

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8 Overview of Standards for Functional Maths Understand and use positive and negative numbers in practical contexts Carry out calculations with numbers of any size, to a given number of decimal places Understand, use and calculate ratio and proportion, including scale problems Understand and use equivalences between fractions, decimals and percentages Understand and use simple formulae and equations involving two operations Recognise and use 2-D representations of 3-D objects Find area, perimeter and volume of common shapes Use, convert and calculate using metric and imperial measures Collect and represent discrete and continuous data, using ICT where appropriate Use and interpret statistical measures, tables and diagrams Use statistical methods to investigate situations Use probability to assess the likelihood of an outcome

9 ThinkTank Mathematics Focus One : Time “Solve problems requiring calculation, with common measures, including time” (L1) Take a starter activity out of envelope A

10 ThinkTank Mathematics Focus One : Time “Solve problems requiring calculation, with common measures, including time” (L1) Fairly easy to integrate time related questioning into units possibly already covered – Travel/My Day etc Quelle heure est-il? Quelle heure est-il si ma montre retarde de vingt minutes?

11 ThinkTank Mathematics Focus One : Time “Solve problems requiring calculation, with common measures, including time” (L1) Pupils should also grasp calendar time problems too. Timelines are valid ways of testing their concept of date and also will bring in some proportional reasoning Use the images and dates to research these historical events. Produce a more accurate timeline with three other events of your choice and a few sentences about each.

12 ThinkTank Mathematics Focus One : Time “Solve problems requiring calculation, with common measures, including time” (L1) Obviously lends itself to timings… Bleep testOver rates etc Over a series of weeks, run the 100m, but split level timing. Pupils analyse their performance over first 50m, second 50m etc. They monitor improvement weekly – this will involve time problems using fractions of seconds!

13 ThinkTank Mathematics Focus One : Time “Solve problems requiring calculation, with common measures, including time” (L1) Distance/time graphs require interpretation, such that the majority of questions require written answers. In the example here, the focus could be to be as imaginative as possible, but keeping mathematical principles intact. “After trailing for the first three minutes, Jeff turned on his jet-powered shoes. He caught up with Paul, but they only lasted for two minutes and then he ran at the same speed as before”

14 ThinkTank Mathematics Focus One : Time “Solve problems requiring calculation, with common measures, including time” (L1) The PLANNING CLOCK

15 ThinkTank Mathematics Focus One : Time “Solve problems requiring calculation, with common measures, including time” (L1) Many avenues to use time: reaction rates, experiment timings etc Find the top speeds of these mammals/birds in metres/second How quickly could they run a 100m race?

16 ThinkTank Mathematics Focus One : Time “Solve problems requiring calculation, with common measures, including time” (L1) Watch a scene from a movie without sound. Task the pupils with composing the background music. They will need to use timings to ensure that their piece matches the dramatic requirements of the scene at the correct time.

17 ThinkTank Take a starter activity out of envelope B Mathematics Focus Two : Representing & Interpreting Data “Extract and interpret information from tables, diagrams, charts and graphs” (L1) “Collect & record discrete data and organise & represent information in different ways” (L1) “Collect & represent discrete and continuous data, using ICT where appropriate” (L2)

18 ThinkTank Mathematics Focus Two : Representing & Interpreting Data “Extract and interpret information from tables, diagrams, charts and graphs” (L1) “Collect & record discrete data and organise & represent information in different ways” (L1) “Collect & represent discrete and continuous data, using ICT where appropriate” (L2) The family and home Design a survey to collect as much information about your classmates as possible… Number of siblings, rooms in house, miles from school etc. Produce charts to show your results Compare your charts with those of another group Can you make any comments on your findings?

19 ThinkTank Mathematics Focus Two : Representing & Interpreting Data “Extract and interpret information from tables, diagrams, charts and graphs” (L1) “Collect & record discrete data and organise & represent information in different ways” (L1) “Collect & represent discrete and continuous data, using ICT where appropriate” (L2) Many sources of data to use: Climate graphs, tourist information, wealth/death rates. Ethnic population vs. rise of far right politics The key is making concise, relevant comments about the data Design a sheet to record information about the weather in Ledbury over the next fortnight. Show your findings in a bar chart, pictogram and for extra credit: a pie chart. Try to find historical weather information for this time of year and make comments against your findings.

20 ThinkTank Mathematics Focus Two : Representing & Interpreting Data “Extract and interpret information from tables, diagrams, charts and graphs” (L1) “Collect & record discrete data and organise & represent information in different ways” (L1) “Collect & represent discrete and continuous data, using ICT where appropriate” (L2) Using the data gathered from your 100m trials, produce a scattergraph to enable you to comment on whether improvements have been made. Can you use your graph to estimate your likely time if you continued for another 6 weeks? Find out what nutritional requirements an olympic sprinter needs per day. Design a weekly eating plan for the athlete using nutritional values found on food packets and from tables given.

21 ThinkTank Mathematics Focus Two : Representing & Interpreting Data “Extract and interpret information from tables, diagrams, charts and graphs” (L1) “Collect & record discrete data and organise & represent information in different ways” (L1) “Collect & represent discrete and continuous data, using ICT where appropriate” (L2) Use data to write a newspaper report based around something topical: climate change/the election. “Coldest Spring in UK history!” Investigate this statement and write a newspaper article summarising your findings. Ensure you include graphs and make comments on trends you have noticed. Should we be worried in the future?

22 ThinkTank Mathematics Focus Two : Representing & Interpreting Data “Extract and interpret information from tables, diagrams, charts and graphs” (L1) “Collect & record discrete data and organise & represent information in different ways” (L1) “Collect & represent discrete and continuous data, using ICT where appropriate” (L2) Prior to beginning a project with a broad focus, the task could begin by conducting market research, or analysing sales information, in order to establish what products are in demand. They can then make an informed choice. The designing of data collection sheets and questionnaires is well suited to ICT spreadsheet/database design. Food technology could incorporate the analysis of nutritional information on food packaging into a project, prior to making a meal. Graphs of obesity rates vs. number of fast food chains etc.

23 ThinkTank Mathematics Focus Two : Representing & Interpreting Data “Extract and interpret information from tables, diagrams, charts and graphs” (L1) “Collect & record discrete data and organise & represent information in different ways” (L1) “Collect & represent discrete and continuous data, using ICT where appropriate” (L2) The science curriculum provides ample opportunity for the drawing of charts and graphs. The mathematical focus can centre on the drawing of accurate axes etc However, it is the analytical comments that pupils make during the commentary that can really be exploited.

24 ThinkTank Mathematics Focus Two : Representing & Interpreting Data “Extract and interpret information from tables, diagrams, charts and graphs” (L1) “Collect & record discrete data and organise & represent information in different ways” (L1) “Collect & represent discrete and continuous data, using ICT where appropriate” (L2) Look at the Top 40 UK singles for the last month. Split into genres, chart the results. Make commentaries on the most popular styles of music in the UK Look at primetime television schedules for the main 5 channels in the UK. Split into genres, chart the results. Survey classmates about their favourite type of television programme/movie. Use the findings to choose a genre for a scene they will act out/create. Competition where class/year votes for their favourite. This will emphasise the benefit of data analysis.

25 ThinkTank Take a starter activity out of envelope C Mathematics Focus Three: Understanding scale and spatial awareness “Solve problems requiring calculation with common measures, including weight, length” (L1) “Construct geometric diagrams, models and shapes” (L1) “Recognise and use 2-D representations of 3-D objects” (L2)

26 ThinkTank Mathematics Focus Three: Understanding scale and spatial awareness “Solve problems requiring calculation with common measures, including weight, length” (L1) “Construct geometric diagrams, models and shapes” (L1) “Recognise and use 2-D representations of 3-D objects” (L2) Use catalogues to look at the dimensions of white goods/furniture. Draw a kitchen plan to scale and label the appliances in MFL. Pupils think about maximising space etc. Extend to giving them a budget, think about costs. Design a ‘town of the future’ – similar to above, but using different vocabulary and larger dimensions. Think about distances between amenities etc.

27 ThinkTank Mathematics Focus Three: Understanding scale and spatial awareness “Solve problems requiring calculation with common measures, including weight, length” (L1) “Construct geometric diagrams, models and shapes” (L1) “Recognise and use 2-D representations of 3-D objects” (L2) Projects on town planning, photographic imaging, contours. Explores plan and elevation. Map work, use scale in a variety of contexts. Peters Map – looking at land mass in 2-D Historical events using plans of buildings Guy Fawkes Houses of Parliament Hitler’s bunker Make a scale ‘model’ on school field, re-enact scenario.

28 ThinkTank Mathematics Focus Three: Understanding scale and spatial awareness “Solve problems requiring calculation with common measures, including weight, length” (L1) “Construct geometric diagrams, models and shapes” (L1) “Recognise and use 2-D representations of 3-D objects” (L2) Ask the pupils to design a way of testing their skills in various athletics events. Make them responsible for everything. including where, layout, markers etc. They record results (incorporates previous focus). Class then consolidate results and answer a series of questions Who threw the discus furthest? By how much? What was the range? etc. Pupils design and trial an orienteering course around the school. Initial design can arise from looking at a scale 2-D plan of the school grounds.

29 ThinkTank Mathematics Focus Three: Understanding scale and spatial awareness “Solve problems requiring calculation with common measures, including weight, length” (L1) “Construct geometric diagrams, models and shapes” (L1) “Recognise and use 2-D representations of 3-D objects” (L2) Design a set for a re-enactment of a scene from a play/novel they’re reading. Use principles of scale drawing to ensure it is as accurate as possible. Think about problems – sofa big enough for two people? etc Build a ‘doll’s house’ style model of the set from the drawings.

30 ThinkTank Mathematics Focus Three: Understanding scale and spatial awareness “Solve problems requiring calculation with common measures, including weight, length” (L1) “Construct geometric diagrams, models and shapes” (L1) “Recognise and use 2-D representations of 3-D objects” (L2) Any project involving plans for design are encompassing these skills: Conversion between units, drawing to scale, building 3-D from 2-D plans e.g. Design a new football stadium for 2018 World Cup bid (capacity 50,000). Consider plot size, material costs, maximised seating etc. Paint an artists impression from your plans.

31 ThinkTank Mathematics Focus Three: Understanding scale and spatial awareness “Solve problems requiring calculation with common measures, including weight, length” (L1) “Construct geometric diagrams, models and shapes” (L1) “Recognise and use 2-D representations of 3-D objects” (L2) The trade game Give a team of pupils a challenge: create the strongest bridge. Each team will represent a country and have resources specific to that country; e.g. Brazil – paper, USA – wooden splints etc. Teams design a bridge that they want, looking at current examples, then estimate the resources they will need. Trading for resources with other ‘countries’ begins. Will promote proportional skills. Build the bridge from plans and then test at the end for a winner!

32 ThinkTank Functional English Functional Maths Functional ICT

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