Key Messages Learners need to know  What skills are available  When to use them  Why they are appropriate for the task  How to apply them to achieve the appropriate outcome 3.2

Giving a presentation Regardless of the audience or the levels at which learners may be working, they will need to draw on a pool of functional mathematics, English and ICT skills to complete the activity successfully. To give a presentation they will need to use their skills in speaking and listening, using tone and language appropriate to the audience. In addition they may need to apply their ICT skills to create a presentation, considering fitness for purpose and matching content and style to the audience. They may also need to use their mathematics process skills to analyse data, create graphs and draw conclusions from them. 3.2

Giving a presentation –Without mastery of a range of functional skills, learners would not be able to complete the task or be successful in achieving their objectives. –The challenge for all participants is to ensure that these opportunities are provided for all learners. We need to exploit and build on those things we do already and those aspects that already exist in the curriculum. –You may wish to reflect with colleagues on the opportunities that exist in the whole curriculum. 3.2

Tasks –Look at Maths lesson plan and identify skills that will be needed to complete the task successfully 3.2

Identified skills »presenting information and ideas clearly and persuasively to others »using appropriate conventions for writing making significant contributions to discussions, taking a range of roles and helping to move discussion forward to reach decisions »specific mathematical skills for solving a problem »questioning and visualising solutions »finding and selecting appropriate information »internet safety issues commonly misunderstood when downloading information. 3.2

Purposeful activity  Purposeful problem-centred activities have both an aim and a reason for tackling the problem  Activities need to give a satisfactory answer to the learner’s question ‘Why am I doing this?’ 3.2

Purposeful activity Work in groups for 5 minutes to define What constitutes a purposeful, problem- solving, task-based activity. 3.2

Purposeful activity 3.2 By Level 2, a task-based activity: Is open-ended and contains a range of possible solutions Is not overly scaffolded and prescriptive so that learners have to select which would be the most appropriate format to use Often follows a theme that allows learners to link together a number of skills just as they would in real life Requires learners to think, often testing their ideas against alternative views and contexts and, by Levels 1 and 2, developing a problem-solving approach to learning Requires learners to draw on, and select from, the information and skills they have, and apply relevant skills to suit the context, purpose and situation of the task in order to achieve an appropriate outcome Deepens understanding and learning.

Activity Design an information page for parents which gives advice on managing money for students. Support your information page with valid data, advice and appropriate images found using the internet and other sources. Provide some practical examples which demonstrate and explain how interest rates work, using graphs to support your arguments. 3.3

Planning a learning sequence  Identify: –the skills that learners will build –the skills that learners will apply –a learning context –what learners already know –the level of demand that is required –which skills are transferable  Construct an appropriate learning sequence 3.4

Assessment contexts  Work and education  Community, citizenship and environment  Media and communications  Family, home and social issues 3.5

Assessment features  Purposeful application of skills in a real-life scenario  Task-based or task- and test-based  Externally set but may provide for internally contextualised task-based assessment  Based on the standards and assessment principles 3.6