1. Mathematics with Financial Capability Area of Learning Day 2

2. Leading Learning 1November 2005 Leading Learning 2April/May 2006 Curriculum Leader Day 1September/October 2006 Curriculum Leader Day 2November/December 2006 Area of Learning Day 1February/April 2007 Leading Learning 3September 2007 Curriculum Leader Day 3October 2007 CCEA Principals Assessment ConferenceNovember/December 2007 Area of Learning Day 2February – April 2008 Co-ordinating the Assessment and Reporting of the Cross Curricular Skills April 2008

3. EXPECTED OUTCOMES 1.To reflect on practice and identify opportunities for skills development. 2.To deepen understanding of how the development of pupils’ thinking skills and personal capabilities enhances learning. 3.To deepen understanding of how the development of pupils’ skills in Communication, Using Mathematics and Using ICT enhances learning.

4. PROGRAMME 09.30Welcome and Introduction Session 1: Reflection on Yr 8 Implementation to date 10.30 COFFEE 11.00 Session 2: Thinking Skills and Personal Capabilities Session 3: Cross-Curricular Skill 1 – Communication 12.30 LUNCH 13.30Session 4: Cross-Curricular Skill 2 – Using Maths Session 5: Cross-Curricular Skill 3 – Using ICT 15.00Personal Evaluation and Next Steps Course Evaluation

5. Catch Phrases - say what you see!! 1 3 2 4

6. At the heart of the Northern Ireland Curriculum lies an explicit emphasis on the development of skills and capabilities for life-long learning and for contributing to society.

7. Curriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives. and to make informed and responsible decisions throughout their lives. Curriculum Objectives To develop the young person as an individual To develop the young person as a contributor to society To develop the young person as a contributor to the economy & environment TheArts English (And Irish In Irish medium schools) with Media Education Environment & Society Mathematics with Financial Capability Modern Languages Physical Education Science & Technology Religious Education Areas of Learning ACROSS Promoting/Encouraging Learning Experiences Investigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choice Challenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry based INFUSING Cross-Curricular Skills Thinking Skills and Personal Capabilities Communication Using Mathematics Using ICT Managing Information Thinking, Problem Solving, Decision Making Being Creative Working with Others Self Management

8. CROSS CURRICULAR SKILLS All subject strands/Areas of Learning have a statutory requirement to provide opportunities for pupils to acquire and develop skills (CCSs) of Communication, Using Mathematics and Using ICT. It is the responsibility of every teacher in every subject to ensure that the CCSs are promoted and developed as part of learning and teaching within their subject. The CCSs are clearly visible in the Statutory Learning Outcomes for each subject at Key Stage 3.

9. Session 1 Reflection on current progress

10. In your school groups consider … What was different? What were your strategies and resources? How well did it work?

11. In your expert groups Discuss units of work What are the similarities/differences? Concentrate on your specific question –Group 1 What was different? –Group 2 What were your strategies/resources? –Group 3 How well did it work?

12. Group 1 – What was different? How often do all the teachers who teach mathematics meet? How often is group work used? How often are pupils given the opportunity to discuss and explain their work?

13. Group 2 – What were your strategies/resources? How often is group work used? Are the pupils always actively engaged in purposeful work during lessons? How often do pupils use computers in their maths classes?

14. Group 3 – How well did it work? Do pupils ever express enjoyment in maths classes? Have you asked the pupils what they think of mathematics? Are pupils given opportunities to evaluate their own and one another’s work? Are pupils confident when talking about mathematics? How effective are the procedures for monitoring and evaluating?

15. In your school groups share the outcomes from the expert groups (5 mins)

16. Coffee Back in 30 minutes please

17. Session 2 Thinking Skills & Personal Capabilities

18. Skills & Capabilities Developing skills and capabilities enables pupils to: learn how to learn; manage their own emotions; interact effectively with others, and therefore enhances the chances of success in all aspects of life.

19. Thinking skills enable pupils to learn how to learn by helping pupils: go beyond the acquisition of knowledge in order to deepen their understanding and apply ideas, generate new possibilities and make decisions as well as plan, monitor and evaluate their progress; experiment with ideas, take initiative, learn from mistakes, work collaboratively and become more self-directed in their learning. Thinking Skills and Personal Capabilities

20. Managing Information Asking, accessing, selecting, recording, integrating, communicating Ask focused questions Plan and set goals, break task into sub-tasks Use own and others’ ideas to locate sources of information Select, classify, compare and evaluate information Select most appropriate method for a task Use a range of methods for collating, recording and representing information Communicating with a sense of audience and purpose Thinking, Problem Solving, Decision Making Activating learning, deepening understanding, coping with challenges Sequence, order, classify, make comparisons Make predictions, examine evidence, distinguish fact from opinion Make links between cause and effect Justify methods, opinions and conclusions Generate possible solutions, try out alternative approaches, evaluate outcomes Examine options, weigh up pros and cons Use different types of questions Make connections between learning in different contexts Being Creative Imagining, generating, inventing, taking risks Seek out questions to explore and problems to solve Experiment with ideas and questions Make new connections between ideas/information Learn from and value other people’s ideas Make ideas real by experimenting with different designs, actions, outcomes Challenge the routine method Value the unexpected or surprising See opportunities in mistakes and failures Take risks for learning Working with Others Being collaborative, being sensitive to others’ feelings, being fair and responsible Listen actively and share opinions Develop routines of turn-taking, sharing and co-operating Give and respond to feedback Understand how actions and words affect others Adapt behaviour and language to suit different people and situations Take personal responsibility for work with others and evaluate own contribution to the group Be fair Respect the views and opinions of others, reaching agreements using negotiation and compromise Suggest ways of improving their approach to working collaboratively Self Management Knowing strengths and weaknesses, setting goals and targets, managing and regulating self Be aware of personal strengths, limitations and interests Set personal targets and review them Manage behaviour in a range of situations Organise and plan how to go about a task Focus, sustain attention and persist with tasks Review learning and some aspect that might be improved Learn ways to manage own time Seek advice when necessary Compare own approach with others and in different contexts THINKING SKILLS AND PERSONAL CAPABILITIES

21. A Who-dunnit? Mystery

22. A murder has been committed at Castle Pentagon. Lord Mortimer’s body was found in the Main Hallway of the Castle at 7pm Saturday 31 October. The police have short listed 5 prime suspects and are now seeking the help of a team of Mathematicians to sort out the alibis. YOU are these Mathematicians. Sort out the information; formulate a solution; justify your reasoning.

23. Who killed Lord Mortimer? (20 mins)

24. Visiting Inspector How are you solving the problem? How are you working as a team? What conclusions have you made so far?

25. Debrief Which specific descriptor of the skill did you focus on in this activity? How did the activity contribute to the development of this skill? How does this skill contribute to the learning in your area of learning/subject? What evidence do you have for your answers? How might the activity be improved?

26. Cross-Curricular Skills

27. The Cross-Curricular Skills of Communication, Using Mathematics and Using ICT are the bedrock skills through which young people access knowledge. Specific knowledge and techniques may be acquired initially in identified areas of learning/subjects, but an enhanced emphasis must be placed on the effective development of skills in other curriculum contexts. Cross Curricular Skills

28. Session 3 Communication

29. Communication is central to the whole curriculum and to success in life. The modes of communication include talking and listening, reading and writing. Effective communication also includes non-verbal modes of communication, wider literacy and the use of multi-media and ICT technologies.

30. Pupils should be able to communicate in order to express themselves socially, emotionally and physically, to develop as individuals, engage with others and contribute as members of society.

31. Pupils should be given opportunities to engage with and demonstrate the skill of communication and to transfer their knowledge about communication concepts and skills to real-life meaningful contexts across the curriculum.

32. Links with Mathematics Cross-curricular skillCommunication PurposeTo provide opportunities for pupils to acquire, develop and demonstrate the cross-curricular skill of communication Examples of processes Discussion, presentation, demonstration, asking questions, reading text for information, using evidence from text to explain opinion, communicate information in a clear and organised way, present ideas in a variety of formats for different audiences and purposes, etc

33. Links with Mathematics Cross-curricular skillCommunication Examples of contexts in mathematics with financial capability Read and interpret information from a range of sources, including graphical information Talk about, discuss and explain their work in mathematics. Develop skills in using mathematical language where appropriate Present a topic related to mathematics or financial capability to the class Research information from a range of sources to find best value in terms of financial products,e.g. best savings rate, best loan terms, etc

34. Across the curriculum, at a level appropriate to their ability, pupils should be enabled to develop skills in: TALKING & LISTENING Pupils should be enabled to: Listen to and take part in discussions… Contribute comments, ask questions … Communicate information, ideas … Speak clearly and structure talk … Adapt ways of speaking to audience … Use non-verbal methods to express ideas …

35. Always, Sometimes, Never?

36. Debrief Which specific descriptor of the skill did you focus on in this activity? How did the activity contribute to the development of this skill? How does this skill contribute to the learning in your area of learning/subject? What evidence do you have for your answers? How might the activity be improved?

37. LUNCH

38. Session 4 Using Mathematics

39. USING MATHEMATICS Using Mathematics focuses on how pupils apply their mathematical knowledge and skills appropriately in a variety of contexts. Ideally these should be relevant real-life situations that require a mathematical dimension. Therefore, the opportunities should address not just what pupils know, but also how they are able to use their knowledge appropriately and accurately

40. Using Mathematics Across the Curriculum Using Mathematics is the skill of applying mathematical concepts, processes and understanding appropriately in a variety of contexts. Ideally these should be in relevant real life situations that require a mathematical dimension. Mathematics KS3 Non-Statutory Guidance CCEA

41. Acquisition and Development Pupils are likely to acquire and consolidate their mathematical knowledge, concept and skills within the area of learning for Mathematics and Numeracy. However, they should be given opportunities to transfer their understanding, as appropriate, to other contexts across the curriculum. Pupils can demonstrate their mathematical knowledge, understanding and skills in a variety of ways to communicate, manage information, think critically, solve problems and make decisions.

42. Requirements for Using Mathematics Choose the appropriate materials, equipment and maths to use in a particular situation Use mathematical knowledge and concepts accurately Work systematically and check their work Use mathematics to solve problems and make decisions …..

43. Where are we now? Think-Pair-Share Read the extract from the CCEA Maths Booklet, and consider each of the statements. On a scale of 1- 4 rate how well you currently address these issues within the area of mathematics.

44. Where can we go to? In your school group take one statement which you think is well addressed in your maths department. How do you currently address this statement? What difference do you think this makes? How do you know this is happening?

45. Explore Strategies which promote Using Mathematics How best could you apply these processes to areas that are less well addressed? Identify key strategies/activities which promote using maths in the maths classroom.

46. Debrief Which specific descriptor of the skill did you focus on in this activity? How did the activity contribute to the development of this skill? How does this skill contribute to the learning in your area of learning/subject? What evidence do you have for your answers? How might the activity be improved?

47. Using ICT Session 5

49. USING ICT Across the curriculum, at a level appropriate to their ability, pupils should be enabled to develop skills to: Explore Express Exchange Evaluate Exhibit

53. Y X

54. Y X

55. 1 2 3 4 5 6 7 8 9 10 123456789 -2-3-4-5-6-7-8-9-10 -2 -3 -4 -5 -6 -7 -8 -9 -10 X Y

56. 1 2 3 4 5 6 7 8 9 10 123456789 -2-3-4-5-6-7-8-9-10 -2 -3 -4 -5 -6 -7 -8 -9 -10 X Y

57. A C D B

58. A C B D

59. A C D B

60. A C D B

64. During the five years between 2001 and 2006, there has been an increase in the teachers’ competence in ICT and use of it for their own work, for example, in the preparation of relevant worksheets. This has not been matched, however, by the fuller use of ICT to enhance the quality of the teaching and learning in the classroom. Better Mathematics 2007 (ETI) To help develop skills in researching, handling and communicating information pupils should have opportunities, using ICT, to engage in genuine research and purposeful tasks set in meaningful contexts. Mathematics KS3 Non Statutory Guidance 2007 (CCEA) The most effective lessons were characterised by many of the following strengths. The teachers use a variety of activities, including ICT and practical equipment, which entails the pupils working individually, in pairs or in groups… Commentary on Post-Primary Mathematics Teaching 2007 (ETI)

65. Requirements for Using ICT across the Curriculum Across the curriculum, at a level appropriate to their ability, pupils should be enabled to develop ICT skills to: Explore Exhibit Express Evaluate Exchange The 5 E’s

66. Using ICT Audit 1.With reference to the software listed, identify which programmes you are currently using and whether they are used for teacher demonstration or individual pupil activities. 2.Indicate which of the 5 Es might be addressed by the way in which you use these programmes.

67. Debrief Which specific descriptor of the skill did you focus on in this activity? How did the activity contribute to the development of this skill? How does this skill contribute to the learning in your area of learning/subject? What evidence do you have for your answers? How might the activity be improved?

68. Personal Evaluation What have I learned as a result of today? What enabled me to learn? How will I take my learning forward?

69. Next Steps What is our next step as a department? How can we ensure that we develop practice within our department? How can we benefit from good practice in other areas of the curriculum?