Mathematics with Financial Capability

1. Mathematics with Financial Capability Area of Learning Day 2

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

4. PROGRAMME 09.30 Welcome 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 13.30 Session 4: Cross-Curricular Skill 2 – Using Maths Session 5: Cross-Curricular Skill 3 – Using ICT 15.00 Personal Evaluation and Next Steps Course Evaluation

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

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. 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 Curriculum Objectives 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 ACROSS Areas of Learning The Arts English (And Irish In Irish medium schools) with Media Education Environment & Society Mathematics with Financial Capability Modern Languages Physical Education Science & Technology Religious Education 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

8. 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. CROSS CURRICULAR SKILLS

9. Session 1 Reflection on current progress

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

11. 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? In your expert groups

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

13. Back in 30 minutes please Coffee

14. Session 2 Thinking Skills &Personal Capabilities

15. 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. Skills & Capabilities

16. Thinking skills enable pupils to learn how to learn by helping pupils: gobeyond the acquisitionof 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

17. THINKING SKILLS AND PERSONAL CAPABILITIES

18. A Who-dunnit? Mystery

19. 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.

20. Who killed Lord Mortimer?(20 mins)

21. 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? Debrief

22. Cross-Curricular Skills

23. 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

24. Session 3 Communication

25. 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. Communication

26. 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.

27. 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.

28. Links with Mathematics

29. Links with Mathematics

30. 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 …

31. Always, Sometimes, Never?

32. 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? Debrief

33. LUNCH

34. Session 4 Using Mathematics

35. 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 USING MATHEMATICS

36. 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. Acquisition and Development

37. 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 ….. Requirements for Using Mathematics

38. 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. Where are we now?

39. 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? Where can we go to?

40. 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. Explore Strategies which promote Using Mathematics

41. Using ICT Session 5

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

47. Y X

48. Y X

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

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