Summer Term Focus: Rationale

1. 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. An introduction to functional skills New qualifications New ways of working

3. 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. 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. Apprenticeships Core Curriculum for literacy and numeracy Foundation Learning Key Skills The National Curriculum GCSE Diploma Connections to functional skills Content of functional skills ...in line with the demands of:

6. 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

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

10. Mathematics Focus One : Time “Solve problems requiring calculation, with common measures, including time” (L1) MFL 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. Mathematics Focus One : Time “Solve problems requiring calculation, with common measures, including time” (L1) HUMS 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. 1066 1945 1969 1215 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. Mathematics Focus One : Time “Solve problems requiring calculation, with common measures, including time” (L1) PE Obviously lends itself to timings… Bleep test Over 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. Mathematics Focus One : Time “Solve problems requiring calculation, with common measures, including time” (L1) ENG 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. Mathematics Focus One : Time “Solve problems requiring calculation, with common measures, including time” (L1) ENT The PLANNING CLOCK

15. Mathematics Focus One : Time “Solve problems requiring calculation, with common measures, including time” (L1) SCI 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. Mathematics Focus One : Time “Solve problems requiring calculation, with common measures, including time” (L1) PA 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. 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) Take a starter activity out of envelope B

18. 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) MFL 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. 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) HUMS 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. 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) PE 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. 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) ENG 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. 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) ENT 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. 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) SCI 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. 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) PA 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. 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) Take a starter activity out of envelope C

26. 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) MFL 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. 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) HUMS 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. 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) PE 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. 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) ENG PA 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. 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) ENT 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. 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) SCI 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. Functional English Functional ICT Functional Maths