BTEC Maths

1
BTEC Maths From Idea to Application
Kieron Smith, Balcarras School,
Cheltenham Natasha Cowan, Horndean Technology
College, Hampshire
2
Driving Forces
Over-examining to the detriment of wider
educational and developmental activity.
BTEC Award in Mathematical Applications
Mike Tomlinson 2002
3
Driving Forces

• little exposure to how mathematical modelling
  and use of real data in ICT is embedded in
  working practices of companies.
• greater awareness is required on behalf of
  employers of the content and level of maths
  qualifications.

BTEC Award in Mathematical Applications
Professor Celia Hoyles OBE, Mathematical Skills
in the Workplace 2002
4
Driving Forces

• programmes of study should involve multi-step
  reasoning and open-ended problem solving.
• The integration of mathematics with a
  vocational subject is highly desirable.

BTEC Award in Mathematical Applications
Professor Adrian Smith Making Mathematics Count,
2004
5
Driving Forces

• The overwhelming majority of respondents to the
  Inquiry no longer regard current mathematics
  curricula, assessment and qualifications as fit
  for purpose.

BTEC Award in Mathematical Applications
Professor Adrian Smith Making Mathematics Count,
2004
6
Driving Forces

• move away from rigid, age-related
  one-size-fits-all arrangements
• Establish a 14-19 learning continuum
• "Replace GCSEs, A-levels and vocational
  qualifications with a new single diploma.

BTEC Award in Mathematical Applications
Tomlinson Report 2004 14-19 Education
7
Driving Forces

• Extend the role of teacher assessment and
  reduce the number of examinations.
• Extended project as part of core learning.
• 14-19 learning should cater for and excite all
  young people, whatever their aspirations.

BTEC Award in Mathematical Applications
Working group on 14-19 reform
8
Why?
Graham Corbyn, Head of Achievement Networks, SSAT

• It tackles the issues of relevance,
  appropriateness, excitement, motivation and
  challenge for students of all abilities.
• Students will be able to learn core maths
  skills in a context they understand and are
  engaged with.
• They will also be assessed when they are ready
  rather than when they reach a certain age.

BTEC Award in Mathematical Applications
9
Why?
Isabel Sutcliffe, Qualifications and Assessment
Director, Edexcel

• Our BTEC adds a new dimension to the maths
  offering.
• It will allow learners to access maths in a
  context they are familiar with and combines the
  vocational aspects of BTEC with maths to create a
  qualification relevant for work.

BTEC Award in Mathematical Applications
10
Why?
David Crossley, Director of Achievement Networks,
SSAT

• Can we expect to significantly improve
  mathematics performance by implementing "best"
  practice strategies within the current curriculum
  model?
• GCSE, which is designed for only half of our
  students to get a grade C or above, deprives
  students of their chance and validation for
  accessing the mathematical skills needed for
  their chosen career paths.

BTEC Award in Mathematical Applications
11
Why?
Mick Waters, Director of Curriculum, QCA

• Success in mathematics is one of the essential
  keys to success in life.
• The new BTEC in Mathematical Applications
  promotes real practical applications and
  situations with which young people can identify.
• It's a strong award because it's been developed
  by people in schools.

BTEC Award in Mathematical Applications
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Who? Everyone!

• Studying for a maths qualification such as
  functional maths or key skills and want to
  develop these skills in a vocational context.

• Have already achieved an A-C grade in GCSE
  maths and would like to further their maths study
  prior to moving onto A level or equivalent.
• Interested in further study in a vocational area
  and would like a taster of this as part of their
  GCSE programme.

BTEC Award in Mathematical Applications
13
2007 50 Phase 1 Pilot Schools
BTEC Award in Mathematical Applications

• Launch Conference April 2007
• Edexcel training May
• Phase 1 Courses began September
• Vocational Workshops October
• Regional workshops January 2008
• BTEC Conference March

14
Pilot Support

• Flexible programme of bespoke support
• Regional meetings
• One to one assistance
• Advice on assignment verification
• Support on vocational activities and resources
• Support network across the country

BTEC Award in Mathematical Applications
15
RATL Portal

• Discussion Forum
• Share assignments and teaching resources so as
  not to keep re-inventing the wheel
• Regional meetings for joint planning and
  preparation
• Vocational ideas and support

BTEC Award in Mathematical Applications
16
Course Structure
1A
2A
Quantity and Uncertainty
Engineering
BTEC Award in Mathematical Applications
Travel Tourism
1B
2B
Shape, Space, Change and Relationships
Sport
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Course Structure
1A
Engineering
BTEC Award in Mathematical Applications
Travel Tourism
BTEC Level 1
1B
Sport
18
Course Structure
1A
Engineering
BTEC Award in Mathematical Applications
Travel Tourism
BTEC Level 1
1B
Sport
19
Course Structure
1A
Engineering
BTEC Award in Mathematical Applications
Travel Tourism
BTEC Level 1
1B
Sport
20
Course Structure
2A
Engineering
BTEC Award in Mathematical Applications
Travel Tourism
BTEC Level 2
2B
Sport
21
Assignment Style

• Vocational scenario
• Set tasks
• Questions
• Collecting data
• Processing data
• Interpreting and reporting on results

BTEC Award in Mathematical Applications
22

• Materials
• Ratio
• Masses
• Conversions

• Use of Lanes
• Pressure footprint
• Combinations

Engineering

• Visit(s)
• Severn Bridge
• Traffic Survey

• Wages
• Cash flow

• Traffic Survey
• Percentage breakdown
• Extrapolation

Bridge

• Bridge v Tunnel
• Comparisons

• Designs
• Models
• Volumes

BTEC Award in Mathematical Applications

• Flow thru Lanes, tolls
• Averages
• Speed
• Gathering Data

• Drawings
• Angles
• Scale

• Revenue/Flow Constraints
• Inequalities

• Pricing
• Cars, vans, lorries algebra
• Graphs

• Weight/Mass
• Standard Form

23
Attach Bowling clip Flintstones here
BTEC Award in Mathematical Applications
24

• Scoring
• Combinations
• Tally
• Cumulative Freq

1A

• Teams/Leagues
• Combinations

• Balls
• Mass, volume
• Conversions

Sport

• Pins
• Combinations
• Probability (relative freq)

Bowling

• Bowling/Speed
• Conversions

• Shoes
• Percentages

BTEC Award in Mathematical Applications

• Pricing
• adults, children algebra
• Shoe Hire

• Discounts
• Group reductions
• Percentages

• Visit
• Local alley
• Generate own data

• Bowling Action
• Angles
• Childrens ramp

• Returning Balls
• Numbers in system

25
1B

• Scoring
• Combinations
• Tally
• Cumulative Freq

• Teams/Leagues
• Combinations

• Balls
• Mass, volume
• Conversions

Sport

• Pins
• Combinations
• Probability (relative freq)

Bowling

• Bowling/Speed
• Conversions

• Shoes
• Percentages

BTEC Award in Mathematical Applications

• Pricing
• adults, children algebra
• Shoe Hire

• Discounts
• Group reductions
• Percentages

• Visit
• Local alley
• Generate own data

• Bowling Action
• Angles
• Childrens ramp

• Returning Balls
• Numbers in system

26

• Scoring
• Combinations
• Tally
• Cumulative Freq

2A

• Teams/Leagues
• Combinations

• Balls
• Mass, volume
• Conversions

Sport

• Pins
• Combinations
• Probability (relative freq)

Bowling

• Bowling/Speed
• Conversions

• Shoes
• Percentages

BTEC Award in Mathematical Applications

• Pricing
• adults, children algebra
• Shoe Hire

• Discounts
• Group reductions
• Percentages

• Visit
• Local alley
• Generate own data

• Bowling Action
• Angles
• Childrens ramp

• Returning Balls
• Numbers in system

27

• Scoring
• Combinations
• Tally
• Cumulative Freq

2B

• Teams/Leagues
• Combinations

• Balls
• Mass, volume
• Conversions

Sport

• Pins
• Combinations
• Probability (relative freq)

Bowling

• Bowling/Speed
• Conversions

• Shoes
• Percentages

BTEC Award in Mathematical Applications

• Pricing
• adults, children algebra
• Shoe Hire

• Discounts
• Group reductions
• Percentages

• Visit
• Local alley
• Generate own data

• Bowling Action
• Angles
• Childrens ramp

• Returning Balls
• Numbers in system

28
Course Teaching

• More emphasis on practical tasks
• 100 coursework assessed through portfolio of
  evidence
• Longer term projects for students to explore

• Out of classroom tasks

BTEC Award in Mathematical Applications
29
Attach video montage of quotes from staff,
students and video clips here. Include the
quotes from the chalk board in next 4 slides
BTEC Award in Mathematical Applications
30
Comments from the chalk face
"I would like to say what a really positive
impact the course is having on pupils who are
taking part."
BTEC Award in Mathematical Applications
S. Pearson, Edensor Tech College Stoke-on-Trent
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Comments from the chalk face
"Because there is an achievable
qualification attached to it, I have been
amazed by the motivation the boys have shown."
BTEC Award in Mathematical Applications
N. Ball Windsor Boys' High School
32
Comments from the chalk face
"Students who usually fail to do homeworks are
pleading with me to take the BTEC project home."
BTEC Award in Mathematical Applications
N. Ball Windsor Boys' High School
33
Comments from the chalk face
"Pupils feel in charge of their learning
and revel in demonstrating this .. via the
practically based assignments"
BTEC Award in Mathematical Applications
R. Morris Wednesfield High Wolverhampton
34
Future Plans

• 2008/9
• Phase 2 pilot extend to 100 schools
• New vocational area
• 2009/10
• Phase 3 pilot further schools
• Extend to level 3

BTEC Award in Mathematical Applications
35
Contact Info

• Graham Corbyn gcorbyn_at_ssatrust.org.uk
• Kieron Smith kps_at_balcarras.gloucs.sch.uk
• Natasha Cowan nw299_at_hotmail.com
• All expression of interest forms for being a
  pilot school in phase 2 need returning by 14th
  December 2007

BTEC Award in Mathematical Applications