Glasgow

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Numeracy Across Learning within Deans Community
High School A collaboration between Mathematics
CDT departments
Glasgow
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Pilot project aimed to enable the mathematics
and CDT departments to

• work collaboratively on a numeracy across
  learning project, with a focus on appropriate CfE
  experiences and outcomes.
• provide more relevant and enterprising learning
  experiences for a small group of S3 students who
  would benefit from having more choices and more
  chances in and a more practical approach to their
  learning in numeracy.

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Pilot project aimed to enable the students to

• experience and apply their mathematics and
  numeracy concepts and skills in more meaningful
  and authentic contexts.
• be more motivated, more engaged and more active
  in their learning and to acquire more strongly
  key skills for learning, life and work.
• enhance their portfolio of achievement via
  qualifications in two SQA National Certificate
  (half) modules
• Construction Numeracy 1 , module number 0091048
• Construction Crafts Carpentry Joinery
  Techniques, number DM8210.
• use their newly acquired skills to design and
  produce an artefact.

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Leadership and collaboration

• The Headteacher and the Principal Teachers of
  both departments were fully committed to the
  concept of effective inter-departmental
  collaboration and to co-operating on the planning
  and delivery of the programme.
• A small group of S3 students was involved, each
  of whom could benefit from experiencing a more
  integrated and applied approach to their learning
  in numeracy. The students progressed through
  the project as a class grouping, working both
  independently and with others in small groups.
• Two SQA NC (half) modules (each requiring 20
  hours of study) were used to provide a focus for
  course content and methodology, and to facilitate
  enhanced achievement.
• Whilst students were taught the requisite
  numeracy concepts and skills within the
  mathematics department, planned and co-ordinated
  timetabling enabled the students to apply their
  newly acquired skills within the context of
  joinery and carpentry. The CDT department also
  made more explicit reference to the numeracy
  skills being applied.

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Construction Numeracy 1 provided a rich context
for developing and applying relevant number skills

• This unit is designed to enable the student who
  is interested in, or employed within, the
  construction industry. It provides the student
  with a series of basic mathematical / numerical
  tools sufficient to operate effectively at craft
  level in construction.
• The student should
• carry out basic calculations
• calculate perimeters, areas and volumes of
  rectilinear shapes
• apply simple costing methods.

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• Numeracy and mathematical skills developed
• Estimation rounding
• Money - costing the resources needed to
• produce each component
• Measure
• Proportion and ratio
• Percentages
• Shape rectangle, triangle and circle
• Perimeter and area.

measuring up a joint
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Engaging with appropriate CfE numeracy Es Os
MNU 3-07a I can solve problems by carrying
out calculations with a wide range of fractions,
decimal fractions and percentages, using my
answers to make comparisons and informed choices
for real-life situations.
MNU 3-08a I can show how quantities that are
related can be increased or decreased
proportionally and apply this to solve problems
in everyday contexts
MNU 3-09a When considering how to spend my money,
I can source, compare and contrast different
contracts and services, discuss their advantages
and disadvantages, and explain which offer best
value to me.
MNU 3-11a I can solve practical problems by
applying my knowledge of measure, choosing the
appropriate units and degree of accuracy for the
task and using a formula to calculate area or
volume when required. A number of Experiences
and Outcomes the pupils engaged with were at
Third Level as progression to Construction
Numeracy 2 would involve Fourth Level Es Os.
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• and appropriate mathematics Es Os
• MTH 3-11b
• Having investigated different routes to a
  solution, I can find the area of compound 2D
• shapes and the volume of compound 3D objects,
  applying my knowledge to solve
• practical problems.
• MTH 4-11b
• Through investigating real-life problems
  involving the surface area of simple 3D
• shapes, I can explore ways to make the most
  efficient use of materials and carry out
• the necessary calculations to solve related
  problems.
• MTH 4-16b
• Having investigated the relationships between the
  radius, diameter, circumference and
• area of a circle, I can apply my knowledge to
  solve related problems.
• A number of Experiences and Outcomes the pupils
  engaged with were at Third Level as progression
  to Construction Numeracy 2 would involve Fourth
  Level Es Os.

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Construction Crafts Carpentry and Joinery
Techniques provided a vehicle for applying key
numeracy skills and for developing important
craft skills and techniques
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Construction Crafts Carpentry and Joinery
Techniques
OUTCOME 1 Select, use and maintain basic
carpentry and joinery tools and
equipment. OUTCOME 2 Erect a prefabricated timber
assembly. OUTCOME 3 Replace a designated timber
panel.
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• Carpentry and joinery skills and techniques
• Selecting and using appropriate tools
• Cutting and fitting
• Placing and securing
• Framing and jointing
• Testing e.g. a plumb line
• Servicing and storing tools
• Health safety.

sawed off
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• and, of course, relevant Technologies Es Os
• SOC 3-20a
• When participating in an enterprise activity, I
  can explore ethical issues relating to
• business practice and gain an understanding of
  how businesses help to satisfy
• needs.
• TCH 3-07a
• When participating in a collaborative enterprise
  activity, I can develop administrative
• and entrepreneurial skills which contribute to
  the success of the activity.
• TCH 3-10a
• I can practise and apply a range of preparation
  techniques and processes to make a
• variety of items showing imagination and
  creativity, and recognising the need to
• conserve resources.
• TCH 3-13a
• I have gained confidence and dexterity in the use
  of materials, tools, equipment,
• software or control technology and can apply
  specialist skills to make quality
• products.

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Concepts and skills developed
were being framed!
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• The following were provided and/or developed
• Timetabling of staff and use of materials, to
  facilitate effective planning and delivery of the
  programme.
• Learning materials to support implementation of
  the CfE Es and Os and the two selected SQA units.
• Practical materials to support the design and
  preparation of a final product i.e. a dog kennel.
  Other artefacts were considered e.g. a Wendy
  House, which could have been provided to the
  nearby Early Years establishment, or a small
  bench seat for presentation to the local
  community.
• Assessment and evaluation materials to inform
  learning and progression and to support
  development of a portfolio of achievement.
• NB The two SQA units undertaken were available
  at the time of project development and, to ensure
  sustainability, centres should confirm that units
  of interest would continue to be available.

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Construction Numeracy 1 assessment
L01 CARRY OUT BASIC CALCULATIONS PC The
student (a) adds, subtracts, multiplies and
divides using integers (b) adds, subtracts,
multiplies and divides using decimal
fractions (c) calculates common vulgar
fractions.
L02 CALCULATE PERIMETERS, AREAS AND VOLUMES OF
RECTILINEAR SHAPES PC The student (a)
calculates perimeters using appropriate
units (b) calculates areas using appropriate
units (c) calculates volumes using appropriate
units.
L03 APPLY SIMPLE COSTING METHODS PC The
student (a) obtains relevant information (b)
carries out appropriate calculations to obtain
satisfactory results (c) communicates the
results.
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Carpentry and Joinery Techniques assessment

• OUTCOME 1
• Select, use and maintain basic carpentry and
  joinery tools and equipment.
• Performance Criteria
• The selection of tools and equipment is
  appropriate for the work to be done.
• The tools are used correctly and solely for the
  purpose for which they were intended.
• The tools are serviced, maintained, cleaned and
  stored in accordance with good practice.

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The Finished Article
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Impact on students

• The students interacted very well and quickly
  became a cohesive and helpful group. It was noted
  that students became less insular and more
  inclined to finish their assigned task and then
  offer help to their colleagues.
• They welcomed this more integrated approach to
  their learning and were more motivated by and
  productively engaged with it.
• They enhanced their skills by
• communicating and working with others
• solving real problems in non-routine contexts
• developing craft skills and applying mathematics
  skills in practical situations.
• The students enhanced their portfolio of
  achievement in terms of two relevant NQ units and
  they expanded their options in relation to both
  progression in learning and potential
  employability.

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What next?

• Consolidate this programme within curriculum
  provision in S3. Progression into appropriate
  SQA units in S4 e.g. Construction Numeracy 2 can
  also be considered.
• Enhance opportunities to incorporate enterprising
  approaches into the programme.
• Engage other curricular areas to enhance learning
  experiences e.g. Literacy (reading instructions,
  active listening), Expressive Arts (artefact
  design) and / or Science (use of materials in
  producing artefact).
• Explore further opportunities to develop
  numeracy across learning collaborations e.g.
  Laboratory Numeracy, Business Numeracy.