Category Archives: Mathematics

Financial Education – powerful messages and memorable experiences

Much has been done over the past ten years or so to improve the quality and quantity of the financial education delivered in our schools. This has been achieved by working across the financial, education and cultural sectors to raise the status and profile of financial education but also to improve the confidence of teachers to address the issues in this area of the curriculum.  The main reasons for a continued focus on financial education are the ever changing economic, political, social and environmental issues that continue to have a wide-ranging impact on all our lives.  These contexts are a central feature of  ‘learning for sustainability’ . Financial education has an important role in tackling poverty, reducing financial and social exclusion and improving the employability skills of all our young people. This will benefit both the individual and society in general.

Financial education is about helping young people meet the financial and economic challenges, now and particularly in ‘post-Brexit Britain’. The best way to do this to make sure they receive powerful messages about money and their experiences in and out of the classroom are memorable. Economics, politics and philosophy are at the heart of the development of financial capability underpinned by numeracy and literacy skills. It should be recognised that developing financial skills will make a contribution to an individual’s economic wellbeing which in turn improves physical, mental, emotional and social wellbeing.   Issues such as

  • High levels of personal debt (including student debt)
  • Increasingly sophisticated financial products
  • Pay day and other high cost lending
  • ‘Food banks’ and increasing levels of poverty
  • High pressure advertising particularly around gambling
  • Pension regulation
  • Probable increase and fluctuations in interest rates
  • Changes to taxes and benefits

mean that there is an even greater need for individuals to take a much more active and informed interest in their own financial futures. Low levels of financial capability can be a cause and a symptom of poverty with the resulting impact on all aspects of health and wellbeing. It is really important that schools work with a range of stakeholders including credit unions to improve the financial skills of our young people.

Kinross High School among the first in UK to benefit from WSP/Parsons Brinckerhoff’s new engagement programme with schools

kinrosshihg6WSP | Parsons Brinckerhoff is helping to deliver one of the first STEM programmes in schools in a bid to encourage more young people in Scotland to take up a career in science.

The global consultancy, which has worked on high-profile projects including the Queen Elizabeth University Hospital in Glasgow, has sponsored a school in Perth and Kinross to take part in ‘Design Engineer Construct’, a programme which has been added to the Scottish Credit and Qualifications Framework (SCQF).

Pupils at Kinross High School are amongst the first in the UK to take part in the project aimed at 11-18 year-olds, which teaches subjects related to science, technology, engineering and maths (STEM).

Industry experts from WSP | Parsons Brinckerhoff visited the school on Thursday, 3 November and spoke to pupils about subjects related to engineering to show how diverse a career it can be.

WSP | Parsons Brinckerhoff senior engineer Sarah Piscitelli, said: “We’re thrilled to be involved in delivering Design Engineer Construct to Kinross High School and hope to extend our sponsorship to another school next year.  Too many students are failing to choose STEM subjects as they go through school and there aren’t enough role models, especially females, to inspire them. When we spoke to young people about studying physics, maths and electronics some were turned off but when we mention overcoming challenges or solving problems it begins to appeal.   We were delighted with the reception from the girls and boys at Kinross, it was very positive and it was great to see their enthusiasm during the day. I believe the next generation of engineers have an important role to play in using their creative and team working skills to change perceptions of the industry. I’m also sure many of them will go on to become the industry leaders of the future.”

WSP | Parsons Brinckerhoff graduate and apprentice recruitment specialist Mel Clark said: “When we are able to link STEM subjects studied at school to real life careers and the exciting opportunities our industry is able offer we can see a change in students opinions of these subjects for the better. We are committed to proving exciting career opportunities for early career professionals and we hope to see some of the students from Kinross start their careers with us in the future.”

Design and Technology teacher Richard Smith at Kinross High School, who is leading the Design Engineer Construct programme, said: “The introduction of the Design Engineer Construct course is, I believe, the most exciting development the Scottish curriculum has seen for some time. As soon as the course was brought to my attention I knew it was something I whole heartedly wanted to become involved in.  The benefits to the pupils are enormous. I have always been a strong advocate of the curriculum addressing the needs of industry. The fact that this course offers such a close project-based working relationship with such prestigious industry partners as WSP | Parsons Brinckerhoff, with pupils applying pure academic subjects to the latest construction industry practices is fantastic.  The course offers an accredited learning programme for our students and produces young people with real-world practical experience and highly desirable employability skills.”

For more information about DEC, visit www.designengineerconstruct.com

Estimation and Rounding

Join us on the National Numeracy and Mathematics Hub

What is the hub?

Easy to use, professional, online learning community for practitioners across Scotland, provided by the numeracy and mathematics team at Education Scotland.

What does the hub offer?

Innovative, rich CLPL in different aspects of numeracy and mathematics via dialogue, sharing resources, interactive Glow TV broadcasts and research

Please join us for the next instalment of our SSLN support  which focusses on estimation and rounding on 01/11/16.

Some questions to consider:

National Numeracy and Mathematics Hub

Join in the debate on our National Numeracy and Mathematics community.

Making connections: Numeracy & Mathematics and the world of work

The following materials will be of interest to anyone who would like to explore connections between numeracy/mathematics and the world of work. It includes an interactive financial education resource, Money Talks, an article on how mathematics is used in the workplace from the Mathematics Association of America and Citizen Maths, a site for people who want to become more confident in using maths at work and in life.     There are also links to the National Numeracy and Mathematics Hub, a virtual learning environment for all practitioners and a copy of the latest Numeracy and Mathematics Resource Guide.

 

‘Making Education your Business’ – a five step guide to school/employer partnerships

MEYB CBIThis new guide developed by teachers and businesses together with the Royal Society in response to its call for closer collaboration between education, industry and academia.  It aims to provide support school or college-employer partnerships mainly through the lens of STEM.  The guide sets out 5 simple steps for companies planning to engage with education or extend their educational partnerships along side a number of case studies that highlight key features of a successful, mutually beneficial educational scheme.

You can access the ‘Making education your business’ guide here.

 

Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

“All of the programmes featured in this publication by the UNESCO Institute for Lifelong Learning  share valuable experiences and lessons. They reflect a view of effective learning families whereby each child is a member of a family, and within a learning family every member is a lifelong learner. Among disadvantaged families and communities in particular, a family literacy and learning approach is more likely to break the intergenerational cycle of low education and literacy skills..” (Elfert and Hanermann 2014)

http://uil.unesco.org/fileadmin/keydocuments/Literacy/en/learning-families.pdf

https://familylearningscot.wordpress.com/

Family Learning Research

This report presents findings from a study of family literacy programmes in England carried out by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC) at UCL Institute of Education (IOE) between July 2013 and May 2015. This mixed-methods study was funded by the Nuffield Foundation and explored: 1) the impact of school-based family literacy programmes on young children’s progress in reading and writing; and 2) how parents translate and implement what they learn in these classes into the home literacy environment. This study provides evidence that after attending family literacy sessions children improve their literacy skills and there are positive changes in the home literacy environment.

http://www.nrdc.org.uk/?p=838

https://familylearningscot.wordpress.com/

NNM – Early Number – Developing Number sense *Counting

Small- Module 24 Session 1Join the team at Education Scotland on Tuesday 24th May at 4pm for the first session of Module 24- Early Number – Developing Number sense *Counting.

The aims of this session are to:
•Define what is meant by ‘number sense’
•Explore skills and understanding surrounding early counting
•Discuss strategies to develop conceptual understanding of ‘counting’

This session is aimed at practioners of Early Years and Primary aged pupils.

Register now in Glow TV to take part live – NNM – Early Number – Developing Number sense *Counting

If you unable to join us for the live event you can always catch up with the recording at another time – Glow TV’s Watch Again.

NNM – Contextualised Learning in Numeracy and Mathematics

Small - Module 22 Session 1Join the team at Education Scotland on Tuesday 10th May at 4pm for Module 22 Session 1- Contextualised Learning in Numeracy and Mathematics – Early Years and Primary.

The aims of this session are to:
•Understand the meaning of ‘contextualised learning’
•Discuss when to use contextualised learning and discrete learning within the context of numeracy and mathematics (in early years and primary)
•Look at different ways of contextualising learning from early through to second level in numeracy and mathematics. This session is aimed at practioners of Early Years and Primary aged pupils.

Sign up and register now in Glow TV – NNM – Contextualised Learning in Numeracy and Mathematics

If you unable to join us for the live event you can always catch up with the recording at another time – Glow TV’s Watch Again.

NNM – Contextualised Learning in Numeracy and Mathematics 2

Small - Module 22 Session 2Join the team at Education Scotland on Tuesday 17th May at 4pm for Module 22 Session 2 – Contextualised Learning in Numeracy and Mathematics – Secondary.

The aims of this session are to:
•Further understand the meaning of ‘contextualised learning’
•Discuss when to use contextualised learning and discrete learning within the context of numeracy and mathematics (in Secondary)
•Look at different ways of contextualising learning from Broad general Education through to senior phase in numeracy and mathematics.

Sign up and register to take part live in Glow TV – NNM – Contextualised Learning in Numeracy and Mathematics 2

If you unable to join us for the live event you can always catch up with the recording at another time – Glow TV’s Watch Again.