1. Developing Maths
Improvement Practitioner Team

2. Objectives
To highlight areas of Maths that can be developed alongside vocational courses.
To demonstrate Maths activities and strategies that can be developed and taught in a vocational setting.
To enable lecturers to feel more confident that they can develop Maths in their vocational areas and evidence good practice.
To have a clearer understanding of what kind of Maths will be covered in the first term of a Maths course.

3. Title
WARMER. A Spot the mathematician……..who do you think looks like the maths expert? Choose One.

4. PISA 2015 Maths League Tables (Programme for International Student Assessment OECD)
1. Shanghai (China)
2. Singapore
3. Hong Kong (China)
4. Taiwan
5. South Korea
6. Macao (China)
7. Japan
8. Liechtenstein
9. Switzerland
10. Netherlands
11. Estonia
12. Finland
13. Canada
14. Poland
15. Belgium
16. Germany
17. Vietnam
18. Austria
19. Australia
20. Ireland
21. Slovenia
22. Denmark
23. New Zealand
24. Czech Republic
25. France
26. United Kingdom
27. Iceland
28 Latvia
29. Luxembourg
30. Norway
31. Portugal
32. Italy
33. Spain
34. Russian Federation
35. Slovak Republic
36. United States
37. Lithuania
38. Sweden
39. Hungary
40. Croatia
What conclusions can we draw from this league table?
What do we need to be aware of when judging maths ability?

5. WARMER. B: Which statement would shock you most if you heard it?
In a Restaurant:
“Excuse me, can you work out this bill please? We want to split it between 4 of us but we are awful at maths and can’t work it out!”
“Excuse me, could you read the menu out to us? We want to order but we are awful at reading and don’t know what is on the menu!”

6. What Maths Topics Do You Think A Maths Teacher Should Cover In The First Term?
Building pie charts
Read and measure temperature
Estimating the cost of items
Approximate by rounding
Addition, subtraction, multiplication and division
Calculating with money
Calculate ratio and direct proportion
Find percentages
Work out various averages
Use formula to complete calculations
Calculate area
Construct bar charts
Place Value
Decimal Numbers

7. Maths which needs to be covered early from a Maths perspective:
Some Areas A Maths Teacher Would Usually Cover Over The First 6 Weeks Of A Maths Course
Maths which needs to be covered early from a Maths perspective:
Estimating the cost of items
Approximate by rounding
Addition, subtraction, multiplication and division
Calculating with money
Decimal Numbers
Place value
Maths which needs to be covered early for this vocational area:
Use formula to complete calculations
Calculate area
Calculate ratio and direct proportion

8. Building a single skin brick wall 4m x2m
STRATEGY FOR EMBEDDING THIS MATHS INTO VOCATIONAL SESSIONS
PRACTICAL TASK:
Building a single skin brick wall 4m x2m
STRATEGY TO DEVELOP MATHS SKILLS:
A project/workbook related to specific practical assessments carried out in vocational construction sessions.

9. RATIONALE
Continuous exercise which can be used for various practical tests.
Easy to follow up in maths sessions.
Explicitly linked to practical and theoretical vocational topics.
Builds on the work done in maths sessions.
Helps students to see the relevance of maths to their chosen vocational area.
Is easy to evidence as embedded learning material.
Is linked to employability.

10. What Maths Is Being Covered?
Please look at the activity booklets and task sheets and decide which areas of Maths each task is developing.
Work in small groups to complete the tasks.
At the end of each task take some time to think how we could extend the activities into different vocational areas.

11. Can We Link Any Of The Maths To Functional Skills More Abstract Questions?
Look at the two Functional Skills Maths Questions:
Can we link the more abstract questions to any of the maths students have done today in their practical vocational session?
If so which areas of maths are linked to these questions?

12. OBJECTIVES REVISITED
To highlight areas of Maths that can be developed alongside vocational courses.
To demonstrate Maths activities and strategies that can be developed in a vocational setting.
To enable lecturers to feel more confident that they can develop Maths in their vocational areas and evidence good practice.
To have a clearer understanding of what kind of Maths will be covered in the first six weeks of a course.

13. Slide title