east dunbartonshire numeracy project l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
East Dunbartonshire Numeracy Project PowerPoint Presentation
Download Presentation
East Dunbartonshire Numeracy Project

Loading in 2 Seconds...

play fullscreen
1 / 36

East Dunbartonshire Numeracy Project - PowerPoint PPT Presentation


  • 235 Views
  • Uploaded on

East Dunbartonshire Numeracy Project. Financial Maths Project in the Lenzie Cluster. How successful was our numeracy?.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'East Dunbartonshire Numeracy Project' - johana


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
east dunbartonshire numeracy project

East Dunbartonshire Numeracy Project

Financial Maths Project in the Lenzie Cluster.

how successful was our numeracy
How successful was our numeracy?
  • Within the Lenzie cluster attainment in Maths at all levels in all schools is very high. Children were very competent and secure in their levels. The mathematical skills associated with money had been very well taught. They were competent in their performance of tasks using money.
what were our key areas of development
What were our key areas of development?
  • Raise expectations of teachers, develop continuity and progression in problem solving through Financial Education
  • Appropriate support for all pupils in collaborative problem solving through the context of financial management
  • Support for teachers in aspects of cross curricular financial problem solving
  • Development of consistent approaches including the use of formative assessment strategies across the cluster
what reviews of our relevant current practice and audits did we undertake
What reviews of our relevant current practice and audits did we undertake?
  • Questionnaire to establish children’s understanding of finance. These established that the children lacked knowledge and understanding in many aspects of financial capability.
  • Audit of current problem solving in financial education, financial maths and of other area where financial education was being addressed e.g. in enterprise. This established that a great deal of financial enterprise was being addressed though our enterprise projects.
what did we do with our self evaluation information
What did we do with our self evaluation information?
  • Areas of strength were identified
  • Improvements identified
  • The areas for development were detailed in our project plan
what relevant developments and research did we refer to
What relevant developments and research did we refer to?
  • A Curriculum for Excellence documentation
  • Assessment is for learning documentation
  • AAP 2004
  • SSA Survey 2005
  • Improving Achievement in Maths HMIe 2005
what key findings from research shaped our project
What key findings from research shaped our project?
  • Financial education requires to be more proactive in maths
  • Financial education is important in raising attainment and in tackling issues of inclusion and lifelong learning
  • the teaching of Financial education at an early stage impacts throughout life
what were our intended project outcomes
What were our Intended Project Outcomes?

Within the context of Problem Solving in Financial education pupils would be:

  • Successful Learners
  • Confident individuals
  • Responsible citizens
  • Effective contributors
what were our success criteria
What were our success criteria?
  • Pupils will use an investigative approach to solving problem as they appear in the real world
  • Pupils will understand and appreciate the usefulness of mathematics and the connections from mathematics to their daily experiences
  • Pupils will apply mathematical thinking and interpret data to critically evaluate new and enterprising contexts
  • Pupils will show resourcefulness and initiative.
  • Teachers will work co-operatively, share ideas and present their conclusions.
  • An appropriate resource pack would address these criteria.
what types of activities would the project develop
What types of activities would the project develop?
  • Investigative approaches
  • Active learning
  • Collaborative working strategies
  • Observation of class teaching
  • Joint planning
  • Joint in-service
  • Collegiate sharing of good practice
what did we do
What did we do?

A Working party was set up to develop a programme for all stages from nursery to S2. They had to ensure that the programme:

  • had a thematic approach for each stage and would cover 5 days of maths teaching. In producing this they had to considered links to other aspects of curriculum
  • encouraged interactive collaborative working
  • effectively developed progression in problem solving
  • involved appropriate differentiation
  • developed effective mental agility strategies
  • incorporated Formative Assessment Strategies – including success criteria (I can statements)
  • linked with building bridges work in listening and talking strategies that had previously been developed in the cluster
  • made effective use of ICT
the themes developed for each stage
The themes developed for each stage
  • Nursery - Snacks for all
  • Primary 1 - Pound Shop
  • Primary 2 - Cafe
  • Primary 3 - Garden Centre
  • Primary 4 - Healthy Eating
  • Primary 5 - Buy a bike
  • Primary 6 - Personal finance
  • Primary 7 - Phones
  • Secondary 1
  • Secondary 2
nursery shopping for snacks learning opportunities
Nursery – Shopping for snacksLearning Opportunities

Children will have the opportunity to :

  • Draw in their own experiences of money and shopping
  • Count to 10 using 1p coins
  • Engage in role play, as both buyers and sellers
  • Participate in devising a shopping list for nursery snacks
primary 1 spend or save success criteria
Primary 1- Spend or saveSuccess Criteria
  • Lesson 1 : I can identify coins from 1p to £1 and match they to their value
  • Lesson 2 : I can make amounts of money up to 10p using 1p coins
  • Lesson 3 : I can make any amount up to 5p using 1p and 2p coins together
  • Lesson 4 : I can make 5p more than once using 1p and 2p coins
  • Lesson 5 : I can use a mixture of 1p, 2p and 5p coins to make any amount up to 10p
primary 1 development of financial capability
Primary 1 – Development of Financial Capability

Financial understanding :Pupils should be able to show an understanding and appreciations of :

  • The nature and role of money in society. Use and recognise notes and coins and decide what o spend money on.

Financial competence :Pupils should be able to :

  • Keep financial records and make financial decisions. Talk about what they spend their money on.

Financial responsibility:Pupils should be able to:

  • take increasing responsibility for making decisions with respect to themselves
primary 2 the cafe success criteria
Primary 2 - The CafeSuccess Criteria
  • Lesson 1 : I can add up to 4 coins to make any amount of money up to 10 p
  • Lesson 2 : I can give reasons as to why some items are more expensive than others
  • Lesson 3 : I can issue a bill and pay for ordered items when they receive the bill
  • Lesson 4 : I can work out and give correct change from 10p
  • Lesson 5 : I can order from a menu within my financial means and make payment. I can total an order, issue a bill and give correct change
primary 2 development of financial capability
Primary 2 – Development of Financial Capability

Financial understanding :Pupils should be able to show an understanding and appreciations of :

  • The nature and role of money in society. Use and recognise notes and coins and decide what o spend money on.

Financial competence :Pupils should be able to :

  • Keep financial records of what money is spent on
  • Analyse financial information and be able to collect and order receipts
  • Prepare and use budgets and make financial decisions. Talk about what they spend their money on.

Financial responsibility :Pupils should be able to :

  • take increasing responsibility for making decisions with respect to themselves
primary 3 garden centre success criteria
Primary 3 – Garden CentreSuccess criteria
  • Lesson 1 : I can recognise money up to £5. I can make up sums of money in different ways
  • Lesson 2 : I can add money using a calculator. I ca recognise amounts of money using £ sign
  • Lesson 3 : I can work out costs. I and calculate costs to make a profit
  • Lesson 4 : I can work our costs using a calculator. I can calculate costs to make a profit
  • Lesson 5 : I can compare prices. I can budget
primary 3 development of financial capability
Primary 3 – Development of Financial Capability

Financial understanding :Pupils should be able to show an understanding and appreciations of :

  • The nature and role of money in society. Use and recognise notes and coins and decide what o spend money on.
  • Sources of income. Discuss pocket money as a source of income
  • Credit and debit

Financial competence :Pupils should be able to :

  • Keep financial records of what money is spent on
  • Assess value for money and discuss buying goods and decide what to spend money on
  • Make financial decisions and talk about what they spend their money on

Financial enterprise :Pupils should be able to :

  • Use financial and other resources in an innovative and confident manner
  • Apply knowledge and skills creatively in a range of situations
primary 4 health and fun success criteria
Primary 4 Health and FunSuccess Criteria
  • Lesson 1 : Healthy eating. I Can understand the terms budget, expenditure and saving. I an confidently calculate change from £1
  • Lesson 2 : Making sandwiches. I can understand the terms budget , expenditure and profit. I can confidently calculate change from £1
  • Lesson 3 : Fun Day. I can understand the concept of raising money for charity. I can confidently calculate change from £5
  • Lesson 4 : Bank Clerks. I can add and subtract money over £10 on statements an can check the results with a calculator. I can understand the terms statement, accounts, ledgers, debit, credit and balance.
  • Lesson 5 : The fairground. I can understand the concept of value for money and keeping within my budget. I can confidently calculate change from £10
primary 4 development of financial capability
Primary 4 – Development of Financial Capability

Financial understanding :Pupils should be able to show an understanding and appreciations of :

  • The nature and role of money in society including foreign currency
  • Sources of income
  • Taxation, spending, savings and investments
  • Credit and debit

Financial competence :Pupils should be able to :

  • Keep financial records
  • Analyse financial information
  • Assess value for money
  • Prepare and use budget
  • Make financial decisions

Financial enterprise :Pupils should be able to :

  • Evaluate potential risks and returns
primary 5 buy a bike success criteria
Primary 5 – Buy a bikeSuccess Criteria
  • Lesson 1: Pocket money. I can keep a simple record of my money. I can identify income and expenditure. I can identify whether my balance is in credit or debit.
  • Lesson 2: How Much. I can analyse simple financial information. I can calculate and compare costs and keep financial records
  • Lesson 3 &4: Buy a bike. I can keep a track of spending. I can plan ahead to budget for the unexpected
  • Lesson 5: Birthday outing. I can plan a budget. I can regencies the value of money.
primary 5 development of financial capability
Primary 5 – Development of Financial Capability

Financial understanding: Pupils should be able to show an understanding and appreciations of :

  • Sources of income
  • Spending and saving and work out spending patterns
  • Credit and debit

Financial competence: Pupils should be able to :

  • Keep financial record of expenditure
  • Analyse financial information
  • Prepare and use budgets and keep track of spending
  • Make financial decisions

Financial responsibility: Pupils should be able to :

  • take increasing responsibility for making decisions with respect to themselves

Financial enterprise: Pupils should be able to :

  • evaluate potential risks and returns
  • Use financial and other resources in an innovative and confident manner
  • Apply skills and knowledge skills creatively in a range of situations
primary 6 personal finances success criteria
Primary 6 – Personal finances Success Criteria.
  • Lesson 1 : Personal finances. I can explain the following terms- Transaction, credit, debit, balance, bank statement, debt, account, statement.
  • Lesson 2 : Budgeting household finances. I can work collaboratively to solve a problem involving money. I can keep within a budget.
  • Lesson 3:How do we pay? I can explain how the following are used: credit card, debit card, cheque. I can complete an application form.
  • Lesson 4 and 5 :Budgeting. I can keep within a budget. I can make choices that give value for money.
primary 6 development of financial capability
Primary 6 – Development of Financial Capability

Financial understanding :Pupils should be able to show an understanding and appreciations of :

  • Credit and debit
  • The nature and role of money in society including methods of payment other than cash

Financial competence :Pupils should be able to :

  • Keep financial records
  • Analyse financial information, assess value for money, prepare and use budgets and make financial decision

Financial responsibility :Pupils should be able to :

  • take increasing responsibility for making financial decisions with respect to themselves

Financial enterprise :Pupils should be able to :

  • evaluate possible risks and use financial and other resources in an innovative and confident manner and apply knowledge ad skills creatively in a range of situations
primary 7 mobile phones success criteria
Primary 7 – Mobile phonesSuccess Criteria
  • Lesson 1 : Cost of mobile phones. I can convert pounds to euros and dollars. I can find best value.
  • Lesson 2 : Pay as you go tariffs. I can recall and explain mobile terminology
  • Lesson 3 : Mobile phone bills. I can recognise best value. I can use tariffs to work out a mobile phone bill.
  • Lesson 4 and 5 : Mobile phone advertising. I can create a successful advert which will target my peers.
primary 7 development of financial capability
Primary 7 – Development of Financial Capability

Financial understanding :Pupils should be able to show an understanding and appreciation of :

  • Credit and debit
  • Foreign currency
  • The impact of media and advertising

Financial competence :Pupils should be able to :

  • keep financial records
  • assess value for money and make financial decisions, prepare and use budgets

Financial responsibility :Pupils should be able to :

  • take increasing responsibility for making financial decisions with respect to themselves

Financial enterprise :Pupils should be able to :

  • evaluate possible risks and use financial and other resources in an innovative and confident manner and apply knowledge ad skills creatively in a range of situations
s1 success criteria
S1– Success Criteria
  • Lesson 1: I can understand the benefits of a bank’s activities.
  • Lesson 2: I can understand about some basic banking services.
  • Lesson 3: I can complete a bank application form.
  • Lesson 4: I can fill in a cheque and understand the concept of the cheque system.
  • Lesson 5: I can read & understand a bank statement.
s1 development of financial capability
S1– Development of Financial Capability
  • Financial Understanding – pupils should be able to have an understanding of the range of financial support and assistance that banks can offer to young people.
  • Financial Competence – pupils should be able to collect, select, analyse & interpret information to help them solve real-life problems.
  • Financial Responsibility – pupils should be able to make decisions related to running the activities.
  • Financial Enterprise- pupils should be able to take part in group work and role-play situations that develop communication skills and self confidence.
primary 1 spend or save comments from teachers
Primary 1 : Spend or Save : Comments from Teachers

“The children enjoyed the lessons, particularly the interactive aspects. They liked the opportunity to work collaboratively with others and engage in role play”

primary 2 the caf comments from teachers
Primary 2 : The Café : Comments from Teachers

“ The pupils gained far greater financial understanding thanks to the focussed discussion sheets and opportunities for role play.”

primary 5 buy a bike comments from teachers
Primary 5 : Buy a Bike : Comments from Teachers

“Children thoroughly enjoyed the interactive lessons and all the children felt included”

primary 6 personal finances comments from teachers
Primary 6 : Personal finances : Comments from Teachers

“Children thoroughly enjoyed the interactive lessons and all the children felt included”

primary 7 mobile phones comments from teachers
Primary 7 : Mobile Phones : Comments from Teachers

“Lesson 1 was a good way of introducing foreign currency. It was within a context they enjoyed”

how was our project evaluated
How was our project evaluated?
  • Self - Pupils’ questionnaire pre- and post-project. We will be evaluating the impact on the pupils through the use of the original questionnaire.
  • Peer - Peer evaluation of ongoing work. Pupil mentoring
  • Teacher - Teacher questionnaire. Formative assessment strategies used throughout
  • Parent - Parental feedback
  • Community - Community involvement in financial event
how will the project be communicated and sustained
How will the project be communicated and sustained?
  • Information shared with all schools in authority
  • Launch of materials on completion of pack
  • The materials and structure developed will be sustained within the school for at least three years.
  • The project will be rolled out to other clusters
  • All materials developed will be shared