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Functional Maths across the Curriculum

Functional Maths across the Curriculum . Easy and interesting ways to embed functional maths and cross-curricular work into schemes of learning. . Caroline Brooke Beverley High School. Beverley High School. Beverley High is an outstanding 11 – 18

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Functional Maths across the Curriculum

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  1. Functional Maths across the Curriculum Easy and interesting ways to embed functional maths and cross-curricular work into schemes of learning. Caroline Brooke Beverley High School

  2. Beverley High School Beverley High is an outstanding 11 – 18 comprehensive school, which is girls only to 16 and then mixed to 18 as part of the joint sixth form with Beverley Grammar School, a nearby boys’ comprehensive. We are 5 form entry with approx 140 pupils in each year.

  3. Beverley High School Beverley is a market town whose population is largely lower middle class or upper working class. Within catchment there is one area of social housing from which a number of IMD pupils are drawn.

  4. Beverley High School The community that we serve is mono-ethnic being largely of white British background. In comparison with other East Riding secondary schools we have the highest proportion of non-white British pupils.

  5. Maths Department 7 Members of the department Head of Department Assessment and Intervention Coordinator Assistant Headteacher 2 Full time teachers 2 Part time teachers

  6. Results • Compared to the English Department our results were always lower.

  7. Pupils’ View of Maths • Need to do it • Boring • Hard • Qualification not skills needed • Preferred English

  8. Objectives for Changes • To raise pupil’s levels of enjoyment in Maths. • To raise pupil’s attainment in Maths. • Increase cross-curricular projects to help implementation of the new National Curriculum. • Increase amount of Functional Maths in the curriculum.

  9. Start • Announcement of the end of KS3 SATs • Focus on cross-curricular work from new National Curriculum • STEM agenda • PSE approached us to work with pfeg to help deliver the financial capability entitlement • Functional Maths coming online

  10. Projects • Work with pfeg http://www.pfeg.org/ • Bowland – http://www.bowlandmaths.org.uk/

  11. pfeg

  12. pfeg • Every school is entitled to support from a consultant • Free resources all trialled by pfeg and schools

  13. Projects • Design a bedroom – Y8 • Personal Finance – Y10

  14. Bowland Maths

  15. BOWLAND Maths • Choose suitable tasks which were relevant to our pupils • Choose tasks that didn’t need ICT

  16. Year 7 – My Music and Water Availability • Year 8 – Keeping the Pizza Hot and Crash Test • Year 9 – How Risky is Life? and Highway Link Design

  17. Organisation • Looked at each chosen project and how we could link with other subjects • Collapse groups and teach in mixed ability tutor groups • Fit Bowland projects around other departments and we move our topics to fit around

  18. My Music • Looking at using beats per minute of songs to form and test a hypothesis • Music teaches the first lesson – how to count beats per minute and different genures of music • We look at collecting data and analysing • ICT teach the final lessons using Audacity to look at the effect of changing the rate of music

  19. Water Availability • As groups form arguments as to why your country deserves the charity funding for water development • The week before we deliver the project Geography teaches two lessons looking at the three countries (Algeria, Turkey and Jordan) and the importance of water to people and countries.

  20. Keeping the Pizza Hot? • This project looks at the cooling times of pizzas • The week before food technology made and cooked pizzas. They then used data loggers and thermometers. • Pupils then analyse this data.

  21. How Risky is Life? • Pupils look at the real risks in life and compare real data with the stories portrayed in the media. • The first lesson is taught in PSE lessons as part of the risk entitlement of the National Curriculum. Pupils look at their perceptions of risk and which causes are the most risky. • The pupils then analyse real data and the probabilities of dying.

  22. How Risky is Life?

  23. Next • Increase in cross-curricular themes for Bowland • Introduction of Cre8ate Maths • PE project

  24. Cre8ate Maths

  25. Cre8te Maths • Using as key tasks – starters and plenaries • Using them to coincide with cross-curricular themes e.g. Election, World Cup

  26. PE project • PE collect fitness data • Record and analyse data • Present to PE

  27. History of Maths www.toothill.notts.sch.uk/data/files/dept/maths/y7_n1_history.ppt • History to teach Romans • Each tutor group to take a period in the history of maths

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