Session
Week 11: Financially feasible team challenge
Time
2 hours 40 mins
Session Objectives
By the end of the session learners will be able to:
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Find out the meaning and synonyms of 5 different words;
Use a spreadsheet to workout expenses;
Estimate costings for team challenge resources;
Calculate accurate costings for team challenge resources;
Make a team decision based on financial feasibility of the
project.
Assessment methods
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1:1 support/facilitation during group work/individual
work;
Targeted questioning, open and closed questioning,
lower and higher order questioning;
Observation and monitoring of learners during
activities;
Completed spreadsheet.
Previous knowledge assumed
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All learners have completed an initial and diagnostic skills assessment with support from a literacy and numeracy
specialist.
The team will have chosen the team challenge that they are going to carry out, and have ideas of what they could do
depending on the financial viability
Time
Activity
Differentiation
Resources
10 mins
Starter activity: dictionary/thesaurus dash
Ensure all learners know how to
use a dictionary and thesaurus.
Refer to dictionary dash game and modify
for thesaurus
Use words relevant to session e.g. Variable, fixed,
division, subtraction, hire, budget, synonym.
Create a race, review words and check on the
understanding of the meaning. Place words on a word
wall, glossary or personal dictionary.
Ask why it is good to know words with the same
meaning.
5 mins
Share session objectives
Provide handout with definitions
on for summary.
Flipchart/projector/white baord
1
15 mins
Activity 1: Spreadsheet
Ask learners to create a spreadsheet in Excel or
provide a template with the following columns:
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Item
Variable costs
Fixed costs
Total
Provide a template
Provide a handout with
explanation and definitions on
Pens, pencils and paper
Squared paper/graph paper
Computer access with Excel
Calculators
Small group activity
Whole group activity
Pairs
Vary support according to
learner/group needs
Ensure all have an understanding of the purpose of
the columns.
20 mins
Activity 2: Estimates
Ask learners to estimate costs using; rough estimates
and then using rounding up. Record the estimates for
reviewing afterwards.
Small group activity
Whole group activity
Pairs
Vary support according to
learner/group needs
Large flipchart paper
Pens and paper
Estimation
Discuss when you use rounding up and down in
everyday life. Highlight why it is an important
numeracy skill.
40 mins
Activity 3: work out costs
Consider a number of plans (A/B/C) of: things to do,
resources to buy, food and beverage options and ask
small groups to work out the costs for each plan.
If there is just one plan, all small groups can do the
same. Decide whether to use calculators for this
activity, based on the learning opportunities you want
to maximise.
20 mins
Activity 4: Is it within budget?
Match the total cost against the set budget. This can
be real or hypothetical depending on where in the
fundraising process this activity is carried out.
Small group activity
Whole group activity
Pairs
Vary support according to
learner/group needs
Small group activity
Whole group activity
Pairs
Vary support according to
learner/group needs
Paper and pens
Calculator
Spreadsheet
Calculation
Adding
Subtraction
Multiplication
Flipchart paper
Pens and paper
Calculator
2
30 mins
Activity 5: Discuss results
Use the findings to discuss which plans are viable.
Consider others factors like: opportunity to raise more
funds, suitability, time, etc.
20 mins
Activity 6: Review
1. Ask: Were the estimates of costs close to real
figures?
2. Use the thesaurus to come up with a word that
describes how you feel about the session.
3. State all of the LLN used within the session.
Vary 1:1 support according to
learner needs
Whole group activity
Small group activity
Pairs
Pen and paper
Support use of thesaurus
Questioning higher and lower
order
Thesaurus
Development work
Further reading and resources:
 http://www.princes-trust.org.uk/delivery_partners_for_team/literacy_languagenumeracy/numeracy.aspx
 Maths the Basic Skills Curriculum Edition – Nelson Thornes
 www.mathseverywhere.org.uk and the Maths Everywhere free app
 www.bbc.co.uk/skillwise
 www.bbc.co.uk/bitesize
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Reference: Ofqual (September 2011) Functional Skills Criteria for English and Maths: Entry 1, Entry 2, Entry 3, Level 1 and Level 2.
http://ofqual.gov.uk/how-we-regulate/regulatory-requirements/functional-skills/.
English skills
By:
SLC
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use of appropriate language for informal
and formal discussions
understand what is being said by asking
for clarification
present own ideas and suggestions
clearly
Maths skills
By:
 use a calculator
 estimate costs
 rounding up
 add
 subtract
 multiply
 comparisons with budget
ICT skills
By:
 use Microsoft Excel
 use calculator on computer
 open and save files
 print
3
Reading
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gather information from a range of texts
use a variety of reading strategies
reading new vocabulary and phrases
use a dictionary and thesaurus
read technical terms and specialist
vocabulary
Writing
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take notes
complete spreadsheets
spell key words and specialist words
correctly
use correct grammar and punctuation
use clear handwriting
4