LCA Maths

Curriculum Change

As outlined in Department Circular 0061/2019, four revised LCA module descriptors were due to be introduced in September 2020. These were: English and Communications, Mathematical Applications, Introduction to Information and Communication Technology, and Information and Communication Technology – Specialism. Book 1 and 2 are available NOW!

The new books will be a similar size to the old and again there will be 4 of them. This time they will be in full colour.

About the new LCA Maths workbook series

Here is the rationale for the approach taken with this series of books: Rationale

New LCA Maths 1 Book
New LCA Maths 2

The book is now available. You can download 2 exersizes from the book to see what it is like by clicking here. If you are a school and would like to pre-order Book 2 for your class, there is a new online form here.

We are delighted to say that the new workbooks are being written by Jackie Pierce and Adrienne Webb, authors of the original series. 

Each workbook consists of a collection of mathematical case studies, reflecting the themes of the units in the module.

Each case study is 4-5 pages long and should take the student 1 hour to complete. Each study follows the structure and colour coding shown in the Key Assignment graphic, in the NCCA’s revised Module Descriptor (page 17).

New LCA Maths 3

The New LCA Maths 3 will be available in July so you can confidently place it on your booklists for 2022/23 year. ISBN 978-19998293-6-0. RRP €15.

New LCA Maths 4

LCA Maths 4 will be available in late 2022. ISBN 978-19998293-6-0. RRP €15.

Mathematical Concepts and Skills (MCS) 1-5 (pages 20-21 of Module Descriptor) are incorporated into the case studies as are the learning outcomes for each unit. Differentiation is facilitated by providing an optional section called “Further investigation” at the end of each study.

Guidance, templates (content free) and sign off sheets are provided for the Key Assignments (KA). A KA can be a case study chosen from the workbook or one where the content is generated independently by the student. These will constitute the student’s Portfolio.

Click below to view two sample case studies from LCA Maths 1 “Mathematics and Planning”:

UNIT 1 Budgeting: Case study 1.10: To investigate and use a histogram

UNIT 2 Research and planning: Case study 2.1: To prepare a budget for furnishing a child’s bedroom

New LCA Maths 1

New LCA Maths 2

New LCA Maths 3

New LCA Maths 4

Here is a word template for student-designed case studies: Template

The Authors

The workbooks were written by Jackie Pierce and Adrienne Webb, both of whom are highly experienced LCA Maths teachers at St Michael’s Holy Faith school in Finglas, Dublin. Jackie is also an LCA Coordinator.

A word from the authors about LCA Maths and the workbooks 

Everyone can do maths and everyone can enjoy maths. The LCA syllabus is designed to be hands-on, student centred, practical maths. Students learn by doing, making mistakes (that’s ok) but above all by engaging in their own learning. LCA Maths is really maths for living and more. It developes numeracy skills needed for everyday life. The ‘Project Maths’  aims to make maths more relevent to life and focuses on understanding rather than learning off by heart…….looks like LCA Maths when initiated many years ago was ahead of it’s time!

The workbooks – the contents page of each workbook can be used to tick off work done,  so progress can be seen. Each worksheet is a stand alone piece so work is divided into bite-size achievable units. The student is guided through the processes required by a ‘step by step’ or ‘working frames’ approach. On conclusion of each worksheet the student is asked – “what have you done?” On answering this, the student gains a sense of achievement, progress and ownership.

The use of IT has been integrated into the workbooks where computers are used as a learning/research tool. Cross-curricular links are made with other subjects – Science, Catering, VPG, Leisure, etc. These links blend into certain topics of the maths syllabus naturally. There is a final reflection at the end of each module. Here the student assesses their own learning. There is a facility to establish a ‘Word Wall’ or a ‘Bank’ of new maths words, aiming to improve maths literacy.

The design is student friendly and visually appealing. It is in tune with the students’ interests. The workbooks are totally reflective of the syllabus. They will prepare students for adult and working life. The final exam preparation has not been forgotten and is integrated into the content of the workbooks but it was not the main driving force.

When using these workbooks it is hoped that: 

  • Teaching and learning is made interactive, enjoyable and natural
  • The students become engaged with their own learning
  • Assessment for learning is taking place in the maths class
  • Independent thinking of the student is encouraged
  • A desire to research and learn more is developed. 

For more details about the authors go to About the authors.