curriculum for excellence the numeracy outcomes

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Curriculum for Excellence The Numeracy Outcomes. Amy Sinclair, Development Officer for Numeracy Learning and Teaching Scotland. Programme for the day. 9.30 – 10.00Setting the scene 10.00 – 10.45Interpreting the outcomes 10.45 – 11.00Coffee break - PowerPoint PPT Presentation


  • Curriculum for ExcellenceThe Numeracy Outcomes

    Amy Sinclair, Development Officer for NumeracyLearning and Teaching Scotland

  • Programme for the day9.30 10.00Setting the scene10.00 10.45Interpreting the outcomes10.45 11.00Coffee break11.00 12.00Planning the delivery of the outcomes12.00 12.50 Its all about the how12.50 1.50Lunch1.50 2.50Numeracy Across the Curriculum

  • AimsTo look at progression within the Numeracy Outcomes and how they interlink.To consider how the Numeracy outcomes could be grouped for teaching within the school curriculumTo plan the delivery of a selection of the numeracy outcomesTo support numeracy across the curriculum

  • Learning OutcomesParticipants will:

    gain an informed overview of the Numeracy Outcomessee how the Numeracy outcomes fit with their current teachinghave the opportunity to establish working links with other schools

  • uddlyluffyxperiences

  • hangeorxcitement!

  • omplete&*%ingxasperation!

  • 'Insanity is doing the same things over and over again and expecting the different results'

    Albert Einstein

  • . Teachers Wish List(i.e. The National Debate)

    Reduce overcrowdingMore enjoyableBetter connections between the stagesBalance 'academic' and 'vocational' subjectsBroad range of experiencesSkills for now and the futureAssessment that supports learningMore choice to meet needs

  • A goal of the curriculum review is to give teachers more freedom to teach in innovative and creative ways.Progress and Proposals

  • Progress to date Publication of Numeracy outcomes Numeracy Foreword Numeracy Across the Curriculum Engagement events

  • Next Steps Publication of other subject areas

    December Mathematics, Expressive Arts, Gaelic Learners, Classical Languages, Social Subjects January English Language and Literacy, Fluent GaelicApril - Technologies, RMEMay Health & Wellbeing

  • Next StepsAssessmentConsultation for qualifications at SCQF 4 and 5 (General/ Credit at Standard Grade, Int1/Int 2 for NQ)No decisions until consultation has taken placeAccess, Higher and Advanced Higher will remain as points of stability in the systemTo be reviewed and will adapt over time to reflect CfE

  • Next StepsConsultation & FeedbackTo be confirmed Likely to be collated by authority All stakeholders

  • 'All learning begins when our comfortable ideas turn out to be inadequate.'

    John Dewey Philosopher, Psychologist and Educational Reformer

  • An excellent school

  • Curriculum for ExcellenceThe Numeracy OutcomesSession 1Interpreting the Outcomes


    Presentation:The ingredients of an outcomeProgression across levelsLinks to cross-cutting themes etc

    Activity: Unpacking an outcomeMoney line of developmentReflective questions

  • Progression within and between levels will be indicated through the chosen content or context (based on research in your curriculum area on what constitutes sound progression); by the use of particular outcome stems or by the use of particular action verbs

    Writers Guide

  • Blooms Revised TaxonomyAnderson and Krathwohl (2001)

  • As a general rule outcomes should begin with the I can stem. Experiences describe purposeful and worthwhile tasks, activities or events that contribute to motivation, personal development and learning. As a general rule they should be signalled using the I have stem.

    Writers Guide

  • Progression by use of particular outcome stems Within my everyday experiences and routines, I have Having explored , I can I have begun to develop Having taken part in practical activities, I can Having worked with others, I can Having explored the relationship between ., I can By applying my understanding of .., I can Having investigated ., I can

  • Progression Number and Number ProcessesEARLYFIRST

  • Progression Measurement FIRSTSECOND

  • Progression Money THIRDFOURTH

  • Curriculum for ExcellenceThe Numeracy OutcomesSession 2Planning the delivery of the Numeracy outcomes


    Presentation:Planning a line of developmentCombining outcomes in contextActivity: Planning sheet for an outcomeCombining outcomes using cards

  • Planning an outcomeSkills and learning outcomesExisting contextsExisting resourcesMethodologiesProgression in line of development

  • Combining OutcomesRelevant, meaningful links/contextsTeaching/consolidation?Links to other areas of the curriculum

  • Estimation and roundingNumber and Number processesFractions, decimal fractions and percentagesMoneyTimeMeasureData and analysisIdeas of chance and uncertainty

  • Estimation and roundingNumber and Number processesFractions, decimal fractions and percentagesMoneyTimeMeasureData and analysisIdeas of chance and uncertainty

  • Curriculum for ExcellenceThe Numeracy OutcomesSession 3Its all about the how

  • 12.00 12.50 ITS ALL ABOUT THE HOW

    Presentation:Key methodologies and approachesActivity: Discussion of current practiceAudit/action plan

  • Learning and teaching are at the heart of an effective curriculum

    Teachers have recognised and welcomed the professional challenges presented by the four capacities for their learning and teaching approaches. They are aware that it is the how of classroom practice which will support successful learning and promote confidence, participation and responsibility.

    Progress and Proposals

  • Active learning and planned, purposeful play Problem solving approachesDevelopment of mathematical thinking skillsUse of relevant contexts, familiar to young peoples experiencesAppropriate, effective use of technologyBuilding on the principles of Assessment is for LearningCollaborative and independent learningMaking links across the curriculum Learning & Teaching

  • Active learning and planned, purposeful playActive learning is learning which engages and challenges childrens thinking using real-life and imaginary situations.

  • Active learning and planned, purposeful playIt takes full advantage of the opportunities for learning presented by:

    spontaneous play planned, purposeful play investigating and exploring events and life experiences focused learning and teaching

    supported when necessary through sensitive intervention to support or extend learning.

  • Problem solving approachesTo emphasise that problem solving is fundamental to good learning and teaching in all aspects of mathematics and its applications, problem solving will be addressed within all lines of development rather than appearing as a separate element.

    Building the Curriculum 1

  • Problem solving approaches Life skills Through all subject areas Resilience Creative thinking Process focused Reasoned thinking Challenging their thinking Justifying approaches to others

  • Development of mathematical thinking skills Routine and non-routine problems Multiple approaches Testing conjectures Effective questioning Slow process

  • Use of relevant contexts, familiar to young peoples experiencesToo often, pupils do not see the relevance of the mathematics they are being taught nor the connections with the skills they need in other subjects. Skills such as the ability to solve problems and deal effectively with mental calculation lie at the heart of mathematics education.

    Improving Achievement in Mathematics in Primary and Secondary Schools

  • Appropriate, effective use of technology

  • Building on the principles of Assessment is for LearningResearch shows that children are more motivated and task-orientated if they know the learning intention of the task, but they are also able to make better decisions about how to go about the task.(Clark, 2001)

  • Collaborative and independent learningDiscussion in small groups enables all pupils to engage directly in discussion about the mathematical problem. By doing so, they are better able to understand the problem and can clarify their own ideas.

    (Marshall, B & Wiliam, D, 2006)

  • Collaborative and independent learning

  • Making links across the curriculum The curriculum needs to include space for learning beyond subject boundaries, so that learners can make connections between different areas of learning. Through interdisciplinary activities of this kind, young people can develop their organisational skills, creativity, teamwork and the ability to apply their learning in new and challenging contexts.Progress & Proposals

  • Curriculum for ExcellenceThe Numeracy OutcomesSession 4Numeracy Across the Curriculum


    Presentation:Responsibility of all teachersImplicationsExisting contextsThe role of other subjectsLTS project to support

    Activity: Primary existing/possible contextsSecondary other subject contexts

  • All teachers have responsibility for promoting the development of numeracy. With an increased emphasis upon numeracy for all young people, teachers will need to plan to revisit and consolidate numeracy skills throughout schooling.

    Learning in mathematics should provide a base of knowledge, skills (such as problem solving) and understanding which will support learning in other areas of the curriculum.Building the Curriculum 1OTHER SUBJECTSSUPPORT NUMERACYNUMERACY SUPPORTSOTHER SUBJECTS

  • When educators in all sectors find ways of developing numeracy sk