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 PresentationTRANSCRIPT
Curriculum for ExcellenceThe Numeracy Outcomes
Amy Sinclair, Development Officer for NumeracyLearning and Teaching Scotland
Programme for the day
9.30 – 10.00 Setting the scene
10.00 – 10.45 Interpreting the outcomes
10.45 – 11.00 Coffee break
11.00 – 12.00 Planning the delivery of the outcomes
12.00 – 12.50 It’s all about the how
12.50 – 1.50 Lunch
1.50 – 2.50 Numeracy Across the Curriculum
Aims
To 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 curriculum
To plan the delivery of a selection of the numeracy outcomes
To support numeracy across the curriculum
Learning Outcomes
Participants will:
gain an informed overview of the Numeracy Outcomes see how the Numeracy outcomes fit with their current
teaching have 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
. Reduce
overcrowdingMore
enjoyable
Better connections between the
stages
Balance 'academic' and
'vocational' subjects
Broad range of
experiences
Skills for now and the
future
Assessment that supports
learning
More choice to meet needs
Teacher’s Wish List
(i.e. The National Debate)
“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 Steps
Assessment• Consultation for qualifications at SCQF 4 and 5
(General/ Credit at Standard Grade, Int1/Int 2 for NQ)• No decisions until consultation has taken place• Access, Higher and Advanced Higher will remain as
points of stability in the system• To be reviewed and will adapt over time to reflect CfE
Next Steps
Consultation & Feedback
• To 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 Outcomes
Session 1
Interpreting the Outcomes
10.00 – 10.45 INTERPRETING THE OUTCOMES
Presentation: The ingredients of an outcomeProgression across levelsLinks to cross-cutting themes etc
Activity: Unpacking an outcomeMoney line of developmentReflective questions
ValuesValues
Future proof
Future proof
AccessibleAccessible
AssessmentAssessment
InclusiveInclusive
Builds on good
practice
Builds on good
practice
Drivesmethodology
Drivesmethodology
Crosscuttingthemes
Crosscuttingthemes
PrinciplesPrinciples
CapacitiesCapacities
Writers’ Guide
Writers’ Guide
“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”
Writer’s Guide
Bloom’s Revised Taxonomy
Anderson and Krathwohl (2001)
Creating - Create, Invent, Compose, Predict, Plan, Construct, Design, Imagine, Propose, Devise, Formulate, Combine, Hypothesize, Originate, Add to, Forecast
Evaluating - Evaluate, Judge, Select, Choose, Decide, Justify, Debate, Verify, Argue, Recommend, Assess, Discuss, Rate, Prioritise, Determine, Critique, Criticise, Weigh, Value, Estimate, Defend
Analysing - Analyse, Distinguish, Examine, Compare, Contrast, Investigate, Categorise, Identify, Explain, Separate, Advertise, Take apart, Differentiate, Subdivide, Deduce
Applying - Apply, Solve, Show, Use, Illustrate, Construct, Complete, Examine, Classify, Choose, Interpret, Make, Put together, Change, Produce, Translate, Calculate, Manipulate, Modify, Put into practice
Understanding - Explain, Interpret, Outline, Discuss, Distinguish, Predict, Restate, Translate, Compare, Describe, Relate, Generalise, Summarise, Put into your own words, Paraphrase, Convert, Demonstrate, Visualise, Find out more information about
Remembering - Tell, List, Describe, Relate, Locate, Write, Find, State, Name, Identify, Label, Recall, Define, Recognise, Match, Reproduce, Memorise, Draw, Select, Write, Recite
Early Practical and experiential exploration of concepts.
Developed through active, structured play.
1st
Developing knowledge.
Introducing recording methods.
Introducing and developing skills including mental.
2nd Introducing and developing more complex skills. Developing a toolkit of strategies including written and mental
3rd
Applying skills in context.
More complex strategies for metal and written.
Practising skills in mainly familiar contexts.
4th Applying and combining skills in context.
Sourcing, analysing and interpreting unfamiliar contexts/problems
“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 Processes
I use practical materials and can ‘count on and back’ to help me to understand addition and subtraction, recording my ideas and solutions in different ways.
I can use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed.
EARLY FIRST
Progression – Measurement
I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units
I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems.
FIRST SECOND
Progression – Money
I can budget effectively, making use of technology and other methods, to manage money and plan for future expenses.
I can discuss and illustrate the facts I need to consider when determining what I can afford, in order to manage credit and debt and lead a responsible lifestyle.
THIRD FOURTH
Curriculum for ExcellenceThe Numeracy Outcomes
Session 2
Planning the delivery of the
Numeracy outcomes
11.00 – 12.00 PLANNING THE DELIVERY OF THE NUMERACY OUTCOMES
Presentation: Planning a line of developmentCombining outcomes in context
Activity: Planning sheet for an outcomeCombining outcomes using cards
Planning an outcome
• Skills and learning outcomes
• Existing contexts
• Existing resources
• Methodologies
• Progression in line of development
Combining Outcomes
• Relevant, meaningful links/contexts
• Teaching/consolidation?
• Links to other areas of the curriculum
Estimation and
rounding
Number and Number
processes
Fractions, decimal
fractions and percentages
MoneyTimeMeasure
Data and analysis
Ideas of chance and uncertainty
Estimation and
rounding
Number and Number
processes
Fractions, decimal
fractions and percentages
MoneyTimeMeasure
Data and analysis
Ideas of chance and uncertainty
Curriculum for ExcellenceThe Numeracy Outcomes
Session 3
It’s all about the how
12.00 – 12.50 IT’S ALL ABOUT THE HOW
Presentation: Key methodologies and approaches
Activity: 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 approaches
• Development of mathematical thinking skills
• Use of relevant contexts, familiar to young peoples’ experiences• Appropriate, effective use of technology• Building on the principles of Assessment is for Learning• Collaborative and independent learning• Making links across the curriculum
Learning & Teaching
Active learning and planned, purposeful play
Active learning is learning which engages and
challenges children’s thinking using real-life and
imaginary situations.
Active learning and planned, purposeful play
It 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 approaches
“To 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’ experiences
“Too 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 Learning
Research 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 learning
“Discussion 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 Outcomes
Session 4
Numeracy Across the Curriculum
1.50 – 2.50 NUMERACY 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 1
OTHER SUBJECTS
SUPPORT NUMERACY
NUMERACY SUPPORTS
OTHER SUBJECTS
“When educators in all sectors find ways of developing
numeracy skills as a natural feature of their work,
children and young people can recognise that these skills
can help them to solve problems and interpret the
complex information they come across in their everyday
lives. In this way they can become better prepared to
apply their skills.”
Numeracy Across the Curriculum Engagement Paper
PRIMARY SECONDARY
Primary
All teachers are responsible for delivering the
numeracy outcomes
What does that mean for
consistency, planning, recording, assessing, liaising
with other staff ………..?
Secondary
Secondary
• It’s good to talk
• Timing is everything!
• All singing from same hymn sheet?
• Calculators allowed?
www.ltscotland.gov.uk/numeracy/sharingpractice
YOUR
NEXT
STEPS
To reflect on and adapt current practice:● Do more of
● Do less of
● Stop doing
● Start doing
To try out – learn in context
To identify opportunities, challenges and CPD needs
To provide feedback
DO NOTHING
One option which is not an option
