Curriculum for ExcellenceThe Writing Process

Amy Sinclair, Development Officer for NumeracyBarbara Gray, Development Officer, Curriculum for Excellence

Learning and Teaching Scotland

'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

“To produce a curriculum framework of experiences and outcomes that will describe the expected learning experience of each child and young person from Early to Fourth Level.”

Your mission, should you choose to accept...

Where did we begin?• Early Years 3-5 documents• 5-14 guidelines• SG and NQ arrangements• Research:

• AAP and SSA• Learning and teaching • Other countries

• Building the Curriculum documents• Commissioning statement• The writers’ guide

ValuesValues

AccessibleAccessible

AssessmentAssessment

InclusiveInclusiveBuilds on

good practice

Builds on good

practice

Drivesmethodology

Drivesmethodology

Crosscuttingthemes

Crosscuttingthemes

PrinciplesPrinciples

CapacitiesCapacities

OUTCOMESOUTCOMES

Consultation and Quality Assurance

• Liaison with writers from all curricular areas• SEED professional advisors meetings• Internal within LTS• Reference group (practitioners)• SEED Reference group (practitioners)

Progression - 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

Progression in content or context

Within everyday experiences, I have used hands-on materials, counting strategies and mental methods to solve problems involving addition and subtraction and have developed an awareness of sharing and making groups

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 in content or context

I can tell the time using 12 and 24 hour clocks, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day

I can use and interpret electronic and paper-based timetables and schedules to plan events and activities, and make time calculations as part of my planning

FIRST SECOND

Progression in content or context

I can round a number using an appropriate degree of accuracy, having taken into account the context of the problem.

Having investigated the practical impact of inaccuracy and error, I can use my knowledge of tolerance when choosing the required degree of accuracy to make real life calculations.

THIRD FOURTH

Numeracy Foreword

• Introduction• Learning and Teaching• The Numeracy Outcomes• Questions for reflection

NUMERACY V MATHEMATICS

• What skills would a numerate person have?

• What concepts and topics would you consider to be numeracy rather than mathematics?

• What does it mean to:Pupils Parents Employers Layman

What is Numeracy?

“Being numerate involves developing a confidence and competence in using number that allows individuals to solve problems, interpret and analyse information, make informed decisions, function responsibly in everyday life and contribute effectively to society.”

Numeracy Foreword

What is Numeracy?

What is Numeracy?• Estimation and rounding• Basic number processes• Fractions (aspects of), percentages and decimal fractions• Money• Time• Measure• (Aspects of) Information Handling

• 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

Questions for Reflection

• Understanding the outcomes• Progression• Collaboration

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

John DeweyPhilosopher, Psychologist and Educational Reformer

www.ltscotland.org.uk/numeracy

Contact details

Amy Sinclair Barbara GrayDevelopment Officer Development OfficerNumeracy Curriculum for Excellencea.sinclair@LTScotland.org.uk b.gray@LTScotland.org.uk

01382 443 640 01382 443 6320777 577 1357 0777 092 7117