This session will look at the Numeracy and Mathematics outcomes for early, first and second level. It will provide the background to the commissioning statement, subsequent writing process and the quality assurance procedures. http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/numeracyandmathsoutcomesinthecurriculumforexcellence.asp

1. Curriculum for Excellence
The Writing Process
Amy Sinclair, Development Officer for Numeracy
Barbara Gray, Development Officer, Curriculum for Excellence
Learning and Teaching Scotland

2. 'Insanity is doing the same
things over and over again
and expecting the different
results'
Albert Einstein

3. Teacher’s Wish List
(i.e. The National Debate)
Better Balance
Reduce More connections 'academic' and
. overcrowding enjoyable between the 'vocational'
stages subjects
Broad Skills for Assessment More choice
range of now and the that supports to meet
experiences future learning needs

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

7. Your mission, should you choose to
accept...
“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.”

8. 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

9. Capacities
Capacities
Values
Values Principles
Principles
Cross
Cross
Accessible
Accessible cutting
cutting
OUTCOMES themes
themes
OUTCOMES
Drives
Drives
Assessment
Assessment methodology
methodology
Builds on
Builds on
Inclusive
Inclusive good
good
practice
practice

10. 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)

11. Progression - Bloom’s Revised Taxonomy
Anderson and Krathwohl (2001)

12. 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

13. Progression in content or context
EARLY FIRST
Within everyday experiences, I I can use addition, subtraction,
have used hands-on materials, multiplication and division when
counting strategies and mental solving problems, making best
methods to solve problems use of the mental strategies and
involving addition and subtraction written skills I have developed
and have developed an
awareness of sharing and
making groups

14. Progression in content or context
FIRST SECOND
I can tell the time using 12 and I can use and interpret electronic
24 hour clocks, explain how it and paper-based timetables and
impacts on my daily routine and schedules to plan events and
ensure that I am organised and activities, and make time
ready for events throughout my calculations as part of my
day planning

15. Progression in content or context
THIRD FOURTH
I can round a number using an Having investigated the practical
appropriate degree of accuracy, impact of inaccuracy and error, I
having taken into account the can use my knowledge of
context of the problem. tolerance when choosing the
required degree of accuracy to
make real life calculations.

17. Numeracy Foreword
• Introduction
• Learning and Teaching
• The Numeracy Outcomes
• Questions for reflection

18. NUMERACY V MATHEMATICS

19. What is Numeracy?
• 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

20. 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

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

22. Learning & Teaching
• 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

23. Questions for Reflection
• Understanding the outcomes
• Progression
• Collaboration

24. 'All learning begins when our
comfortable ideas turn out to
be inadequate.'
John Dewey
Philosopher, Psychologist and
Educational Reformer

25. www.ltscotland.org.uk/numeracy

26. Contact details
Amy Sinclair Barbara Gray
Development Officer Development Officer
Numeracy Curriculum for Excellence
a.sinclair@LTScotland.org.uk b.gray@LTScotland.org.uk
01382 443 640 01382 443 632
0777 577 1357 0777 092 7117