Support for reflection and engagement

1
Getting started support for reflection and
engagement numeracy
2
What changes have been made since the publication
of the draft numeracy framework?Feedback was
informative in supporting change.

• What was said?

• What was done

• Estimation and rounding should be included within
  the early level experiences and outcomes.
• Some experiences and outcomes would benefit from
  further clarification.
• Pedagogy, planning, progression and assessment
  could be enhanced through further support.
• Advice is needed on how numeracy across learning
  should be taken forward.

• An appropriate outcome on estimating and rounding
  was added at early level.
• Further explanation included in the framework
  document to clarify expectation.
• Further exemplification to be provided through
  progression pathways for key lines of concept
  development.
• Commissioned work to exemplify applications of
  numeracy across learning, in everyday situations
  and in the world of work.

3
Reflecting on the principles and practice in
numeracy

• Why is it important that all teachers contribute
  to the development of the learners numeracy?
• How do I know which numerical skills I should
  develop and at what level?
• How can I promote progression in learners
  development of numeracy skills?
• Mathematics is not my specialism. How will I
  contribute to the development of numeracy skills
  within my subject?
• In what ways can the principles and practice
  inform my teaching of numeracy to take it forward
  within Curriculum for Excellence?

4
How are the experiences and outcomes structured
in numeracy?

• Numeracy is structured within eight areas
• Estimation and rounding
• Number and number processes
• Fractions, decimal fractions and percentages
• Money
• Time
• Measurement
• Data and analysis
• Ideas of chance and uncertainty.

5
Experiences and outcomes in numeracy

• Why is there a dotted line between third and
  fourth level?
• This is to demonstrate the close relationship
  and likely overlap between the two levels.
  Fourth level will provide the depth of
  experiences based on prior learning from third
  level.
• Why are there sometimes fewer statements at third
  level than in second and fourth?
• This happens because of the particular
  significance of the third level as part of the
  entitlement for all young people. They represent
  a drawing together of a number of aspects of
  learning within mathematics.

6
Getting started in numeracy some questions for
discussion

• Building on your current practice, what are the
  implications for what and how you teach?
• How will you ensure the needs of all learners are
  met?
• Which experiences and outcomes could you link
  within numeracy, across other curriculum areas
  and the world of work to provide a coherent
  experience for learners?
• How might you ensure that learning and teaching
  reflects the values, purposes and principles of
  Curriculum for Excellence?

7
Where do you go from here?

• The journey may be different for everyone, but
  you may wish to consider some first steps towards
  change, for example
• identifying and sharing effective practice
• identifying and prioritising professional
  development needs
• experimenting with learning and teaching
  approaches.