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Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
Scottish Curriculum for Excellence Numeracy Outcomes
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Scottish Curriculum for Excellence Numeracy Outcomes

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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 …

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

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  • 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
  • 4. “A goal of the curriculum review is to give teachers more freedom to teach in innovative and creative ways.” Progress and Proposals
  • 5. 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.”
  • 6. 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
  • 7. 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
  • 8. 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)
  • 9. Progression - Bloom’s Revised Taxonomy Anderson and Krathwohl (2001)
  • 10. 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
  • 11. 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
  • 12. 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
  • 13. 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.
  • 14. Numeracy Foreword • Introduction • Learning and Teaching • The Numeracy Outcomes • Questions for reflection
  • 15. NUMERACY V MATHEMATICS
  • 16. 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
  • 17. 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
  • 18. What is Numeracy? • Estimation and rounding • Basic number processes • Fractions (aspects of), percentages and decimal fractions • Money • Time • Measure • (Aspects of) Information Handling
  • 19. 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
  • 20. Questions for Reflection • Understanding the outcomes • Progression • Collaboration
  • 21. 'All learning begins when our comfortable ideas turn out to be inadequate.' John Dewey Philosopher, Psychologist and Educational Reformer
  • 22. www.ltscotland.org.uk/numeracy
  • 23. 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

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