This document summarizes the launch of new mathematics curriculum guidelines in Scotland. It discusses the development process, which included researching best practices from other countries and commissioning writers. The new curriculum is focused on problem solving, collaboration, and real-world applications. It introduces concepts like algebra at an earlier stage and emphasizes skills like critical thinking. The goals are to improve student outcomes and better prepare them for the workplace.

1. Curriculum for Excellence Launch of Mathematics Outcomes and Experiences

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

6. Proposed achievement framework Level Experience and outcomes for most children or young people early in pre-school and in primary 1 first by end of P4, but earlier for some second by end of P7, but earlier for some third in S1 – S3, but earlier for some fourth fourth level broadly equates to SCQF 4 senior in S4 – S6, but earlier for some

8. “ Mathematics is the study of the properties, relationships and patterns in number and shape, and the application of this knowledge to analyse, interpret, simplify and solve problems. “ Mathematics Covering Paper What is Mathematics?

9. Number, money and measure • Basic number processes • Measure • Patterns and relationships • Expressions and equations Shape, position and movement • Properties of 2D shapes and 3D objects • Angle, symmetry and transformation Organising the Mathematics Outcomes Information Handling • Data and analysis • Ideas of chance and uncertainty

15. “ 9 out of 10 companies believe that soft skills are as important as academic qualifications.” TES Nov 1997

19. I have discussed the important part that numbers play in the world and explored a variety of systems that have been used by civilisations throughout history to record numbers. MTH 114N

20. Having explored more complex number sequences, including well-known named number patterns, I can explain the rule used to generate the sequence, and apply it to extend the pattern. MTH 221P

22. I can compare, describe and show number relationships, using appropriate vocabulary and the symbols for equals, not equal to, less than and greater than. MTH 117R

23. 6 3 5 4 2 1 3 + 3 3 + 2 3 + 1 3 3 - 1 3 - 2

25. I have developed an awareness of where grid reference systems are used in everyday contexts and can use them to locate and describe position. MTH 122U

29. Contact details Joe McLaughlin Barbara Gray Development Officer Development Officer Numeracy Curriculum for Excellence [email_address] b.gray @LTScotland.org.uk 0141 2825176 01382 443 632 0797 602 2881 0777 092 7117