curriculum for excellence
DESCRIPTION
Curriculum for Excellence. Launch of Mathematics Outcomes and Experiences. Albert Einstein (1879-1955). “ Do not worry about your difficulties in mathematics, I assure you that mine are greater. “. Where did we begin?. Early Years 3-5 documents 5-14 guidelines SG and NQ arrangements - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/1.jpg)
Curriculum for Excellence
Launch of Mathematics Outcomes and Experiences
![Page 2: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/2.jpg)
Albert Einstein
(1879-1955)
“Do not worry about your difficulties in mathematics, I assure you that mine are greater. “
![Page 3: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/3.jpg)
![Page 4: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/4.jpg)
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
![Page 5: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/5.jpg)
ValuesValues
AccessibleAccessible
AssessmentAssessment
InclusiveInclusiveBuilds on
good practice
Builds on good
practice
Drivesmethodology
Drivesmethodology
Crosscuttingthemes
Crosscuttingthemes
PrinciplesPrinciples
CapacitiesCapacities
OUTCOMESOUTCOMES
![Page 6: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/6.jpg)
Proposed achievement frameworkLevel 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
![Page 7: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/7.jpg)
![Page 8: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/8.jpg)
“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?
![Page 9: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/9.jpg)
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
![Page 10: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/10.jpg)
Learning and Teaching
•planned active learning with opportunities to observe, explore, investigate, experiment and play
• development of problem-solving capabilities
• development of mathematical thinking skills
• use of relevant contexts, familiar to young people’s experiences
![Page 11: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/11.jpg)
•appropriate, effective use of technology
• building on the principles of Assessment is for Learning
• collaborative and independent learning • making links across the curriculum
• increased opportunities for discussion, communication and explanation of thinking.
![Page 12: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/12.jpg)
“To emphasise that problem solving is fundamental to good learning and teaching in all aspects of mathematics and its applications, problem solving will be addressed within all lines of development rather than appearing as a separate element.”
Building the Curriculum 1
![Page 13: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/13.jpg)
Problem Solving in Mathematics• Flaubert, Gustave (1821-1880)
Since you are now studying geometry and trigonometry, I will give you a problem. A ship sails the ocean. It left Boston with a cargo of wool. It grosses 200 tons. It is bound for Le Havre. The mainmast is broken, the cabin boy is on deck, there are 12 passengers aboard, the wind is blowing East-North-East, the clock points to a quarter past three in the afternoon. It is the month of May. How old is the captain?
![Page 14: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/14.jpg)
Problem Solving Attributes
• ‘Have a go’ attitude• Making links• Teamwork• Accept setbacks as learning experiences• Take calculated risks• Independent learner• Perseveres• Self-motivated• Flexible • Creative and resourceful
![Page 15: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/15.jpg)
“9 out of 10 companies believe that soft skills are as important as academic qualifications.”
TES Nov 1997
![Page 16: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/16.jpg)
•experience success •confidence to take risks, ask questions and explore alternative solutions• explain their thinking and present their solutions to others•collaborative learning will encourage children to reason logically and creatively•misconceptions and wrong answers used as learning experiences
Mathematical Thinking Skills
![Page 17: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/17.jpg)
• introducing algebraic thinking at an earlier stage
• more emphasis on interpreting statistical information in the world around us
• stronger emphasis on the important part mathematics has played, and will continue to play, in the advancement of society
•the relevance of mathematics in daily life.
Updating the Curriculum
![Page 18: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/18.jpg)
![Page 19: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/19.jpg)
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
![Page 20: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/20.jpg)
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
![Page 21: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/21.jpg)
“What is algebra exactly; is it those three-cornered things?”
J. M. Barrie
![Page 22: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/22.jpg)
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
![Page 23: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/23.jpg)
6
3
54
2
1
3 + 33 + 2
3 + 13
3 - 1
3 - 2
![Page 24: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/24.jpg)
![Page 25: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/25.jpg)
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
![Page 26: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/26.jpg)
Implications for professional practice
• pedagogy: developing our practice• learning outcomes and experiences: reading
and sharing• contexts for learning: full range• consultation priorities: making time• glow: first steps
![Page 27: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/27.jpg)
• Making the best use of CPD time—How much of it genuinely focuses on learning & teaching issues and sharing practice?
[“Leaders provide staff development which has a central focus on learning, teaching and meeting needs and their impact on pupils’ achievement. Staff learning is collaborative & collegiate, and led by valued and respected practitioners”]
(Dimension 4 Leading Learning : Improving Scottish Education 2006)
![Page 28: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/28.jpg)
Using the outcomes• To reflect on and adapt current practice:
• Do more of• Do less of• Stop doing • Start doing
• To try out – learn in context• To identify opportunities, challenges and CPD
needs• To provide feedback
![Page 29: Curriculum for Excellence](https://reader038.vdocuments.mx/reader038/viewer/2022110210/56812abe550346895d8e8551/html5/thumbnails/29.jpg)
Contact details
Joe McLaughlin Barbara GrayDevelopment Officer Development OfficerNumeracy Curriculum for [email protected] [email protected]
0141 2825176 01382 443 6320797 602 2881 0777 092 7117