scottish curriculum for excellence numeracy outcomes
DESCRIPTION
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.aspTRANSCRIPT
Curriculum for ExcellenceThe Writing Process
Amy Sinclair, Development Officer for NumeracyBarbara Gray, Development Officer, Curriculum for Excellence
Learning and Teaching Scotland
'Insanity is doing the same things over and over again and expecting the different results'
Albert Einstein
. Reduce
overcrowdingMore
enjoyable
Better connections between the
stages
Balance 'academic' and
'vocational' subjects
Broad range of
experiences
Skills for now and the
future
Assessment that supports
learning
More choice to meet needs
Teacher’s Wish List
(i.e. The National Debate)
“A goal of the curriculum review is to give teachers more freedom to teach in innovative and creative ways.”
Progress and Proposals
“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.”
Your mission, should you choose to accept...
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
ValuesValues
AccessibleAccessible
AssessmentAssessment
InclusiveInclusiveBuilds on
good practice
Builds on good
practice
Drivesmethodology
Drivesmethodology
Crosscuttingthemes
Crosscuttingthemes
PrinciplesPrinciples
CapacitiesCapacities
OUTCOMESOUTCOMES
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)
Progression - Bloom’s Revised Taxonomy
Anderson and Krathwohl (2001)
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
Progression in content or context
Within everyday experiences, I have used hands-on materials, counting strategies and mental methods to solve problems involving addition and subtraction and have developed an awareness of sharing and making groups
I can use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed
EARLY FIRST
Progression in content or context
I can tell the time using 12 and 24 hour clocks, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day
I can use and interpret electronic and paper-based timetables and schedules to plan events and activities, and make time calculations as part of my planning
FIRST SECOND
Progression in content or context
I can round a number using an appropriate degree of accuracy, having taken into account the context of the problem.
Having investigated the practical impact of inaccuracy and error, I can use my knowledge of tolerance when choosing the required degree of accuracy to make real life calculations.
THIRD FOURTH
Numeracy Foreword
• Introduction• Learning and Teaching• The Numeracy Outcomes• Questions for reflection
NUMERACY V MATHEMATICS
• 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
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
What is Numeracy?
What is Numeracy?• Estimation and rounding• Basic number processes• Fractions (aspects of), percentages and decimal fractions• Money• Time• Measure• (Aspects of) Information Handling
• 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
Learning & Teaching
Questions for Reflection
• Understanding the outcomes• Progression• Collaboration
'All learning begins when our comfortable ideas turn out to be inadequate.'
John DeweyPhilosopher, Psychologist and Educational Reformer
www.ltscotland.org.uk/numeracy
Contact details
Amy Sinclair Barbara GrayDevelopment Officer Development OfficerNumeracy Curriculum for [email protected] [email protected]
01382 443 640 01382 443 6320777 577 1357 0777 092 7117