Curriculum for Excellence Numeracy and Mathematics 18th September 2010

Raise standards Close the gap Why Curriculum for Excellence? Prepare for the future

What are the main differences of a mathematics curriculum which takes full account of Curriculum for Excellence?

Schools, centres and their partners work together to develop the mathematics curriculum Shared planning amongst staff for example in relation to well-judged contexts for learning and applying mathematical facts and skills Programmes of study and teachers’ lesson plans make effective use of prior learning to build on learners’ mathematics knowledge and skills including at P7/S1 interface.

When planning with others, using the Es and Os from a range of curricular areas, how do the experiences consolidate purposefully and/or systematically develop young people’s skills in mathematics?

IDL is one of the four contexts for learning. These contexts often blend together within the overall design of the curriculum. Schools need an appropriate balance between IDL and discrete subject learning. Decisions about organising learning should be grounded in the principles of curriculum design.

What is the impact of links with associated primary schools on continuity, coherence and progression in the development of learners’ mathematical skills as they move in to S1?

Staff connect learning to concepts prior to and beyond the level currently being taught. Staff are clear about what learning has taken place by the end of P7 and use this information well to provide appropriate challenge and support for all learners.

What are the features of high quality learning experiences in mathematics that will deliver the aims and expectations of Curriculum for Excellence?

Teachers with a strong grasp of the mathematics curriculum support children and young people across the spectrum of ability to achieve success Learning and teaching approaches ensure all learners are included and have their needs met Staff plan together to make the required changes to learning and teaching to promote the higher order learning skills embedded in the Curriculum for Excellence experiences and outcomes

Assessment How will you share with young people all of the roles of assessment and their role in developing the skills to evaluate their work effectively? What evidence is there to demonstrate that young people have made significant progress in mathematics? How will your school ensure assessments are reliable, valid and proportionate?

Why do we need a range of assessment approaches and evidence? because of the range of learning in the Es and Os

I have investigated the everyday contexts in which simple fractions, percentages or decimal fractions are used and can carry out the necessary calculations to solve related problems MNU 2-07a Having used practical, pictorial and written methods to develop my understanding, I can convert between whole or mixed numbers and fractions. MTH 3-07c

Discuss What stage have you reached in developing a mathematics curriculum that fully embraces the principles and vision of Curriculum for Excellence? In planning courses and programmes using the Experiences and Outcomes, what are your key priorities for improving learning in mathematics and putting the learner at the heart of learning? What are you doing that is different?