1. Curriculum Evening Buckstone Primary 3 rd November 2015

2. Pourquoi 1 + 2 ???

4. 2 parts to our approach: Embedded language Choice Topics

5. Our Current Cluster Provision  Nursery – P5: in-class embedded and topic approach to French from their class teacher  Primary 6 & 7: specialist session of either French or German for 45 minutes per week and embedded language opportunities from their class teacher

6. 2016 – 2017 Provision  Nursery – P6: in-class embedded and topic approach to French from their class teacher  Primary 5 & 6: specialist session in German for 45 minutes per week.  Primary 7: specialist session of either French or German for 45 minutes per week and embedded language opportunities from their class teacher

7. 2017 – 2018 Provision  Nursery – P7: in-class embedded and topic approach to French from their class teacher  Primary 5 -7: specialist session in German for 45 minutes per week.

8. 2020 Full implementation in the Boroughmuir Cluster

9. A sense of self worth Lifelong Learner Social Being

10. From the early stages onwards, children and young people should experience success in mathematics and develop the confidence to take risks, ask questions and explore alternative solutions without fear of being wrong. They will enjoy exploring and applying mathematical concepts to understand and solve problems, explaining their thinking and presenting their solutions to others in a variety of ways. Mathematics: Principles and Practice What are the features of effective learning and teaching in mathematics?

11. Focus – What do we want the children to learn?  Need for a clear framework to ensure coverage and progression.  Rapid recall  Calculation strategies  Opportunities to explain learning

14. 27+5

15. An Addition Problem 27 + 5= 32 Needs to use counters or other concrete materials Uses a split strategy e.g. 7 + 5 = 12 and then add 20 Uses a jump strategy e.g. 27 + 3 + 2 Counts from one (1,2,3,....,27,28,29,30,31,32) Counts on in ones from 27 (28,29,30,31,32)

16. SEAL Maths  Counting forwards and backwards- in ones and multiples  Concrete to screened to abstract  2 elements to answers – the actual answer and the strategy I used to get the answer  Lots of discussion of most appropriate strategies

17. Classrooms = A Community of Enquiry  Children thinking and solving problems  Children making connections – “It’s nothing new”  Children talking maths  Children asking questions  Maths linked to real life  Resources which encourage all of the above  Children confident in key facts – “Learn Its”

18. Active Learning “What I hear, I forget What I hear and see, I remember a little What I hear, see and ask questions about or discuss with someone else, I begin to understand When I hear see, discuss and do, I acquire knowledge and skill What I teach to another, I master.” (Active Learning Strategies – Mel Silberman)

19. Higher Order Thinking  Remembering  Understanding  Applying  Analysing  Evaluating  Creating

20. What will you see this evening? – a snapshot of the opportunities we give to allow children to practise  Nursery games on video  P1 – Games to engage in early number  P2 – Strategies for addition  P3 – Active Learning, strategies for addition/subtraction  P4 – SEAL strategies  P5 – Learn Its on iPads  P6 – Group active learning for Divisibility  P7 – Enhancing learning through I.C.T - Sumdog

21. What can I do to help?  Numbers all around – practise maths in a real life context  Number facts  Counting forwards and backwards  Explaining our strategies  “I can’t do it… yet.”