Numeracy and Mathematics
Seminar
Primary School Leadership
Conference
Transforming lives through learning
Aims
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SSLN key messages
Key areas for improvement
Support resources
Way forward
Transforming lives through learning
Scottish Survey of Literacy and Numeracy
Transforming lives through learning
THE SCOTTISH SURVEY OF LITERACY AND NUMERACY (SSLN)
• An annual sample-based survey which monitors
national performance in literacy and numeracy at
P4, P7 and S2
• Assesses literacy and numeracy in alternate years
• Provides a snapshot of Scotland's achievement in
literacy and numeracy at a specific point in time and
allows for comparisons over time to be made
• Supports the development of improvements in
learning and teaching
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WHO TAKES PART IN SSLN?
• All schools are invited to take part (excluding special
schools)
• Nationally about 4,000 pupils participate in the
survey at each stage
• 2,150 primary schools (two pupils at P4 and two
pupils at P7) and 425 secondary schools (12 pupils at
S2)
• Approximately 4,900 teachers complete online
questionnaires (includes non mathematics specialists
in secondary)
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Key messages from 2013 SSLN survey
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Overall
• In 2013 about 69% of P4 pupils and 66% of P7 pupils were working
well or very well in numeracy at the relevant CfE level for their stage.
This figure was lower for S2 pupils, with about 42% of pupils
working well or very well at third level.
• Less than 1% of pupils at P4 pupils and 2% of P7 pupils not yet
working within their level. The figure was 35% at S2
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Attainment by gender
• At P7 boys were found to have performed better than girls, but there
was no statistically significant differences at P4 and S2 stages.
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Deprivation
• Pupils living in areas of least deprivation were more likely to be
performing well or very well than pupils living in areas of most
deprivation across all stages.
• This disparity was largest at S2, where the proportion of pupils
performing well or very well from the least deprived areas was 28%
higher than pupils from the most deprived areas.
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Comparisons between 2011 and 2013
• At both P4 and P7 there were statistically significant lower levels of
attainment in 2013 compared to 2011.
• At P4, 69% of P4 pupils were working well or very well in 2013
compared to 76% in 2011.
• Similarly, at P7, 66% of pupils performed well or very well in 2013
compared to 72% in 2011.
• The difference in S2 performance between 2011 and 2013 was
negligible.
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Transforming lives through learning
Key areas to improve attainment
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Progression
Effective learning
Assessment
Planning
Transition
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Progression
• Sound knowledge and understanding of progression in numeracy
and mathematics, from early years onwards.
• Specific areas of challenge remain in mental maths strategies /
mental agility and fractions, decimal fractions and percentages.
• CLPL working together to develop an understanding of progression
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Effective learning
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Quality learning experiences
Active learning
Independent and collaborative learning
Leading learning
Real life contexts
Groupings
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Assessment
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Learning intention and success criteria
Quality questioning
Effective feedback
Next steps
Application
Standards
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Questions :-
How many millimetres are
in a centimetre?
Tell me two lengths that
together make a centimetre.
What is 8 x 6?
If 8 x 6 = 48, what else can
you work out?
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Assessment
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Learning intention and success criteria
Quality questioning
Effective feedback
Next steps
Application
Standards
Transforming lives through learning
Transforming lives through learning
Assessment
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Learning intention and success criteria
Quality questioning
Effective feedback
Next steps
Application
Standards
Transforming lives through learning
Each edge of a cube measures 8.35 cm
Each face of the cube is to be painted white
What is the area to be painted?
Give your answer in
.
How did you get the answer?
Transforming lives through learning
Assessment
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Learning intention and success criteria
Quality questioning
Effective feedback
Next steps
Application
Standards
Transforming lives through learning
Transforming lives through learning
Planning
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Good quality planning
Pace / Challenge / Application
Next steps
Contexts
Numeracy across learning
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Planning
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Experiences and outcomes
Learning Intentions and success criteria
Differentiation
Questions and / or assessment
Evaluation
Next steps
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E& Os
LI
SC
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Question
Evaluation Next
/assessment
steps
Planning
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Good quality planning
Pace / Challenge / Application
Next steps
Contexts
Numeracy across learning
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Transition
Shared understanding
Transfer of information
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Support
Learning Together Mathematics
Excellence in Mathematics Report
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Transforming lives through learning
Principles and Practice :Numeracy
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active learning and planned, purposeful play
development of problem-solving capabilities
developing mental agility
frequently asking children to explain their thinking
use of relevant contexts and experiences, familiar to children and young
people
using technology in appropriate and effective ways
building on the principles of Assessment is for Learning, including
understanding the purpose and relevance of the activities
both collaborative and independent learning
making frequent links across the curriculum, so that concepts and skills are
developed further by being applied in different, relevant contexts
promoting an interest and enthusiasm for numeracy.
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Principles and Practice :Mathematics
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planned active learning which provides opportunities to observe, explore,
investigate, experiment, play, discuss and reflect
modelling and scaffolding the development of mathematical thinking skills
learning collaboratively and independently
opportunities for discussion, communication and explanation of thinking
developing mental agility
using relevant contexts and experiences, familiar to young people
making links across the curriculum to show how mathematical concepts are
applied in a wide range of contexts, such as those provided by science and
social studies
using technology in appropriate and effective ways
building on the principles of Assessment is for Learning, ensuring that
young people understand the purpose and relevance of what they are
learning
developing problem-solving capabilities and critical thinking skills.
Transforming lives through learning
Transforming lives through learning
Progression
Effective
learning
Assessment
Planning
Transition
Understanding
progression
Quality learning
experiences
Learning
intention and
success
criteria
Good quality
planning
Shared
understanding
Specific areas
of challenge
Active learning
Quality
questioning
Pace
/Challenge
/Application
Transfer of
information
CLPL
Independent
and
collaborative
learning
Effective
feedback
Next steps
Leading
learning
Next steps
Contexts
Real life
contexts
Assessment
Numeracy
across
learning
Transforming lives through
learning
Groupings
Standards
Transforming lives through learning