THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE
Learning Together: Developing Literacy
and Numeracy across learning
Achieving success for all learners
Journey to Excellence
Professional development pack topics have been chosen to help you plan a
journey through popular staff development themes. They provide “guided
tours” through some of the resources on The Journey to Excellence website as a
window onto excellent practice. Engaging with the associated activities will help
you to reflect on and develop your practice purposefully.
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Developing literacy and numeracy across learning
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This resource will be updated to reflect new and innovative
approaches as Curriculum for Excellence is developed. Please email
or comment in the box below any feedback on the resource or
suggestions for improvement to help keep the resource up to date.
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Purpose of this activity
This professional development programme provides opportunities for reflecting on your
own practice. It explores how promoting the development of literacy and numeracy
helps learners to gain fundamental skills necessary to achieve success in life. The
activities will allow you to consider a range of approaches to promote these skills, to
read about and view emerging effective practice from pre-school centres and schools as
they develop approaches to support literacy and numeracy across different areas of
learning.
The activities aim to help you to:
• reflect on your practice in developing and promoting literacy and numeracy across
learning;
• consider how to enhance children’s and young people’s literacy and numeracy skills,
to support their learning across the curriculum;
• plan how to develop your practice to incorporate some new concepts and ideas; and
• share views with colleagues on literacy and numeracy across learning.
Learning outcomes
On completing this programme, you will have had the opportunity to:
• reflect on your current level of knowledge, expertise and repertoire of approaches for
promoting literacy and numeracy ;
• develop a deeper understanding of how methodologies can change to support
children’s learning;
• find out about emerging effective practice in other schools; and
• consider how to plan, implement and review ways of developing literacy and
numeracy in your own classroom practice.
Who is this for?
This programme is for all members of the learning community to work on together, in
small groups or departments or as individuals. It has particular relevance for those who
design and deliver learning experiences in the playroom or classroom but is not
restricted to teachers. Indeed the programme has relevance for a wide range of
partners and professionals working in other sectors.
What will I/we need to work through this programme?
You will need online access to:
The Journey to Excellence website
The 'What is Curriculum for Excellence' page on the LT Scotland website
The Learning and Teaching Scotland website
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For one of the activities in sections 3 and 4, you may find it easier to work from the
green Curriculum for Excellence folder, to access the Principles and practice papers for
literacy and numeracy and Experiences and Outcomes for one or two curriculum areas.
Is this an individual activity or do I need to work with others?
While you may prefer to work individually at a time and place of your choice, the
activities lend themselves well to group discussion, to share reflections on how learners
can be supported to improve their literacy and numeracy skills. You will also be asked to
consider how you might change and improve your practice. It may be helpful, therefore,
to work with a colleague or as a team, to discuss key issues, share thoughts and ideas
and offer each other feedback and advice.
The programme of study may easily be adapted at stage, department or whole school
levels to allow larger groups of staff to work through it.
How long will it take?
The programme is designed to be open ended, to enable you to reflect on your values
and current practice and to find out more about developing literacy and numeracy
across learning. However, the core activities should take at least ten hours to work
through.
Section
Approximate time
Introduction
Literacy, numeracy and Curriculum for Excellence
A focus on literacy
A focus on numeracy
Making and measuring progress
Conclusions
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Developing literacy and numeracy across learning
10 minutes
4 hours
2 ½ hours
2 ½ hours
45 minutes
15 minutes
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THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE
Section 1 Introduction
‘A strong focus on literacy and numeracy is essential: all children and young people
require these skills to gain access to learning and to succeed in life. Confidence and
competence in literacy and numeracy provide the foundations for lifelong learning.’
Building the Curriculum 3
This professional development programme brings together work carried out by Her
Majesty’s Inspectorate of Education (HMIE) and Learning and Teaching Scotland (LTS).
It provides examples of how staff in Scottish pre-school centres and schools are helping
children and young people develop their literacy and numeracy skills, across their
learning. These sets of skills allow children and young people to remain open to new
thinking and ideas, and to understand themselves and the world they live in. Strong
literacy and numeracy skills equip us all to respond confidently and creatively to the
demands of everyday life, and to contribute effectively to society – whether through the
medium of language or aspects of mathematics.
Literacy:
Learning language
Thinking tools
Thinking!
Learning!
Numeracy:
Thinking about, understanding
and relating to the environment
Wellbeing:
Care, participation
recognition, motivation
Charles Leadbetter
Much of the reflection and dialogue prompted by this programme rests on the strong
common ground shared by literacy and numeracy principles and practices. Both are
fundamental skills which help to define us, and open the door to wider and deeper
learning, throughout our lives.
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The programme also provides opportunities to focus on particular aspects of either
literacy or numeracy, and suggests useful references for further reading.
Some of the activities involve noting ideas and approaches in the tables or grids
contained in various sections of the programme. You will find templates of these tables
and grids in the Appendix section.
The film clips illustrate the range of ways in which centres and schools are developing
support for literacy and numeracy across learning.
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Section 2
Literacy, numeracy and Curriculum for Excellence
Literacy and numeracy, alongside health and wellbeing, sit at the heart of Curriculum for
Excellence, as the knowledge, skills and attributes which equip children and young
people for learning, life and work.
All children and young people are entitled to opportunities for developing skills for
learning, life and work. The skills are relevant from the early years right through to the
senior phase and beyond.
The skills should be developed across all curriculum areas, in interdisciplinary studies
and in all the contexts and settings where young people are learning. They have been
embedded into the Curriculum for Excellence Experiences and Outcomes. As such,
they are the responsibility of all pre-school, school and college staff, professional and
adults working with children and young people. It will be important to recognise the
important role of parents and carers in influencing young people.
Building the curriculum 4: skills for learning, skills for life and skills for work
What does this mean for the playroom, classroom and community learning
setting?
• Teachers and others working with children and young people actively seeking out
opportunities which will allow children and young people to reflect on, use and
develop their literacy and numeracy skills - in the early years setting this is delivered
through play.
• Learners leading discussions about what they are good at and what they need to do
to improve and extend their learning
• Setting the literacy or numeracy aspects in perspective so that they do not override
the important learning demands of a subject, or inhibit opportunities for learning
through play.
• Teachers and others planning how best to enhance learners’ literacy skills, given
that the opportunities to do so are embedded across the curriculum (especially
through listening and talking)
• Effective planning to ensure that numeracy is highlighted in relevant and meaningful
ways across learning – and not overly contrived to fit into every learning activity
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Activity 1
Consider the approaches developed in the schools which feature in the following films.
Keep a note of any ideas which you would like to consider or discuss in more detail at
some point.
• Clentry outdoor learning, Clentry nursery class (video to follow)
A forest walk provides children with opportunities to develop a range of skills as they
learn outdoors.
• Outdoor scale lesson, St Kessog’s Primary School
Children use what they are learning about scale to help them understand more about
their Natural World topic. They also consider how different jobs require knowledge and
understanding of scale.
• Band in a Box Project, Gavinburn Primary School
Children develop their literacy and numeracy skills in predictable and unpredictable
situations as they work creatively through the challenges of making and promoting their
own films.
• Numeracy across the curriculum, Grange Academy
Staff share how they support numeracy across learning to help young people transfer
their skills across the curriculum.
Since the publication of the Experiences and Outcomes for literacy and numeracy, LTS
has helped teachers develop professional confidence through activities which include:
• a series of road-shows for secondary teachers of subjects other than languages and
mathematics;
• case studies on literacy and numeracy;
• curriculum support and advice for Early Years practitioners;
• guidance on progression, knowledge of language and Scots; and
• the online Support for Staff resource
You will find very helpful information to support your discussions and planning at
www.ltscotland.org.uk
Activity 2
Traffic Lights: Literacy Across Learning
Use the following table, developed by LTS, to help you identify where you already
capitalise on opportunities to develop learners’ literacy skills in different areas of the
curriculum – and where you think there is more work to be done to help learners
develop their skills fully.
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Curricular Area :
Green
Amber
Red
Learners have choice in their selection of texts for reading,
writing, listening and talking. They can select their own
context, sources and resources.
Learners have many opportunities to engage in discussion
of appropriate complexity and they know how to engage in
pair and group discussion.
Learners can make notes, organise them according to
purpose, and create new texts where appropriate. They
recognise when it is appropriate to quote from sources and
when to use their own words.
Learners can recognise techniques used to influence them
and can assess the value of sources. They select and
organise appropriate resources.
Learners have opportunities to create texts to communicate
information, explain processes, summarise findings and
draw conclusions.
Learners can identify main concepts from different texts,
make inferences using supporting detail and identify
similarities and differences between different types of text.
Learners use strategies before and when they are reading
to monitor and check understanding.
Learners use a range of strategies and resources to spell
most of the words they need to use, including specialist
vocabulary, and they ensure that their spelling is accurate.
Learners are encouraged to punctuate and structure
sentences and paragraphs appropriately.
Learners are given the opportunity to review and edit their
work to ensure it meets its purpose and communicates
meaning at first reading.
Learners consider the impact of layout and presentation as
appropriate to audience.
Literacy Across Learning national workshop series, Learning & Teaching Scotland
Activity 3
Numeracy across learning
Use the following table to help you identify where you already capitalise on opportunities
to develop learners’ numeracy skills in different areas of the curriculum – and where you
think there is more work to be done to help learners develop their skills fully.
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Curricular area:
Green Amber
Red
Learners know, understand and use aspects of:
number and number processes to:
• calculate accurately, where appropriate, using efficient
mental strategies
• estimate and round appropriately
• use calculators and other ICT resources appropriately
and efficiently
applied numeracy to:
• identify and use an efficient strategy for the calculations
they need to do
• confidently measure and estimate measurements
• work confidently with money and time
• choose suitable units
• find, select, sort, collate and link information from a
variety of sources.
information handling to:
• organise information appropriately
• present graphs, charts and diagrams to suit purpose and
audience
• read numbers accurately from a range of diagrams,
tables, graphs and real life objects
• make inferences, informed decisions and draw valid
conclusions
• use information for different purposes
understanding, analysing and evaluating to:
• work in groups or individually to solve problems
• confidently judge the reasonableness of solutions,
checking them out when necessary
• explain their thinking and share their approaches and
solutions
• form and respond to questions
• interpret and use information effectively
Creating text:
• present information/data clearly and effectively
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Activity 4
Reflective questions
Building on what you have learned, think about or discuss the following questions. Keep
a note of the main points for future reference and/or further discussions.
•
•
•
•
How are you planning to provide a broad range of experiences to develop children’s
and young people’s skills in literacy and numeracy, in the classroom and different
settings?
How are you and your colleagues using the Experiences and Outcomes to develop a
shared understanding of the impact of literacy and numeracy on young people’s
learning and progress?
How does your school or centre take a joined-up approach to planning and
improvement, especially in literacy and numeracy? How is the early level taken
forward when children transfer to primary school?
What is the role of specialist staff in supporting literacy and numeracy skills across
learning, and how has it changed in light of Curriculum for Excellence?
Features of effective learning and teaching in literacy and numeracy
The Experiences and Outcomes for literacy and numeracy promote effective learning
and teaching approaches. These set high expectations, stimulate interest and
encourage creativity and ingenuity. Key features include:
•
•
•
•
•
•
•
•
•
•
•
•
•
the use of relevant, real-life and enjoyable contexts which build upon children’s and
young people’s own experiences;
effective direct and interactive teaching;
a balance of spontaneous play and planned activities;
harnessing the motivational benefits of following children’s and young people’s
interests through responsive planning;
promoting an interest in and enthusiasm for learning;
developing mental agility, particularly in numeracy;
collaborative learning and independent thinking;
making meaningful links for learners across different curriculum areas;
frequent opportunities to communicate in a wide range of contexts, for relevant
purposes and for real audiences within and beyond places of learning;
the development of problem-solving skills and approaches;
the appropriate and effective use of ICT;
planning activities which encourage children and young people to share their
thinking and apply their learning; and
ensuring appropriate breadth and challenge across children and young people’s
learning.
(Principles and practice papers for literacy and numeracy)
How are you incorporating these features into your practice?
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Future planning for literacy and numeracy development
Read the following short case studies and consider how the activities allow children and
young people to use a range of skills for learning, life and work in real and relevant
contexts. What opportunities can you see in your current work to use or adapt
any of these approaches?
Talking and listening for successful learning
To help P5 pupils understand the importance of their language skills to learning in
other areas of the curriculum, their mathematics lesson on problem-solving and
enquiry began with a review of the skills for group discussion. Once the pupils were
well rehearsed in how to arrive at a well-argued group response to a problem, they
tackled a range of practical mathematical problems successfully. The lesson built
pupils’ confidence in their mathematical abilities. They benefited from thinking out
loud, as they explained to one another how they had analysed the problem and why
they chose the solution they did.
Reading and talking in groups
S4 pupils, working in groups, distributed articles on different aspects of the theme
they were studying (youth crime). Each took responsibility for preparing a note on a
shaped template of the key points. They used a range of reading skills during this first
stage, including skimming and scanning, close reading and inferential reading.
During the following group discussion, pupils presented their findings, explained their
reasoning and refined their notes. They fitted their templates together to form a
‘doughnut’ shape, creating a strong visual representation of their conclusions. Each
group shared its findings then reported back to the rest of the class. Pupils
responded very positively to the topicality and relevance of the theme, and the levels
of responsibility given to them by this approach. They demonstrated their knowledge
about language (especially the language of persuasion) very well and used
integrated language skills to good effect.
English: a portrait of current practice in Scottish pre-school centres and schools
(HMIE, 2008)
Developing numeracy in relevant contexts
One primary school used links with partner schools across the world to enable ongoing dialogue about learning. The partner schools were based in Europe, Africa and
Asia. They discussed and agreed a shared focus for learning on health and fitness,
culminating in a virtual sports day in which all schools took part. This increased
children’s motivation as they competed with children around the world in the sporting
events. At the end of the event they developed important numeracy skills by
organising, displaying and interpreting the results.
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Young people leading innovation in learning
The staff in one secondary school wanted to refresh the links with schools in other
countries, and communicate with them more regularly as part of programmes and
courses…. rather than just about general customs, lifestyles and events. The student
council did an audit of the impact of current links and found it was all fairly
superficial, for example comparing the weather at different times of the year. They
brainstormed the ways they could use technologies, including social networking, to
keep the dialogue going between the schools and deepen and extend their learning
in specific areas. They set the challenge to teachers on an in-service day to use the
school’s links as a resource to improve programmes in S1-S3. The school now has a
diverse, rich resource for learning which is used in all subject areas. Young people
set up websites with communication tools and they call these their ‘living textbooks’.
Learning Together: International education and global citizenship (HMIE, 2010)
Activity 5
Take a few minutes to reflect on the following questions and then share your
thoughts with a colleague or group.
•
What aspects of your current teaching and/ or playroom practice work well to
support literacy and numeracy across learning?
• How are you ensuring children and young people have relevant experiences to
develop literacy and numeracy in meaningful contexts?
• What helps you and your colleagues to develop a shared understanding of the
expectations and standards for children’s or young people’s work?
• How does this apply for literacy and numeracy within Curriculum for
Excellence?
Activity 6
Note where current strengths and effective practice lie, what is getting in the way of
progress, and what will help you move on from where things are now to where you
would like them to be. Record your experiences, views and ideas to support strategic
planning for literacy and numeracy across learning.
A. What is working well currently?
B. What will the future look like once
you have all the improvements you
think you need in place?
C. Where are there shortcomings or D. What will help you get to point B?
areas which need attention?
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Section 3
A focus on literacy
Literacy is fundamental to all areas of learning as it unlocks access to the wider
curriculum. Being literate increases opportunities for the individual in all aspects of life,
lays the foundations for lifelong learning and work, and contributes strongly to the
development of all four capacities of Curriculum for Excellence.
Literacy and English, Principles and practice paper
The following comments from learners who contributed to an evaluation of adult literacy
provision, published in the HMIE report Improving adult literacy in Scotland (January
2010), provide a powerful reminder of the fundamental link between a sense of selfworth and being literate.
Being able to read and write has opened up a whole new world for me. I now have the
confidence and the skills to learn about other things..... and a thirst for learning that I
never had before.
Learning to read and write properly has taught me that I am not stupid and has made
me think more about what I want to do with my life…I feel a lot more confident about my
skills and myself.
I can now fill in forms and write a letter on my own which makes me feel that I can look
after myself and not have to rely on other people.
We know that poor literacy skills are a major barrier to learning. We also know that this
barrier contributes to increased absence from school, poor attitudes to learning, limited
opportunities for employment and, for some, increased involvement with the criminal
justice system. There are similar challenges if numeracy skills are weak. Curriculum for
Excellence aims to raise standards and expectations for all children and young people,
to help them achieve widely and have fulfilling lives.
We are literate if:
… we have the set of skills which allows us to engage fully in society and in learning,
through the different forms of language and the range of texts which society values and
finds useful. Literacy skills give us the ability to:
• apply our knowledge about language accurately and to good effect;
• interact and collaborate to develop our thinking and learning;
• communicate effectively, both face-to-face and in writing through an increasing
range of media, and by creating texts;
• read for information and work out what trust to place on the information; and
• identify when and how people are aiming to persuade or influence us.
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What is currently happening to help develop literacy skills and confidence in
children and young people?
Activity 1
Read the short case study and watch one or all of the film clips. Consider how staff
have developed approaches to provide children with relevant and interesting contexts
for literacy. Note any features which you would be interested in trying in your lessons.
In one nursery, the eTwinning programme has been used to link with a pre-school
centre in Italy. Children exchanged soft toys which went on imaginary adventures
around each other’s community. Children widened their understanding of the world
around them through topics such as: myself, my family and my community. As they
learned about their own community, they made simple comparisons with life in Italy.
They developed their communication and language skills further through emailing
and exchanging photographs and stories about the adventures of the characters.
Learning was extended through shared story-making.
Learning Together: International education: responsible, global citizens, HMIE 2010
“The world is not big . We went round the world in the nursery. We learned about Italy and
what children do in their nursery. We learned songs and stories. We say words they know.
We like Glasgow but we like Milan too !
(Pre-school child)
• Snack time, Honeywell nursery class
Children read their names and listen and talk together as part of snack time. This
provides a natural social situation where children can interact and help one another.
• World War II Social Studies, St Aloysius Primary School
Children talk about how an interdisciplinary approach and collaborative activities help
them to understand how they can use their literacy and numeracy skills in different
settings.
• Talking and listening rules, Overton Primary School
You will find the views the children express about how they use their listening and
talking skills to help them learn in and beyond school of particular interest.
• Improving writing skills across the curriculum, Grange Academy
Staff explain how they are developing a 5 -18 approach to support writing across
learning. Secondary teachers build on the experiences and confidence developed by
children in the primary school which is part of the integrated campus. (This example
illustrates one of a number of available programmes teachers are using currently to help
them structure the development of writing skills.)
•
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The Lighthouse Engine Shop, Irvine Royal Academy (video to follow)
Developing literacy and numeracy across learning
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THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE
The school contributed to the local regeneration project (I See) by preparing an
exhibition of pieces of writing and art and craft work on the theme of the sea and its
impact on the community.
Activity 2
Consider the ways in which you encourage children and young people to use and
extend their literacy skills. The following questions can be used as prompts.
Reflective questions
• What has helped you to help learners become more literate?
• How do you currently use the literacy skills that children and young people bring with
them to your classroom?
• What would help you to build on their prior learning even more effectively – including
what they learn beyond the classroom?
• How do you and your colleagues identify and share effective practice in literacy
learning and teaching? Are the current arrangements in your school as effective as
you would like them to be? If not, how would you improve them?
When children and young people were asked when they were most aware of using their
literacy skills, their responses included the following.
“It was really good to talk about how we could put a message in a bottle and send it
round the loch for others to find and add to. We needed to read up on the effects of
wind and currents, decide what to write that would be interesting and encourage other
people to take part.”
”I love the way we think out loud and come up with really creative ideas as part of our
enterprise work. It can be hard sometimes to agree which bits to follow up on because
it all sounds so exciting.”
“As a member of the eco committee, I’ve learned a lot from the research we do, to help
us plan our campaigns and keep our ‘Did you know…? section of the school website
up-to-date. I’m much better now at writing informative reports and preparing
presentations for our regular contributions to assemblies.”
“I really enjoy science, especially experiments. When we are asked to use what we
have learned already to propose a hypothesis, try it out through experimentation,
analyse and then share the findings, I feel that I’m using lots of skills at once – thinking,
listening, talking, reading and writing, as well as my science knowledge and skills.”
Activity 3
Below you will find two different approaches to using the Experiences and Outcomes to
help you consider ways of maximising opportunities to develop learners’ literacy skills.
Use one or both to support your own reflection and/or discussion with a colleague or
group.
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Table 1
Literacy experiences
Knowledge and use of technical aspects of:
• interacting/collaborating: communicating with
others in group and class discussions, during
question and answer sessions and when making
presentations
• reading increasingly complex or unfamiliar ideas,
structures and vocabulary: using knowledge of
context clues, punctuation, grammar and layout to
help access new/unfamiliar texts
• effective writing: spelling and punctuating with
sufficient accuracy and varying sentences and
paragraphs appropriately/effectively; reviewing and
editing written work; presenting work effectively to
suit purpose and audience
Features of your current
or planned practice which
support and develop
successful outcomes
Finding and using information:
• Listening & talking: preparing for and participating
in class and group discussions;
comparing/contrasting sources; using information for
different purposes
• Reading: finding, selecting, sorting, summarising
and linking information from a variety of sources
Organising and using information:
• Writing: effective note making, developing ideas,
acknowledging sources appropriately in written work,
developing and using appropriate and effective
vocabulary.
Understanding, analysing and evaluating:
• Listening & talking: forming and responding to
questions; engaging in increasingly complex
discussions (literal – inferential- evaluative);
exploring factors which influence/persuade to help
consider the reliability of information
• Reading : considering the purpose and main
concerns in texts, making inferences, discussing
similarities and differences between types of text,
forming questions
Creating texts:
• Listening & talking: listening/discussing attentively
to help share information and points of view, explain
processes, summarise and clarify
• Writing: producing increasingly complex texts
(ideas, structures and vocabulary); using language
effectively to persuade, argue, explore ideas and
express points of view.
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Table 2
I develop and extend my literacy skills when I have opportunities to:
•
communicate, collaborate and build
relationships
•
develop my understanding of what is
special, vibrant and valuable about
my own and other cultures and their
languages
•
reflect on and explain my literacy and
thinking skills, using feedback to help
me improve and sensitively provide
useful feedback for others
•
explore the richness and diversity of
language, how it can affect me, and
the wide range of ways in which I and
others can be creative
•
engage with a create a wide range of •
texts in different media, taking
advantage of the opportunities offered
by ICT
Activity 4
extend and enrich my vocabulary
through listening, talking, watching
and writing.
(Allow between 60 and 90 minutes)
Using the Experiences and Outcomes to plan for literacy
For this activity, you will need a copy of the relevant Principles and practice papers and
the Experiences and Outcomes for literacy and one or two other curricular areas of your
choice.
(i)
Choose one or two curricular areas you would like to consider further in terms of
literacy across learning.
(ii)
Decide on two adjacent levels for your focus.
Early/First
First/Second
Second/Third
(iii)
Decide on three design principles.
challenge and enjoyment
breadth
personalisation and choice
coherence
progression
relevance
Third/Fourth
depth
(iv) Discuss and identify those experiences and outcomes which lend themselves well to
developing learners’ literacy skills. To ensure the literacy learning is uncontrived and
relevant, activities need to be well-planned to achieve the right balance, between the
literacy experiences and outcomes and the subject experiences and outcomes.
(v) Now use the relevant Experiences and Outcomes to begin to devise a termly plan or
unit of study which will ensure learners have well-considered opportunities to use and
develop their literacy skills
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Section 4
A focus on numeracy
‘If we are to achieve the Scottish Government’s purpose of sustainable economic
growth, children and young people need to develop a broad range of mathematical and
numeracy skills. Effective education in mathematics across the population is in the
national interest. As young people compete in an ever changing world and face
increasingly complex challenges, they will need to be able to apply various aspects of
mathematics in order to be successful. To maximise their life chances, young people
need the confidence to recognise when and how to apply their skills in a range of
situations, some of which are predictable and others which are new to them.’
Learning together: mathematics, HMIE 2009
We are numerate if:
… we have developed the confidence and competence in using number which will allow
us to solve problems, analyse information and make informed decisions based on
calculations. Numeracy skills give us the ability to:
• carry out number processes, including addition, subtraction, multiplication, division
and negative numbers;
• access and interpret information;
• identify possibilities; and
• weigh up different options and decide on which option is the most appropriate
Numeracy across learning: Principles and practice paper
The numeracy Experiences and Outcomes are structured using the following eight
organisers.
o Estimation and rounding
o Number and number processes
o Fractions, decimal fractions and percentages
o Money
o Time
o Measurement
o Data and analysis
o Ideas of chance and uncertainty
Activity 1
Reflecting on all of the above aspects,
(i) take a few minutes to think about how (and how often) you use any of these aspects
of numeracy in your everyday life.
(ii) choose an area of your current work. Briefly, note down a few examples of where
you see opportunities to develop numeracy naturally in this context. Later in this section,
there will be a chance to return to and broaden out your notes as part of sharing ideas
and practice.
Research in teaching and learning in mathematics suggests that the way mathematics
and numeracy are taught may affect the way learners:
• perceive mathematics and numeracy;
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•
•
•
•
learn to use mathematics and numeracy;
see the usefulness of mathematics and numeracy in their lives;
understand their identity as users of mathematics and numeracy; and
understand their capacity to use mathematics and numeracy in other contexts.
Many children and young people talk about mathematics when they are referring to
numeracy skills. Learning mathematics gives children and young people access to the
wider curriculum and the opportunity to pursue further studies and interests. Numeracy
is not just a subset of mathematics, it is also a life skill which permeates and supports
all areas of learning. It is important to help learners understand the distinction between
the different sets of skills.
Research also shows that children and young people do not automatically use their
knowledge of numeracy in other curricular areas. They learn best when the richness of
a context helps them to understand how their numeracy skills and knowledge can be
used and applied.
A teaching approach which relies heavily on demonstration by the teacher followed by
practice exercises can limit learners’ capacity to use their numeracy skills in different
contexts. A more effective approach includes:
• opportunities for spontaneous play in the early years, building and developing
children’s own interests;
• open-ended tasks;
• expecting learners to explain their thinking; and
• asking learners to make connections to previously developed skills and different
contexts.
Contextualised ‘word problems’ can contain precise, densely-packed information.
Different reading strategies are needed for contextualised problems. As well as initial
skim reading, contextualised problems need multiple, slower readings to allow the
learner to fully process information. To develop children’s and young people’s
confidence and understanding, it is important that teachers give them time to use their
reading skills to tackle unfamiliar texts and develop their own questioning techniques.
For example, to ask themselves questions such as:
• ‘What is this material about?’
• ‘What conclusions am I expected to reach?’ and
• ‘Can this material be connected to anything I have learnt previously?’
While these are issues for effective learning and teaching in mathematics, they also
raise questions about the extent to which learners face related difficulties in other areas
of the curriculum. Behind the difficulties in tackling an apparently unsolvable problem in
another curriculum area, might be any one (or more) of the following reasons.
•
•
•
•
20
A limited awareness (by the teacher and/or learner) of the numeracy demands within
the set task.
The specific numeracy skills required have not yet been learned in mathematics
and/or in another subject area.
A lack of fluency in using numeracy knowledge to help with the task.
A lack of confidence in using numeracy generally as a tool for learning.
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•
A lack of resilience to continue to work on the task when faced with something the
learner cannot do.
The demands and opportunities to promote numeracy across all areas of the curriculum
may not necessarily have an even or smooth profile across Curriculum for Excellence
levels or the topics and themes being taught. This is because opportunities to practise
numeracy skills may appear as learning in different curriculum areas unfolds.
Numeracy is best promoted when it is not forced into every lesson but when it occurs
naturally within relevant and real-life contexts, many of which can of course be pre
planned. Great learning can come from those unexpected moments when someone
makes a discovery which leads the children or young people to explore ideas at a
tangent. As a general rule, it is better to plan actively for opportunities where learners
will encounter numeracy in a range of contexts. Ongoing dialogue between early years
practitioners/ teachers and learners is crucial, around any problems which occur in
understanding the mathematics or in the context of the play or task – and about what
actions are appropriate to support learning.
Activity 2
Have a look at one or all of the following film clips to see how staff have planned
meaningful contexts for numeracy skills. Keep a note of any opportunities you see in
your current work to use or adapt any of these approaches.
• Encouraging learning from a younger age, Brucehill Early Years
Children are actively engaged in finding out about numeracy in outdoor settings.
• Map Maths lesson, St Kessog’s Primary School
Children and their teacher talk about the benefits of transferring skills across areas of
learning, in the context of finding out more about the world.
• Outdoor Scale lesson, St Kessog’s Primary School
Young people think about how the work they are doing on scale might help them more
widely, beyond school. They are working outside to apply what they have learned
previously in maths and topic work.
• Money Week, Earnhill Primary School
Children develop their understanding of finance and important aspects of numeracy
during themed activities.
• Interdisciplinary topic, Grange Academy
Young people use their numeracy and mathematics skills in a meaningful context, to
explore aspects of human rights. The approaches have been developed from previous
5-14 activities.
Activity 3
Look at the notes you made for Activity 1 alongside the numeracy tables below.
Individually, or with a partner or group, broaden out your note of current contexts and
activities which meet the numeracy needs of learners in your centre, school or setting.
As you do so, you may find the following prompts helpful.
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Section 4 Activity 3
Languages
What knowledge, skills and techniques at word,
sentence and at text level can we develop to
support children and young people to:
•
•
•
•
•
•
Features of your current or
planned practice which support
and develop successful outcomes
use mathematical vocabulary correctly;
explain and justify their methods and
conclusions;
interpret and discuss results;
solve word problems;
communicate the results in an appropriate
way; and
support the words used in reasoning and
proof (if, then, therefore it follows that…)
Expressive Arts
How do we link:
• work on perspective to the development of
enlargement and scale factor in mathematics;
• ideas of pattern, shapes and their
transformation taught in expressive arts;
• rhythm patterns, represented either
symbolically or numerically, to patterns in
mathematical sequences;
• music to the development of children and
young people’s skills in organisation, logical
thought and problem solving; and
• understanding of musical time to children and
young people’s knowledge of time and
speed?
Sciences
How do we use science to:
• help develop children’s and young people’s
understanding of numbers in context;
• encourage children and young people to
estimate answers to calculations, make sense
of an answer, check the reasonableness of
the answer and use mental methods to
calculate an answer;
• support methods and approaches to written
calculations;
• develop a consistent approach to drawing
graphs and charts;
• develop children and young people’s
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•
•
understanding of capacity and volume;
develop an understanding of the manipulation
of algebraic expressions and the solution of
equations compatible to approaches in
mathematics; and
support the development of children and
young people’s problem solving toolkit and
resilience to solving unfamiliar problems?
Technologies
How do we use technologies to:
• support learners’ numeracy skills through the
use of effective software packages;
• reinforce children and young people’s
knowledge, skills and understanding in
aspects of measurement including estimation;
• teach ideas related to scales and scale
factors;
• support a common vocabulary in space,
shape and measure;
• adopt a consistent approach to solving
problems in familiar and unfamiliar contexts;
• practise using a range of measuring
equipment, make decisions regarding the
suitability of measuring equipment for a given
purpose;
• develop the skill of estimation using
appropriate comparisons; and
• make a clear link between decimal notation
and metric measurement?
Religious and moral education
How do we use religious and moral education to:
• help children and young people to gather,
interpret and communicate information,
making use of multiple sources of
information;
• encourage children to use logical
reasoning and analysis to inform their
discussions and justify their conclusions;
• support the development of children and
young people’s problem solving skills
through setting challenges that are real,
relevant and purposeful; and
• support children and young people to
present their findings using appropriate
charts, tables and graphs.
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Health and Wellbeing
How do we use health and wellbeing to:
• support work on gathering and interpreting
data e.g. in physical fitness work,
performance data;
• develop children and young people’s
awareness of time, distance, speed;
• enable children and young people to
become better informed citizens by
interpreting and analysing data e.g.
exploring citizens rights, exploring safe
daily drinking levels for men and women.
Activity 4
(Allow between 60 and 90 minutes)
Using Experiences and Outcomes to plan for numeracy
For this activity, you will need a copy of the Principles and practice papers and the
Experiences and Outcomes for numeracy and one or two other curricular areas of your
choice.
(i)
Choose one or two curricular areas you would like to consider further in terms of
numeracy across learning.
(ii)
Decide on two adjacent levels for your focus.
Early/First
First/Second
Second/Third
(iii)
Decide on three design principles.
challenge and enjoyment
breadth
personalisation and choice
coherence
progression
relevance
Third/Fourth
depth
(iv) Discuss and identify those experiences and outcomes which lend themselves well to
developing learners’ numeracy skills. To ensure the numeracy learning is uncontrived
and relevant, activities need to be well planned to achieve the right balance between the
numeracy experiences and outcomes and the subject experiences and outcomes. In
early years, think about this in the context of building on children’s interests and how
they use the playroom and outdoors to help them learn.
(v) Now use the relevant Experiences and Outcomes to begin to devise activities which
will ensure learners have well-considered opportunities to use and develop their
numeracy skills. In planning playroom activities for young children or lessons over a
period of time, investigate possible and probable numeracy demands within a range of
contexts and explore some strategies for dealing with them. For example, what action
can you take to:
• enable the numerical idea to be understood?
• enable the numerical idea to be used?
• enable the numeracy and the context to be linked?
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•
•
encourage a ‘can do’ and/or ‘can try’ attitude?
ensure that the understanding of the numeracy skills required to complete the task is
secure?
Section 5
Making and measuring progress
Curriculum for Excellence gives us an unparalleled opportunity to raise achievement
levels for all our children and young people. It is critical that assessment is used to
support individual learning and to provide reliable information to learners, parents,
employers and further and higher education about the standards that have been
achieved.
The Cabinet Secretary’s foreword, Building the Curriculum 5: a framework for
assessment.
When teachers and other staff are asked how well children and young people are doing,
and how do they know, their answers draw upon information from a variety of sources,
including:
• their knowledge of individual learners’ strengths and needs;
• judgements based on coursework and observations;
• records of milestones reached;
• discussions with learners about their progress; and
• the results of tests and assessments.
At a time of transition, when changes are being made to systems of assessment and
qualifications to bring them in line with Curriculum for Excellence, it is important to
remember that you remain well equipped to continue to answer those questions about
progress and how you measure it. They are part of effective learning and teaching.
Building the curriculum 5 provides guidance on how to achieve a coherent approach
to the curriculum, learning and teaching and assessment.
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Relevant, broad and challenging experiences which allow children and young people to
apply their learning and the skills they are developing will provide the evidence needed
to form judgements about progress and next steps in learning.
Have a look at the following extracts from Building the curriculum 5 and consider the
questions which follow.
The Curriculum for Excellence framework for assessment to support the
purposes of learning 3 – 18
Building the Curriculum 5, page 10
Assessment to support learning
• reflects the values and principles of Curriculum for Excellence
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•
•
•
•
•
•
•
identifies what we assess: the application of the national standards and
expectations of each learner’s progress and achievements in developing knowledge
and understanding, skills, attributes and capabilities
identifies principles of assessment: why we assess: supporting learning; promoting
learner engagement; ensuring appropriate support
clarifies when we assess: as part of ongoing learning and teaching; periodically; at
points of transition
clarifies how we assess: using a variety of approaches and range of evidence to fit
the kind of learning; making assessment fit for purpose and appropriately valid,
reliable and proportionate; through partnership working
ensures quality and confidence in assessment: sharing standards; exemplification
and CPD
informs reports on progress and achievement
informs self-evaluation for improvement
Reflecting the principles of Curriculum for Excellence, progress is now defined in terms
of ‘how well’ and ‘how much’, as well as learners’ rate of progress. This approach
will promote greater breadth and depth of learning, including a greater focus on the
secure development of skills and knowledge. Assessing progress across the breadth of
learning, in challenging aspects and when applying learning in different and unfamiliar
contexts, will also help teachers to plan, track progress and summarise achievement in
a rounded way, and better prepare children and young people for the next stage in
learning.
Activity 1
(i) Choose two or three of the key ideas for assessment in Building the Curriculum 5
which you would like to consider in more detail. Share your thoughts and features of
current practice with your partner or group.
(ii)Use the following questions to prompt your reflection or discussion.
• What assessment approaches are you using currently that help you to make secure
and reliable judgements about learners’ attainment?
• How will you modify your assessment approaches to provide evidence of learners’
progression taking account of breadth, challenge and application of learning?
• What changes will you need to make to apply these approaches to tracking learners’
progress and attainment in literacy and numeracy, across their learning?
• How are you establishing shared expectations about the standards expected in
literacy and numeracy across different curriculum areas and subjects?
Ideas into practice
(iii) Now use the table below to help you to record your findings.
How can you put these key assessment ideas into practice in your playroom or
classroom, and across your centre, school or community setting?
Learner involvement
Varied approaches to assessment
Breadth, challenge and application
27
Evidence across the four contexts for
learning (the ethos and life of the school
as a community; curriculum areas and
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Sharing the standard through
professional dialogue
Reporting in terms of the principles of
Curriculum for Excellence
subjects; interdisciplinary learning; and
opportunities for personal achievement)
Reliability, validity and proportionality
Self-evaluation for improvement
You will find very helpful exemplification of emerging practice in assessing literacy and
numeracy and the National Assessment Resource (NAR) on the Learning and Teaching
Scotland website, at www.ltscotland.org.uk
Progression in learning is not linear. Children and young people will progress in different
ways. They will develop different levels of skill across the different aspects of literacy
and numeracy, and across their learning. For example, a learner may be making very
good progress in listening, talking and reading but not be as secure in writing. Similarly,
there may be notable strengths in aspects of science or computing but not in all aspects
of numeracy. It is important that teachers and others who support learning develop
reliable approaches to tracking progress within these predictable variables – and to
involving children and young people in this. Consider the following interconnected
descriptions of progression in learning.
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Developing
• Has started to engage in the work of the new level; and
• Is beginning to make progress in an increasing number of outcomes across the
breadth of learning described in the experiences and outcomes for the level.
Consolidating
• Has achieved a breadth of learning across many of the experiences and outcomes
for this level;
• Can apply what he/she has learned in familiar situations; and
• Is beginning to undertake more challenging learning and to apply learning in
unfamiliar contexts.
Secure
• Has achieved a breadth of learning across almost all of the experiences and
outcomes for the level, including any significant aspects of the curriculum area.
• Has responded consistently well to the level of challenge set out in these
experiences and outcomes;
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•
•
Has moved forward to more challenging learning in some aspects; and
Has applied what he/she has learned in new and unfamiliar situations.
At any given time, a learner’s profile of success and progress will contain variables,
within aspects of subjects as well as aspects of literacy and numeracy. There will be
those whose learning is secure in one (or more aspects) of a subject (for example,
People, place and environment and/or People, society, economy and business) but at
the cusp of developing and consolidating confidence in People, past events and
societies.
Activity 2
Consider the following questions and share your ideas with a colleague or group.
•
•
•
How will you keep a record of progress in literacy and numeracy, to contribute to
learners’ holistic understanding of their successes and needs?
How will you ensure that the literacy and numeracy demands in the tasks you set,
and the assessments you carry out, are at an appropriate level for individual learners
to make progress?
How will you share your overall judgement of an individual’s attainment and
achievement across their learning with him or her, and others?
Keep a note of the key points which emerge from your discussion for future reference.
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Section 6
Conclusion and next steps
The aim of this professional development programme has been to stimulate
professional reflection, dialogue and debate about how to promote and develop literacy
and numeracy across learning. The programme highlights the difference that strong
literacy and numeracy skills can make to individuals’ ability to undertake everyday tasks
and develop skills for learning, life and work.
Key points in thinking about what excellence in promoting literacy and numeracy across
learning looks like:
•
•
•
•
•
•
•
•
•
Literacy and numeracy learning is integrated across all areas and all stages of
learning.
Literacy and numeracy teaching and learning is purposeful, relevant and encourages
creativity and ingenuity.
Well-planned activities allow children and young people to use a range of skills for
learning, life and work in real and relevant contexts.
Literacy and numeracy demands across the curriculum are acknowledged and
supported by all staff at all stages of learning.
Staff and learners have a shared vision and goals for teaching and learning literacy
and numeracy skills. All those involved have an agreed understanding of effective
literacy and numeracy practices.
Learning communities work together to enhance literacy and numeracy across
learning, setting appropriately high expectations for all within learning, teaching and
assessment arrangements.
Teaching and assessment approaches reflect the principles of Curriculum for
Excellence.
Assessment practices are timely and integrated into daily learning, to monitor and
assess learners’ progress to inform planning.
Staff have a clear understanding of suitable pathways for literacy and numeracy to
help all learners achieve their potential.
And finally……
• How will your practice change as a result of the ideas and activities in this
programme?
• What impact do you expect changes to have on learners?
• How will you know that you are achieving your aims, to develop the literacy and
numeracy skills of all learners?
---------------------------------------------------------------------------------------------------------------See over for Appendices
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Tables
Section 2 Activity 2
Traffic Lights - Literacy Across learning
Curricular Area :
Green
Amber
Red
Learners have choice in their selection of texts for reading,
writing, listening and talking. They can select their own
context, sources and resources.
Learners have many opportunities to engage in discussion
of appropriate complexity and they know how to engage in
pair and group discussion.
Learners can make notes, organise them according to
purpose, and create new texts where appropriate. They
recognise when it is appropriate to quote from sources and
when to use their own words.
Learners can recognise techniques used to influence them
and can assess the value of sources. They select and
organise appropriate resources.
Learners have opportunities to create texts to communicate
information, explain processes, summarise findings and
draw conclusions.
Learners can identify main concepts from different texts,
make inferences using supporting detail and identify
similarities and differences between different types of text.
Learners use strategies before and when they are reading
to monitor and check understanding.
Learners use a range of strategies and resources to spell
most of the words they need to use, including specialist
vocabulary, and they ensure that their spelling is accurate.
Learners are encouraged to punctuate and structure
sentences and paragraphs appropriately.
Learners are given the opportunity to review and edit their
work to ensure it meets its purpose and communicates
meaning at first reading.
Learners consider the impact of layout and presentation as
appropriate to audience.
Literacy Across Learning national workshop series, Learning & Teaching Scotland
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Section 2 Activity 3
Traffic Lights – Numeracy Across Learning
Curricular area:
Green Amber
Red
Learners know, understand and use aspects of:
number and number processes to:
• calculate accurately, where appropriate, using efficient
mental strategies
• estimate and round appropriately
• use calculators and other ICT resources appropriately and
efficiently
applied numeracy to:
• identify and use an efficient strategy for the calculations
they need to do
• confidently measure and estimate measurements
• work confidently with money and time
• choose suitable units
• find, select, sort, collate and link information from a variety
of sources.
information handling to:
• organise information appropriately
• present graphs, charts and diagrams to suit purpose and
audience
• read numbers accurately from a range of diagrams, tables,
graphs and real life objects
• make inferences, informed decisions and draw valid
conclusions
• use information for different purposes
understanding, analysing and evaluating to :
• work in groups or individually to solve problems
• confidently judge the reasonableness of solutions, checking
them out when necessary
• explain their thinking and share their approaches and
solutions
• form and respond to questions
• interpret and use information effectively
Creating text:
• present information/data clearly and effectively
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Section 2 Activity 6
A. What is working well currently?
B. What will the future look like once
you have all the improvements you
think you need in place?
C. Where are there shortcomings or D. What will help you get to point B?
areas which need attention?
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Section 3 Activity 3
Table 1
Literacy experiences
Knowledge and use of technical aspects of:
• interacting/collaborating: communicating with
others in group and class discussions, during
question and answer sessions and when making
presentations
• reading increasingly complex or unfamiliar
ideas, structures and vocabulary: using
knowledge of context clues, punctuation,
grammar and layout to help access
new/unfamiliar texts
• effective writing: spelling and punctuating with
sufficient accuracy and varying sentences and
paragraphs appropriately/effectively; reviewing
and editing written work; presenting work
effectively to suit purpose and audience
Features of your current or
planned practice which support
and develop successful
outcomes
Finding and using information:
• Listening & talking: preparing for and
participating in class and group discussions;
comparing/contrasting sources; using information
for different purposes
• Reading: finding, selecting, sorting, summarising
and linking information from a variety of sources
Organising and using information:
• Writing: effective note making, developing ideas,
acknowledging sources appropriately in written
work, developing and using appropriate and
effective vocabulary.
Understanding, analysing and evaluating:
• Listening & talking: forming and responding to
questions; engaging in increasingly complex
discussions (literal – inferential- evaluative);
exploring factors which influence/persuade to
help consider the reliability of information
• Reading : considering the purpose and main
concerns in texts, making inferences, discussing
similarities and differences between types of text,
forming questions
Creating texts:
• Listening & talking: listening/discussing
attentively to help share information and points of
view, explain processes, summarise and clarify
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•
Writing: producing increasingly complex texts
(ideas, structures and vocabulary); using
language effectively to persuade, argue, explore
ideas and express points of view.
Section 3 Activity 3
Table 2
I develop and extend my literacy skills when I have opportunities to:
•
communicate, collaborate and build
relationships
•
develop my understanding of what is
special, vibrant and valuable about
my own and other cultures and their
languages
•
reflect on and explain my literacy and
thinking skills, using feedback to help
me improve and sensitively provide
useful feedback for others
•
explore the richness and diversity of
language, how it can affect me, and
the wide range of ways in which I and
others can be creative
•
engage with a create a wide range of •
texts in different media, taking
advantage of the opportunities offered
by ICT
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Developing literacy and numeracy across learning
extend and enrich my vocabulary
through listening, talking, watching
and writing.
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Section 4 Activity 3
Features of your current or planned
practice which support and develop
What knowledge, skills and techniques at successful outcomes
Languages
word, sentence and at text level can we
develop to support children and young
people to:
•
•
•
•
•
•
use mathematical vocabulary correctly;
explain and justify their methods and
conclusions;
interpret and discuss results;
solve word problems;
communicate the results in an
appropriate way; and
support the words used in reasoning and
proof (if..then, therefore it follows that…)
Expressive Arts
How do we link:
• work on perspective to the development
of enlargement and scale factor in
mathematics;
• ideas of pattern, shapes and their
transformation taught in expressive arts;
• rhythm patterns, represented either
symbolically or numerically, to patterns in
mathematical sequences;
• music to the development of children and
young people’s skills in organisation,
logical thought and problem solving;
• understanding of musical time to children
and young people’s knowledge of time
and speed?
Sciences
How do we use science to:
• help develop children and young
people’s understanding of numbers in
context;
• encourage children and young people to
estimate answers to calculations, make
sense of an answer, check the
reasonableness of the answer and use
mental methods to calculate an answer
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•
•
•
support methods and approaches to
written calculations;
develop an understanding of the
manipulation of algebraic expressions
and the solution of equations compatible
to approaches in mathematics; and
support the development of children and
young people’s problem solving toolkit
and resilience to solving unfamiliar
problems?
Technologies
How do we use technologies to:
• support learners’ numeracy skills through
the use of effective software packages;
• reinforce children and young people’s
knowledge, skills and understanding in
aspects of measurement including
estimation;
• teach ideas related to scales and scale
factors;
• support a common vocabulary in space,
shape and measure;
• adopt a consistent approach to solving
problems in familiar and unfamiliar
contexts;
• practise using a range of measuring
equipment, make decisions regarding the
suitability of measuring equipment for a
given purpose;
• develop the skill of estimation using
appropriate comparisons; and
• make a clear link between decimal
notation and metric measurement?
Social Subjects
How do we use social subjects to:
• create opportunities for joint work with
mathematics using, for example, data
from census returns to compare the past
with the present;
• use data handling to state the problem,
identify and collect data, analyse and
represent data, interpret results within a
history/geography or modern studies
topic;
• promote the use of graphs and charts
and labelling conventions that are
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•
•
•
consistent with mathematics;
support work on coordinates and
measure;
enable children and young people to
become better informed citizens by
interpreting and analysing data; and
introduce mathematics from other
cultures?
Section 5 Activity 1
How can you put these key assessment ideas into practice in your playroom or
classroom, and across your centre, school or community setting?
Learner involvement
Varied approaches to assessment
Breadth, challenge and application
Evidence across the four contexts for
learning (the ethos and life of the school
as a community; curriculum areas and
subjects; interdisciplinary learning; and
opportunities for personal achievement)
Sharing the standard through
professional dialogue
Reliability, validity and proportionality
Reporting in terms of the principles of
Curriculum for Excellence
Self-evaluation for improvement
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Developing literacy and numeracy across learning
September 2010
THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE
Useful references
HMIE
http://www.hmie.gov.uk/Publications
Type of publication:
• Learning Together series
• Improving series, including, Improving the Odds: Improving Life Chances
• Subject portraits
Learning and Teaching Scotland
Literacy
http://www.ltscotland.org.uk/learningteachingandassessment/learningacrossthecurr
iculum/responsibilityofall/literacy/index.asp
http://www.ltscotland.org.uk/learningteachingandassessment/learningacrossthecurr
iculum/responsibilityofall/
http://www.ltscotland.org.uk/learningteachingandassessment/learningacrossthecurr
iculum/responsibilityofall/literacy/supportmaterials/index.asp
http://www.ltscotland.org.uk/knowledgeoflanguage/index.asp
http://www.ltscotland.org.uk/knowledgeoflanguage/scots/index.asp
http://www.ltscotland.org.uk/learningteachingandassessment/curriculumareas/lang
uages/
Numeracy
http://www.ltscotland.org.uk/learningteachingandassessment/learningacrossthecurr
iculum/responsibilityofall/numeracy/index.asp
http://www.ltscotland.org.uk/learningteachingandassessment/learningacrossthecurr
iculum/responsibilityofall/numeracy/supportmaterials/index.asp
http://www.ltscotland.org.uk/learningteachingandassessment/curriculumareas/math
ematics/
Journey to Excellence
http://www.journeytoexcellence.org.uk/learningandteaching/videos.asp?id=educati
onaltheme||presentation%20subject\|Journey%20to%20excellence%20themes\|Le
arning%20and%20teaching\|Curriculum\|Literacy%20across%20learning
http://www.journeytoexcellence.org.uk/learningandteaching/improvementguide/meetingc
hildrenslearningneeds.asp
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Developing literacy and numeracy across learning
September 2010