Professional Focus Paper
Number Skills
1.
Level: National 1
Who is this paper for and what is its purpose?
This paper is for staff who provide learning, teaching and support as learners work towards Number Skills National
1.
Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better
prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real
scope to build learning from 3 to 18 in a joined-up, seamless way. As a result, progression in learning can be much
stronger, with a clear focus on knowledge, understanding, skills, capabilities and attributes. These are delivered
through the experiences and outcomes of the 3–15 Broad General Education (BGE) and, at the senior phase,
through programmes that build directly on the BGE, leading to qualifications. Because of a strengthened focus on
the nature and quality of learning experiences and increased learner participation in every aspect of the learning,
teaching and assessment cycle, self-motivation is likely to be increased and learners consequently more engaged
and enthused. To ensure continuity and progression, qualifications at the senior phase have been designed to
embrace this unambiguous focus on high-quality learning.
Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling
each to achieve their very best. For example, some centres may take the opportunity to offer qualifications over two
years, whereas others may enable learners to work towards qualifications within one year. In both cases, the
advice in this paper is relevant to the learning and teaching approaches which learners will encounter. This paper is
intended to stimulate professional reflection and dialogue about learning. It highlights important features of learning
which are enhanced or different from previous arrangements at this SCQF level.
How will you plan for progression in learning and teaching, building on the Broad General Education?
2.
What’s new and what are the implications for learning and teaching?
At National 1, Number Skills consists of 10 units providing learners with relevant experiences to develop skills for
learning, life and work. The units are:
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Recognising Number
Number Processes
Handling Information
Using a Calculator
Measurement of Length
Measurement of Weight
Measurement of Volume
Handling Money
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 Time
 Shape.
At National 1 the units are standalone, and to achieve a Number Skills unit at National 1 learners must be able to
achieve the outcomes within the unit, with the appropriate level of support and resources. However, in practice, as
the units are closely linked, most learners will undertake several units at one time. At National 1 learning should be
relevant to the learner’s everyday life, their overall learning programme and/or work and leisure. The outcomes
across the range of Number Skills units at National 1 and other areas of the curriculum may be linked together to
provide personalised achievement opportunities for all learners, for example:
 Number skills: Measurement of Weight and Measurement of Volume units with Food Preparation: any of the
practical units
 Number skills: Handling Money unit with Independent Living Skills: Going Shopping unit
 Independent Living Skills: Going Shopping unit with Physical Education: Improving Performance unit.
Number Skills National 1 units could have links with Personal Achievement Awards at National 1, for example
Financial Awareness, Fundraising, Enterprise and Travel in the Community.
Progression for learners may be across the range of Number Skills National 1 units to Lifeskills Mathematics
National 2 units, and to further study, employment or training. The nature of this progression will depend on the
individual needs of the learner.
What are the key aspects of Number Skills National 1?
Integrated approach to experiences and skills development
Number Skills units at National 1 build on the experiences and skills developed within the BGE. A range of
contexts, including at home and within the local community, will broaden and extend learners’ experiences and
enable them to apply their skills across a range of curricular areas. For some learners, with more complex needs,
specific targets may be set within their individualised educational programmes to ensure skills are developed
across mathematics and numeracy. In planning experiences and skill development in Number Skills National 1 staff
should also take account of the targets set in other curricular areas, including literacy, numeracy, and health and
wellbeing.
Wider range of evidence of learning
There is a clear focus on assessment as an integral part of learning and teaching. Staff will want to use their
interactions with learners to form judgments of how teaching and tasks are to be directed to meet learners’ needs.
At National 1 it is anticipated that most evidence for assessment purposes will be gathered on a naturally occurring
basis. A variety of assessment approaches should be used to allow a range of valid and reliable assessment
evidence to be gathered. Such approaches might include:
 observation of evidence demonstrated during an activity (using an observation checklist, visual recording,
photography or equivalent)
 oral questioning before, during and on completion of a task (recorded using audio-visual or audio recording or
using detailed written assessor notes)
 the centre’s own assessment tools
 learning and teaching activities that generate physical evidence for assessment
 identifying opportunities to record evidence within other curricular areas and/or other environments.
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These examples of evidence could be used by learners and/or staff to build a portfolio to demonstrate progress
across the outcomes in the Number Skills units. Staff should develop criteria of success where the focus is placed
on small, well-defined steps in learning. In this way the learner with more complex needs is more likely to achieve
success and be able to progress within the level or on to the next level. Staff should ensure that different
approaches to assessment are matched to the individual learner’s needs, including accurate and regular feedback,
as appropriate. Where possible, learners should be at the centre of this process so they have a clear
understanding of what will be assessed and how it will be assessed. They should also be supported and involved in
selecting the assessment evidence that best demonstrates the knowledge, understanding, skills, capabilities and
attributes they have developed. Staff have the flexibility to manage the support requirements for each learner. They
may also keep informal records, including contributions from parents/carers and others, as part of the learning and
teaching process to show how the learner is progressing.
Hierarchy of units
Programmes of learning should be planned to encourage learners to aim for the highest level of achievement.
There is no mandatory content at Number Skills National 1 but the general aims of the units provide learners with
opportunities to:
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recognise and order number and carry out basic number processes
interpret and organise basic numerical information
use a calculator to carry out basic number processes
explore the concept of measurement, including length, weight and volume
recognise notes and coins, and gain experience of handling money
recognise displays of time and use time to order routine activity
recognise shape in the environment.
This will help learners to develop and improve their number skills in familiar and not so familiar settings and for a
range of purposes. These experiences, skills and knowledge will be developed further in National 2 and beyond,
and across National 1 units in other curricular areas. Careful planning of contexts will be required to ensure
learners can move within and between National 1 and National 2 units and courses, as appropriate.
What are the key features of learning in Number Skills National 1?
Active learning
Learners will be expected to take an active role in the learning process, working individually and collaboratively to
develop skills. Learners may require individualised differentiation of tasks and activities to promote their
engagement in learning and to support their achievements in Number Skills National 1. Learners will require
varying degrees of support to enable them to achieve the outcomes and assessment standards. Some learners
may take part at an experiential or sensory level, where they require full support. Some may require frequent
direction and support to enable them to take part, while others may take part independently or with intermittent
support. For a few learners, with more complex additional support needs, where the outcomes in a Number Skills
National 1 unit may not be fully achievable, the experiences gained in Number Skills units will enhance learning
and may contribute to their success within other National 1 units. Using a variety of different methodologies, active
learning approaches and support models will ensure that learning experiences meet the needs of all learners.
Personalised learning and learning independently
At Number Skills National 1 learners have real opportunities to develop skills for learning, life and work in ways that
are stimulating, challenging, relevant and enjoyable. These opportunities may be related to their specific needs,
interests and choices, which in turn promote engagement. For example, a group of learners may all be working on
travel in the local community whilst individuals are also focusing on different aspects of number skills, such as
NUMBER SKILLS
identifying shapes in the environment or using money to buy a bus ticket or purchase an item in the shop. Each
learner can focus on a different aspect of numeracy that relates to their skill level and interest. Increased motivation
and personalisation will lead to improved outcomes for all. Learners with complex needs will require varying
degrees of staff support for all or part of the tasks. Well-defined assessment tasks will determine the level of
support an individual learner may require at any given point within the learning and teaching environment. Learners
should be given opportunities to use their normal mode of communication and have access to the appropriate
resources identified to support their learning, for example:
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pictorial shopping lists and/or visual task schedules
assistive technologies, such as electronic tablets, Boardmaker, PECs, Talking Mats and word processing
social stories about travel in the community or a shopping trip
DVDs and number computer games
an identified level of staff support to access, participate in and achieve tasks
an adapted environment.
How will you plan opportunities for learners to learn independently as appropriate?
How will you plan contexts to ensure there is progression without unnecessary repetition of content?
Responsibility for learning
The quality of the relationships of the range of staff supporting the learner and a clear understanding of individual
needs will enhance the learner’s ability to engage in and, as appropriate to individual needs, take responsibility for
their learning. Learners progress at different rates and will require different levels of support depending on the
task/activity to be undertaken. Staff should be aware of the types and range of supports required to enable the
learner to experience success and achievement with the least possible intervention. Personalised learning, with
clear links to previous learning, progress and achievement, ensures that learning, teaching and individual
educational programmes are tailored to the learners’ needs across the contexts for learning. Learners’ preferred
methods of communication and the increasing use of technology will play an important role in allowing learners to
take increased responsibility for learning.
Learners should be encouraged to monitor their own progress, where appropriate. Learners can be guided towards
building their own understanding of the learning process using a range of strategies. For those learners who are at
the earliest stages of reading and writing or who require positive behaviour support strategies the following could
be used:
 visual self-assessment (photographic, pictorial, graphic)
 oral, gestural and signing responses
 an achievement reward system (stickers, certificates).
How will you support learners to take responsibility for and plan their own learning?
What key areas will you discuss with learners to ensure they are making progress with the aims of the units?
Collaborative learning
Learning and teaching approaches should encourage and develop collaborative working, including learning from
each other. When planning collaborative learning and teaching approaches, staff will want to consider how
individual learners can be encouraged and supported to take on roles that provide appropriate challenge and also
meaningful opportunities to contribute to the group and to experience success. Many practical numeracy activities
rely on learners working with a partner or in a group. Working collaboratively provides the relevant and real-life
contexts and situations that promote knowledge and understanding of life outside home and school. Numeracy
NUMBER SKILLS
development is likely to be enhanced in contexts where learners are encouraged to take on a range of roles and
responsibilities. In experiencing different roles learners will help to provide information and support that can shape
and develop their literacy, numeracy, and health and wellbeing skills. Learners could work together to plan and
enjoy a whole-day outing, including making a list of items for a picnic, counting how many sandwiches will be
needed, deciding how long it will take to walk to the bus stop and when the group will need to leave, and working
out how much money will be needed for the bus and the cinema tickets. Using a calculator, with support, could also
help with many of these tasks. These roles could also include learners taking the lead in different aspects of
planning the outing. Working together will encourage learners to build positive relationships while demonstrating
awareness and respect for others.
How might you develop collaborative approaches to learning and make effective use of technology?
Applying learning
For learners with complex needs, learning experiences linked to strengths, interests and choices will enable them
to develop their practical number skills and have opportunities to apply these in other areas of the curriculum and in
real-life situations. Staff should ensure that tasks and activities are clearly linked to outcomes, which in turn will
allow learners to demonstrate their knowledge, understanding, skills, capabilities and attributes, accompanied by
whatever support model has been identified for the individual. There will be learning opportunities which develop
thinking skills as well as literacy and numeracy skills across the Number Skills units. A central theme is to
encourage learners to use their existing and emerging skills in a range of contexts in school, at home and in the
community. Opportunities for learners to apply and use their number skills across other curriculum areas will help
to ensure that their skills and usual mode of communication are reinforced and transferrable. Working in
partnership with parents/carers and others, staff can ensure that learners are able to use and practise their skills in
as natural a context as possible. Numeracy is all around and family members can be supported to create simple
number quizzes, number treasure trails, visual timetables and task schedules for home use. The PE teacher or
sports coach can make time for learners to sort the balls into size boxes at the end of a PE lesson or collaborate
with the base teacher on making a simple display of the number of goals scored or time scores during circuit work.
How can you ensure that learners can access opportunities to apply their learning in other curriculum areas?
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3.
Qualification information
The SQA website provides you with the following documents:
 unit specifications
 support notes
 unit assessment support packages.
Full information on arrangements for this qualification is available on the SQA website.
Further information on the developments in National units is available on SQA's National 1 unit web page:
www.sqa.org.uk/national1.
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
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