Curriculum for Excellence
Numeracy and Mathematics
18th September 2010
fiona.robertson@hmie.gsi.gov.uk
Why
Curriculum for
Excellence?
Raise standards
Close the gap
Prepare for the future
What are the main differences of a
mathematics curriculum which takes full
account of Curriculum for Excellence?
• Schools, centres and their partners work together
to develop the mathematics curriculum
• Shared planning amongst staff for example in
relation to well-judged contexts for learning and
applying mathematical facts and skills
• Programmes of study and teachers’ lesson plans
make effective use of prior learning to build on
learners’ mathematics knowledge and skills
including at P7/S1 interface.
When planning with others, using the
Es and Os from a range of curricular
areas, how do the experiences
consolidate purposefully and/or
systematically develop young
people’s skills in mathematics?
• IDL is one of the four contexts for learning.
• These contexts often blend together within the
overall design of the curriculum.
• Schools need an appropriate balance between
IDL and discrete subject learning.
• Decisions about organising learning should be
grounded in the principles of curriculum design.
What is the impact of links with
associated primary schools on
continuity, coherence and
progression in the development of
learners’ mathematical skills as they
move in to S1?
• Staff connect learning to concepts
prior to and beyond the level
currently being taught.
• Staff are clear about what learning
has taken place by the end of P7 and
use this information well to provide
appropriate challenge and support
for all learners.
What are the features of high quality
learning experiences in mathematics
that will deliver the aims and
expectations of Curriculum for
Excellence?
• Teachers with a strong grasp of the mathematics
curriculum support children and young people
across the spectrum of ability to achieve success
• Learning and teaching approaches ensure all
learners are included and have their needs met
• Staff plan together to make the required changes
to learning and teaching to promote the higher
order learning skills embedded in the Curriculum
for Excellence experiences and outcomes
Assessment
• How will you share with young people all of the
roles of assessment and their role in developing
the skills to evaluate their work effectively?
• What evidence is there to demonstrate that
young people have made significant progress in
mathematics?
• How will your school ensure assessments are
reliable, valid and proportionate?
Why do we need a range of
assessment approaches and evidence?
because of the range
of learning in the
Es and Os
• I have investigated the everyday contexts in which simple
fractions, percentages or decimal fractions are used and can
carry out the necessary calculations to solve related
problems MNU 2-07a
• Having used practical, pictorial and written methods to
develop my understanding, I can convert between whole or
mixed numbers and fractions. MTH 3-07c
Discuss
What stage have you reached in developing a
mathematics curriculum that fully embraces the
principles and vision of Curriculum for Excellence?
In planning courses and programmes using the
Experiences and Outcomes, what are your key
priorities for improving learning in mathematics and
putting the learner at the heart of learning?
What are you doing that is different?