Getting started –
support for reflection and
engagement
numeracy
What changes have been made since the publication of
the draft numeracy framework?
Feedback was informative in supporting change.
What was said?
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Estimation and rounding should be
included within the early level
experiences and outcomes.
Some experiences and outcomes
would benefit from further
clarification.
Pedagogy, planning, progression and
assessment could be enhanced
through further support.
Advice is needed on how numeracy
across learning should be taken
forward.
What was done:
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An appropriate outcome on
estimating and rounding was
added at early level.
Further explanation included in
the framework document to
clarify expectation.
Further exemplification to be
provided through progression
pathways for key lines of concept
development.
Commissioned work to exemplify
applications of numeracy across
learning, in everyday situations
and in the world of work.
Reflecting on the principles and practice in numeracy
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Why is it important that all teachers contribute to the development of the
learners’ numeracy?
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How do I know which numerical skills I should develop and at what level?
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How can I promote progression in learners’ development of numeracy skills?
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Mathematics is not my specialism. How will I contribute to the development of
numeracy skills within my subject?
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In what ways can the principles and practice inform my teaching of numeracy
to take it forward within Curriculum for Excellence?
How are the experiences and outcomes structured in
numeracy?
Numeracy is structured within eight areas:
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Estimation and rounding
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Number and number processes
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Fractions, decimal fractions and percentages
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Money
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Time
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Measurement
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Data and analysis
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Ideas of chance and uncertainty.
Experiences and outcomes in numeracy
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Why is there a dotted line between third and fourth level?
This is to demonstrate the close relationship and likely overlap between the two
levels. Fourth level will provide the depth of experiences based on prior learning
from third level.
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Why are there sometimes fewer statements at third level than in second and
fourth?
This happens because of the particular significance of the third level as part of the
entitlement for all young people. They represent a drawing together of a number of
aspects of learning within mathematics.
Getting started in numeracy:
some questions for discussion
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Building on your current practice, what are the implications for what and how you
teach?
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How will you ensure the needs of all learners are met?
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Which experiences and outcomes could you link within numeracy, across other
curriculum areas and the world of work to provide a coherent experience for
learners?
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How might you ensure that learning and teaching reflects the values, purposes and
principles of Curriculum for Excellence?
Where do you go from here?
The journey may be different for everyone, but you may wish to
consider some first steps towards change, for example:
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identifying and sharing effective practice
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identifying and prioritising professional development needs
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experimenting with learning and teaching approaches.