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Getting started – support for reflection and engagement numeracy

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?. What was done:.

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Getting started – support for reflection and engagement numeracy

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  1. Getting started – support for reflection and engagement numeracy

  2. What changes have been made since the publication of the draft numeracy framework?Feedback was informative in supporting change. What was said? What was done: 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. 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.

  3. Reflecting on the principles and practice in numeracy • Why is it important that all teachers contribute to the development of the learners’ numeracy? • How do I know which numerical skills I should develop and at what level? • How can I promote progression in learners’ development of numeracy skills? • Mathematics is not my specialism. How will I contribute to the development of numeracy skills within my subject? • In what ways can the principles and practice inform my teaching of numeracy to take it forward within Curriculum for Excellence?

  4. How are the experiences and outcomes structured in numeracy? Numeracy is structured within eight areas: • Estimation and rounding • Number and number processes • Fractions, decimal fractions and percentages • Money • Time • Measurement • Data and analysis • Ideas of chance and uncertainty.

  5. Experiences and outcomes in numeracy • 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. • 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.

  6. Getting started in numeracy: some questions for discussion Building on your current practice, what are the implications for what and how you teach? How will you ensure the needs of all learners are met? 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? How might you ensure that learning and teaching reflects the values, purposes and principles of Curriculum for Excellence?

  7. 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: identifying and sharing effective practice identifying and prioritising professional development needs experimenting with learning and teaching approaches.

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