Numeracy and Mathematics Seminar Primary School Leadership Conference

Transforming lives through learning

Numeracy and Mathematics

Seminar

Primary School Leadership Conference


Aims

• SSLN key messages • Key areas for improvement • Support resources• Way forward


Scottish Survey of Literacy and Numeracy


• An annual sample-based survey which monitors national performance in literacy and numeracy at P4, P7 and S2

• Assesses literacy and numeracy in alternate years

• Provides a snapshot of Scotland's achievement in literacy and numeracy at a specific point in time and allows for comparisons over time to be made

• Supports the development of improvements in learning and teaching

THE SCOTTISH SURVEY OF LITERACY AND NUMERACY (SSLN)


• All schools are invited to take part (excluding special schools) • Nationally about 4,000 pupils participate in the survey at each

stage• 2,150 primary schools (two pupils at P4 and two pupils at P7)

and 425 secondary schools (12 pupils at S2)• Approximately 4,900 teachers complete online questionnaires

(includes non mathematics specialists in secondary)

WHO TAKES PART IN SSLN?


Key messages from 2013 SSLN survey


Overall

•In 2013 about 69% of P4 pupils and 66% of P7 pupils were working well or very well in numeracy at the relevant CfE level for their stage. This figure was lower for S2 pupils, with about 42% of pupils working well or very well at third level.

•Less than 1% of pupils at P4 pupils and 2% of P7 pupils not yet working within their level. The figure was 35% at S2


Attainment by gender

• At P7 boys were found to have performed better than girls, but there was no statistically significant differences at P4 and S2 stages.


Deprivation

• Pupils living in areas of least deprivation were more likely to be performing well or very well than pupils living in areas of most deprivation across all stages.

• This disparity was largest at S2, where the proportion of pupils performing well or very well from the least deprived areas was 28% higher than pupils from the most deprived areas.


Comparisons between 2011 and 2013

• At both P4 and P7 there were statistically significant lower levels of attainment in 2013 compared to 2011.

• At P4, 69% of P4 pupils were working well or very well in 2013 compared to 76% in 2011.

• Similarly, at P7, 66% of pupils performed well or very well in 2013 compared to 72% in 2011.

• The difference in S2 performance between 2011 and 2013 was negligible.



Key areas to improve attainment

• Progression• Effective learning • Assessment • Planning • Transition


Progression

• Sound knowledge and understanding of progression in numeracy and mathematics, from early years onwards.

• Specific areas of challenge remain in mental maths strategies / mental agility and fractions, decimal fractions and percentages.

• CLPL working together to develop an understanding of progression


Effective learning

• Quality learning experiences• Active learning • Independent and collaborative learning • Leading learning • Real life contexts • Groupings


Assessment

• Learning intention and success criteria • Quality questioning • Effective feedback • Next steps • Application• Standards


Questions :-

How many millimetres are in a centimetre?

Tell me two lengths that together make a centimetre.

What is 8 x 6? If 8 x 6 = 48, what else can you work out?


Assessment




Assessment



Each face of the cube is to be painted white What is the area to be painted?Give your answer in .How did you get the answer?

Each edge of a cube measures 8.35 cm


Assessment




Planning

• Good quality planning• Pace / Challenge / Application• Next steps• Contexts • Numeracy across learning


Planning

• Experiences and outcomes • Learning Intentions and success criteria • Differentiation• Questions and / or assessment • Evaluation • Next steps


E& Os LI SC Question /assessment

Evaluation Next steps


Planning

• Good quality planning• Pace / Challenge / Application• Next steps• Contexts • Numeracy across learning


Transition

Shared understanding

Transfer of information


Support

Learning Together MathematicsExcellence in Mathematics Report



Principles and Practice :-Numeracy

• active learning and planned, purposeful play • development of problem-solving capabilities• developing mental agility• frequently asking children to explain their thinking• use of relevant contexts and experiences, familiar to children and young people• using technology in appropriate and effective ways• building on the principles of Assessment is for Learning, including understanding

the purpose and relevance of the activities• both collaborative and independent learning• making frequent links across the curriculum, so that concepts and skills are

developed further by being applied in different, relevant contexts• promoting an interest and enthusiasm for numeracy.


Principles and Practice :-Mathematics

• planned active learning which provides opportunities to observe, explore, investigate, experiment, play, discuss and reflect

• modelling and scaffolding the development of mathematical thinking skills

• learning collaboratively and independently

• opportunities for discussion, communication and explanation of thinking

• developing mental agility

• using relevant contexts and experiences, familiar to young people

• making links across the curriculum to show how mathematical concepts are applied in a wide range of contexts, such as those provided by science and social studies

• using technology in appropriate and effective ways

• building on the principles of Assessment is for Learning, ensuring that young people understand the purpose and relevance of what they are learning

• developing problem-solving capabilities and critical thinking skills.



Progression Effective learning

Assessment Planning Transition

Understanding progression

Quality learning experiences

Learning intention and success criteria

Good quality planning

Shared understanding

Specific areas of challenge

Active learning Quality questioning

Pace /Challenge /Application

Transfer of information

CLPL Independent and collaborative learning

Effective feedback

Next steps

Leading learning

Next steps Contexts

Real life contexts

Assessment Numeracy across learning

Groupings Standards


Documents

Numeracy and Mathematics Seminar Primary School Leadership Conference