Numeracy and Mathematics Seminar Primary School Leadership Conference

1. Numeracy and Mathematics • Seminar • Primary School Leadership Conference

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

3. Scottish Survey of Literacy and Numeracy

4. 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)

5. 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?

6. Key messages from 2013 SSLN survey

7. 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

8. 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.

9. 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.

10. 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.

12. Key areas to improve attainment • Progression • Effective learning • Assessment • Planning • Transition

13. 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

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

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

16. Questions :-

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

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

20. Each edge of a cube measures 8.35 cm • 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?

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

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

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

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

27. Transition • Shared understanding • Transfer of information

28. Support Learning Together MathematicsExcellence in Mathematics Report

30. 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.

31. 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.