1. Transforming lives through learning Numeracy and Mathematics Seminar Primary School Leadership Conference

2. Transforming lives through learning Aims SSLN key messages Key areas for improvement Support resources Way forward

3. Transforming lives through learning Scottish Survey of Literacy and Numeracy

4. Transforming lives through learning 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. Transforming lives through learning 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. Transforming lives through learning Key messages from 2013 SSLN survey

7. Transforming lives through learning 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. Transforming lives through learning 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. Transforming lives through learning 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. Transforming lives through learning 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.

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

13. Transforming lives through learning 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. Transforming lives through learning Effective learning Quality learning experiences Active learning Independent and collaborative learning Leading learning Real life contexts Groupings

15. Transforming lives through learning Assessment Learning intention and success criteria Quality questioning Effective feedback Next steps Application Standards

16. Transforming lives through learning 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?

17. Transforming lives through learning Assessment Learning intention and success criteria Quality questioning Effective feedback Next steps Application Standards

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

20. Transforming lives through learning 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

21. Transforming lives through learning Assessment Learning intention and success criteria Quality questioning Effective feedback Next steps Application Standards

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

24. Transforming lives through learning Planning Experiences and outcomes Learning Intentions and success criteria Differentiation Questions and / or assessment Evaluation Next steps

25. Transforming lives through learning E& Os LISC Question /assessment Evaluation Next steps                    

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

27. Transforming lives through learning Transition Shared understanding Transfer of information

28. Transforming lives through learning Support Learning Together Mathematics Excellence in Mathematics Report

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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. Transforming lives through learning 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.

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33. ProgressionEffective learning AssessmentPlanningTransition Understanding progression Quality learning experiences Learning intention and success criteria Good quality planning Shared understanding Specific areas of challenge Active learningQuality questioning Pace /Challenge /Application Transfer of information CLPLIndependent and collaborative learning Effective feedback Next steps Leading learning Next stepsContexts Real life contexts AssessmentNumeracy across learning GroupingsStandards

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