1. Welcome to Primary 5, 6 & 7 Curriculum Evening Ms Meg Shultz (P5), Miss Caroline Green (P6) & Miss Kathryn Collier (P7)

2. Reading Highland Literacy Scheme Grouping –3/4 groups per class - Teacher led focus weekly - Ongoing silent/ paired reading –Follow-up activity

3. Support at home for reading Encourage frequent and varied reading at home All reading is good Variety of genre Let them see you read Read to/with them where appropriate Encourage them to choose challenging text Discuss reading – ask them questions to make them think Reading should be fun!

4. Writing Incorporated into topic work Independent writing Links with reading Spelling – mild, hot and spicy for personalisation and choice Encourage cursive handwriting Encourage throughout writing Vocabulary, Connectives, Openers, Punctuation and Evaluation

5. Mental agility Mental agility has been identified as a priority for our school, and across all Edinburgh schools. 5 + 4 = 9 5 + 4 = 9 4 x 2 = 8 0.1, 0.2, 0.3… ½ of 6?

6. Rationale for mental agility ‘The ability to calculate in your head is an important part of mathematics. It is also an essential part of coping with society’s demands and managing everyday events.’ City of Edinburgh Council Mental Agility Guidelines 2014

7. Stockbridge Counts Stockbridge Counts will focus on daily 10 to 15 minute mental agility at the start of every maths lesson. The whole school will focus on each aspect at the same time.

8. Stockbridge Counts ‘A Rainbow of Numeracy Skills’ Counting forwards and backwards Number after and before Number recognition Combining and partitioning numbers & place value Addition and subtraction Multiplication and division; fractions, decimal fractions and percentages; ratio and proportion Sequencing and ordering; number lines; equivalences

9. Skills Area What this might look like for your child Counting forwards and backwards -In stations of all times tables up to 12 -In fractions, decimal fractions and percentages -In negative numbers

10. Maths at Stockbridge Stockbridge Counts Teaching using SEAL approach (P1-4, and to support individuals further up the school) – links directly to aspects from Stockbridge Counts Active Heinemann (P4-7) Use of Teejay (P5-7) and problem solving (P1-7) to challenge and extend

11. SEAL – Stages of early arithmetic learning Expectation that core number work is being taught using SEAL progressions P1- P4 SEAL gives us a progression in learning for Number and Number Processes outcomes (Nursery to P4). SEAL teaches formal addition, subtraction, multiplication and division later. SEAL strategies support the teaching of mental agility further up the school.

12. Addition and Subtraction Work out the calculation 37 + 34 Show on your whiteboards how you got to the answer

13. Addition and Subtraction Addition methods e.g. 37 + 34 Partitioning – tens and units Counting on to add Doubles and near doubles Rounding and adjusting Formal methods (chimney sums)

14. Addition and Subtraction Subtraction methodse.g. 56 - 27 Counting on to find the difference Counting back to find the difference Formal methods

15. Partitioning for multi step problems When calculations become more complex, partitioning can be used as a very useful strategy. This involves breaking the calculation into manageable steps. For example with addition –Such as 284 + 152 –(200 + 100) + (80 + 50) + (4 + 2) Or 284 + 100 = 384 + 50 = 434 + 2 = 436

16. Partitioning for multi step problems For example with cube numbers, –Such as 6³ = 6 x 6 x 6 –6 x 6 = 36 –36 x 6 = (30 x 6) + (6 x 6) = 180 + 36 = 216

17. Mental calculations Mental calculation is not about the use of formal written strategies. Children however might want to use pencil and paper to support their mental calculations: – by writing the problem down so they can visualise it (if the question was given orally) –by showing their method so they can explain it to others.

18. Times tables and number bonds By the end of P5 all times tables and associated division facts from 2-12 should be recalled accurately with minimal thinking time and used to solve problems. Some children will require support aids to assist them with this. Children working within Second Level should be able to recall number bonds to 100. They should be able to use associated facts to help them with more complex calculations.

19. Use of arrays

20. Associated facts If a child knows that 9-5 = 4 19 – 5 = 140.9 – 0.5 = 0.4 59 – 25 = 34900- 500 = 400 If a child knows that 6 + 2 = 8 60 + 20 = 800.6 + 0.2 = 0.8 6000 + 2000 = 80000.06 + 0.02 = 0.08 If a child knows that 6 x 3 = 18, they can use this fact to solve related problems such as: 12 x 3= 3618 ÷ 3 = 6 0.6 x 3 = 1.8180 ÷ 3 = 60

21. Homework Homework should consolidate and/ or provide further practice in key numeracy aspects. Our aim is to make maths homework more interactive. It should be carried out in short daily bursts with your child. This will include lots of oral and practical tasks. Homework will be linked to aspects from Stockbridge Counts. Simple quick, fire questions may be used. The challenges can be uplevelled where appropriate.

22. Online Learning Journals Used in nursery currently Trialled use in P1, P1/2, P2 and P7 last year and this year is being rolled out across the school We are using these to provide informative and up to date information and assessment on your child and their learning.

23. Supporting your child Ensure your child is reading regularly outwith school Support your child to learn their times tables and number bonds Providing support with homework where appropriate As much of our homework is unwritten, please ensure homework is signed Helping your child to manage their time over the week, to ensure homework is completed to a high standard

24. Thanks for listening School Website www.stockbridge.edin.sch.uk School Twitter @stockbridge_ps Any questions?