What is SEAL?

SEAL stands for Stages of Early Arithmetical Learning.

In 1992 Dr. Robert Wright began developing the Maths Recovery Programme.  This is an evidence based intensive assessment and intervention process for targeting pupils who are having difficulties with numeracy and maths.  The underlying model for Maths Recovery was that children acquire strategies and numerical knowledge through a series of different stages – the Stages of Early Arithmetical Learning.  It looks at the relative sophistication of children’s strategies for dealing with number and allows teachers to build on those skills.  For example, the child who has no means of working out 9 + 3 other than counting out nine counters, then counting out three counters and then counting all of the counters from 1 to 12, is using a far less sophisticated strategy who can say 9 + 3 is the same as 10 + 12 so I know that the answer is 12.  The progression of SEAL is as follows:

Emergent

Perceptual

Figurative

Counting on

Facile

Over the years it has been recognised that using the Maths Recovery approaches can promote problem solving in numeracy.  By using this approach in our classes we can ensure that learners have a firm foundation for understanding number, as it ensures that their strategies are based on understanding rather than on processes or “tricks”.

To help promote this in schools, planners have been created which support the different stages of SEAL and also provide teachers with activities which help to develop children’s strategies.  The planner is available to download here:

SEAL Forward Planners – All stages

SEAL Forward Planners – blank for all stages

In order to ensure that each pupil is working at the correct stage, there is also a diagnostic assessment that can be used to help which is available to download here:

Diagnostic assessment

The assessment is best completed on a one-to-one with each pupil and it is important not to give any visual clues or prompts.  Also, try to end the assessment on a positive note by returning to an activity where they pupil has been successful.  For any further support or to chat it through please contact Maria.Mcarthur2@argyll-bute.gov.uk

Once you have completed the diagnostic, or decided which planner to start on, the activities to follow with each stage can be found in the book by Robert J. Wright et al. “Teaching Number: Advancing children’s skills and strategies” and copies of this book are available at various different retailers including Amazon and Brown’s Books for Students.

At the moment we have 10 schools piloting the use of SEAL at Primary 1, with the SEAL planner replacing their numeracy work.  The 10 schools are:  Tobermory Primary, Salen Primary, Kilmartin Primary, Lochgilphead Primary, Inveraray Primary, Kirn Primary, Sandbank Primary, Dunoon Primary, Colgrain Primary and Park Primary.  The first training day took place in September with colleagues from West Dunbartonshire Council providing the training, working closely with our own Numeracy team.

Our practitioners hard at work on the first training day.

The packs that were provided for each of our pilot schools.  To find out how to order these packs please contact Maria McArthur.

Our second training day took place on Wednesday 24th January at the Inveraray Inn.  The practitioners all found the session useful and commented particularly on how helpful it was to be able to discuss and share ideas with others.  We are again grateful to the West Dunbartonshire Raising Attainment Team for their excellent presentation and for all of the guidance that they provided.

Lots of engaging professional discussion on using the Perceptual and Figurative planners to support addition and subtraction.

How many different ways can we make 5?  Importance of using a variety of concrete materials to assess understanding.

If you are interested in using this approach in your own school, or you are looking for further support around developing SEAL then please contact Maria.Mcarthur2@argyll-bute.gov.uk

Argyll and Bute welcomed Mark McCourt from LaSalleEducation in September for a day’s training on Concrete, Pictorial, Abstract, Language and how practitioners can use this approach in their classes, from Early Years to National 5.  Over 40 practitioners attended this event, with our secondary colleagues being provided with a bundle of resources to trial with their classes.

The use of concrete materials to support our younger learners is well established in our schools however it is important to ensure that all of our pupils can benefit from this approach and that using concrete materials will allow learners to develop a strong conceptual understanding of mathematics.

Lots and lots of different ways to be using your Numicon with the Early Years!  We especially love the spaghetti challenge!  How many pieces of Numicon can you string onto a piece of spaghetti?  This also helps to develop fine motor control and mark making so it all fits in beautifully with the literacy strategies being developed for the Early Years!  Do you have any fantastic photos to share?  Email them to: Maria.Mcarthur2@argyll-bute.gov.uk

How many different ways can you make the story of 8?

Welcome to the Our Children, Their Future section in SALI. This page is currently being updated.

Education Annual Plan 2017-2018 FINAL version 06 SEPT 2017

Argyll & Bute Vision & Strategy final web

Just a few of the fantastic selfies we received for last year’s ‘How Many?’ competition.

  Clyde Cottage Nursery                                                                                                    P4 at Dalintober Primary

           Dalmally Primary                                                                                                  P1 at Ardrishaig Primary

We cannot wait to see your wonderful ‘Maths is Beautiful’ pictures for this year’s picture competition – remember to send them in to activeinlearning@argyll-bute.gov.uk.  We will be using your fantastic shots to create a SWAY showing just how beautiful maths can be and how it is truly all around us.  If you are looking for some ideas about ‘Maths is Beautiful’ then click on one of the links below:

Finding Fractals in Nature

Optical Art

Finding Fibonnaci

Please have a look at :

https://blogs.gov.scot/making-maths-count/

for events taking place across Scotland during Maths Week Scotland.  There are a range of resources and links on the website and the Twitter account will share additional information and promote activity.  Follow @MathsScot to keep up-to-date.

Twinkl have created a set of maths resources for Maths Week Scotland which are free to teachers in the week before and during Maths Week:

http://www.twinkl.com/

Here are a few more activities that you could use:

How Many Rows for ages 8 to 14     Tic-Tac-Toe-Sums for ages 6 to 10     Worms

If you have any other fantastic ideas or news items you would like to share with us then we would love to hear about them!  Twitter will be going #MathsWeekScot crazy.

earlylevelclassresourcepack

firstlevelclassresourcepack

secondlevelclassresourcepack

secondandthirdlevelclassresourcepack

Scottish Mathematical Council

This is a placeholder page for Promoting Alternative Thinking Strategies.

LAD Presentation P1 transition

Please find in this section resources related specifically to the creation and moderation of holistic assessment tasks in literacy and numeracy.

Creating Holistic Assessments

Creating Effective Holistic Assessment Tasks Primary – Powerpoint presentation to be used for training purposes
Creating Effective Holistic Assessment Tasks Secondary – Powerpoint presentation to be used for training purposes

Holistic Assessment Examples Designed for Training Purposes by Argyll and Bute AMFs Numeracy – Exemplar holistic assessment tasks for numeracy, Early-Fourth level.  These were created by groups of practitioners on training days, moderated by a second group and received good feedback.

Holistic Assessment Examples Designed for Training Purposes by Argyll and Bute AMFs Writing – Exemplar holistic assessment tasks for writing, Early-Fourth level.  These were created by groups of practitioners on training days, moderated by a second group and received good feedback.

Resources taken from the AMF pack to support training:

Moderating Holistic Assessment Tasks
Creating Holistic Assessment Tasks

The following materials come from QAMSO training events, and include possible Holistic Assessments of a deliberately varied quality. These can be used with staff to develop their understanding of a quality Holistic Assessment and as inspiration for their own contexts.

• Writing Third Level – Holistic Assessment RAG Traffic Light Task
• Writing Second Level – Holistic Assessment RAG Traffic Light Task
• Writing Fourth Level – Holistic Assessment RAG Traffic Light Task
• Writing First Level – Holistic Assessment RAG Traffic Light Task
• Writing Early Level – Holistic Assessment RAG Traffic Light Task

• Numeracy Fourth Level – Holistic Assessment RAG Traffic Light Task
• Numeracy Third Level – Holistic Assessment RAG Traffic Light Task
• Numeracy Second Level – Holistic Assessment RAG Traffic Light Task
• Numeracy First Level – Holistic Assessment RAG Traffic Light Task
• Numeracy Early Level – Holistic Assessment RAG Traffic Light Task

• Reading Fourth Level – Holistic Assessment RAG Traffic Light Task
• Reading Third Level – Holistic Assessment RAG Traffic Light Task
• Reading Second Level – Holistic Assessment RAG Traffic Light Task
• Reading First Level – Holistic Assessment RAG Traffic Light Task
• Reading Early Level – Holistic Assessment RAG Traffic Light