This page offers CLPL that will empower and enable you to best meet the needs of learners. All training provided is founded on evidence based research and ensures that there is a clear focus on developing Career Long Professional Learning (CLPL) which underpins closing the poverty-related attainment gap to accelerate and extend learners’ progress.

The videos and PowerPoints are designed to provide relevant and appropriate learning across a broad range of numeracy themes and approaches, as well as stimulate reflection on your professional practice with an emphasis on the positive impact of the learning on children, young people and adult learners.

Inverclyde Education Department is committed to delivering the highest quality of learning and teaching within numeracy and addressing the three key areas and relevant recommendations set out in the Making Maths Count Final Report and the One Year Review Report, specifically in relation to:

• transforming public attitudes to maths;
• improving confidence and fluency in maths for children, young people, parents and all those who deliver maths education to raise attainment and achievement across learning;
• promoting the value of maths as an essential skill for every career.

To achieve these aims we will:

• in the pursuit of consistency, provide further professional learning for staff to deepen knowledge and skills which enhances practice and results in improvements in outcomes for learners
• continue to commit to closing the poverty related attainment gap and share successful interventions
• support the development of high quality learning, teaching and assessment materials and share online
• develop successful partnership working with parents, employers and other partners to support learners’ numeracy development
• support numeracy moderation
• support and challenge establishments to gather then analyse attainment data through tracking and monitoring of progress
• promote engagement in national and regional numeracy events
• support national and regional initiatives

Inverclyde Promotes the Concrete – Pictorial – Abstract  (CPA) approach at all levels together with ensuring that problem solving and reasoning are at the core of all mathematical learning and teaching.

The balance between these approaches will vary at different stages and across different sectors and areas of the curriculum.

These approaches will be:

• Focussed on learner engagement
• Well planned, considering outcomes, learners interests and prior knowledge
• Enjoyable, relevant and inclusive – enhancing the experience, achievement and attainment of all learners
• Active and fun, allowing learners to become problem solvers in a supportive and stimulating numeracy rich environment
• Flexible and creative, allowing for personalisation of learning designed to allow for choice and challenge
• Collaborative and cooperative, promoting quality social interaction between learners
• Making effective use of a range of resources, including digital technologies, to provide appropriate support and challenge for learners based on up to date educational research and Inverclyde’s Learning, Teaching and Assessment Policy.

The Inverclyde Progression Pathways and the Numeracy and Mathematics Benchmarks provide a clear structure of progression within and through each of the levels.  Numeracy and mathematics skills are embedded in the experiences and outcomes and cannot and should not be taught in isolation.  As learners progress through Curriculum for Excellence levels, they should demonstrate increasing sophistication in their ability to transfer, link and apply numeracy and mathematical skills in a range of increasingly more challenging contexts and with increasing independence.

Inverclyde’s approach is in direct correlation with the Scottish Government’s Making Maths Count Report  in which it is advocated that, numeracy and mathematics will be inspiring and relevant to real life and work, and will ‘help to create greater enthusiasm, encourage greater participation and raise attainment’,

The aims of the Making Maths Count Report are:

To improve:

• confidence in numeracy for learners, parents and all staff
• skills for learning, life and work
• the quality of learning, teaching and assessment in numeracy
• attainment and achievement in numeracy