National and local guidance places the expectation on all schools to deliver Curriculum for Excellence(CfE).
This expectation includes the following: intended learning, anticipated stages for intended learning, capacities children should develop, contexts to be used for learning and manner in which teachers should design learning opportunities for children in their class.
Our Numeracy and Mathematics curriculum provides pupils with learning opportunities in each of the three Numeracy and Mathematics organisers: Number, money and measure, Shape, position and movement and Information handling.
Work covered by our pupils in Number, money and measure is subdivided into the following: Estimation and rounding, Number and number processes, Multiples, factors and primes, Powers and roots, Fractions, decimal fractions and percentages, Money, Time, Measurement, Mathematics – its impact on the world past, present and future, Patterns and relationships and Expressions and equations.
Work covered by our pupils in Shape, position and movement is subdivided into the following: Properties of 2D shapes and 3D objects.
Work covered by our pupils in Information handling is subdivided into the following; Data and analysis and Ideas of chance and uncertainty.
As a school, we understand that all our pupils are individuals who learn differently and, as a result, respond to a range of methods of teaching.
The intended learning in Numeracy and mathematics is outlined in the experiences and outcomes documents that can be viewed by clicking on the link below.
The anticipated stages for intended learning are as follows:
Early Level – Nursery and Primary 1; but later for some.
First Level – Primary 2, 3 and 4: but earlier or later for some.
Second Level – Primary 5, 6 or 7; but earlier or later for some.
Delivery of the experiences and outcomes should enable all children to develop certain capacities in accordance with their own personal interests, strengths and needs. The capacities we aim for all of our children to develop are:successful learners, confident individuals, responsible citizens and effective contributors.
Teaching staff use the experiences and outcomes in Numeracy and mathematics to develop and deliver programmes of work using the following seven design principles: breadth, challenge and enjoyment, coherence, depth, personalisation and choice, progression and relevance.
Our pupils experience learning activities in Numeracy and mathematics through a variety of different contexts. These contexts are: discrete curricular areas, interdisciplinary learning, ethos and life of the school and opportunities for wider achievement.