journey to excellence - shetland islands council...journey through popular staff development themes....

THE JOURNEY TO EXCELLENCE ndash LEARNING TOGETHER RESOURCE

1 Developing literacy and numeracy across learning September 2010

Learning Together Developing Literacy and Numeracy across learning

Achieving success for all learners

Journey to Excellence

Professional development pack topics have been chosen to help you plan a

journey through popular staff development themes They provide ldquoguided

toursrdquo through some of the resources on The Journey to Excellence website as a

window onto excellent practice Engaging with the associated activities will help

you to reflect on and develop your practice purposefully



This resource will be updated to reflect new and innovative approaches as Curriculum for Excellence is developed Please email or comment in the box below any feedback on the resource or suggestions for improvement to help keep the resource up to date



Purpose of this activity This professional development programme provides opportunities for reflecting on your own practice It explores how promoting the development of literacy and numeracy helps learners to gain fundamental skills necessary to achieve success in life The activities will allow you to consider a range of approaches to promote these skills to read about and view emerging effective practice from pre-school centres and schools as they develop approaches to support literacy and numeracy across different areas of learning The activities aim to help you to bull reflect on your practice in developing and promoting literacy and numeracy across

learning bull consider how to enhance childrenrsquos and young peoplersquos literacy and numeracy skills

to support their learning across the curriculum bull plan how to develop your practice to incorporate some new concepts and ideas and bull share views with colleagues on literacy and numeracy across learning Learning outcomes On completing this programme you will have had the opportunity to bull reflect on your current level of knowledge expertise and repertoire of approaches for

promoting literacy and numeracy bull develop a deeper understanding of how methodologies can change to support

childrenrsquos learning bull find out about emerging effective practice in other schools and bull consider how to plan implement and review ways of developing literacy and

numeracy in your own classroom practice Who is this for This programme is for all members of the learning community to work on together in small groups or departments or as individuals It has particular relevance for those who design and deliver learning experiences in the playroom or classroom but is not restricted to teachers Indeed the programme has relevance for a wide range of partners and professionals working in other sectors What will Iwe need to work through this programme You will need online access to The Journey to Excellence website The What is Curriculum for Excellence page on the LT Scotland website The Learning and Teaching Scotland website



For one of the activities in sections 3 and 4 you may find it easier to work from the green Curriculum for Excellence folder to access the Principles and practice papers for literacy and numeracy and Experiences and Outcomes for one or two curriculum areas Is this an individual activity or do I need to work with others While you may prefer to work individually at a time and place of your choice the activities lend themselves well to group discussion to share reflections on how learners can be supported to improve their literacy and numeracy skills You will also be asked to consider how you might change and improve your practice It may be helpful therefore to work with a colleague or as a team to discuss key issues share thoughts and ideas and offer each other feedback and advice The programme of study may easily be adapted at stage department or whole school levels to allow larger groups of staff to work through it How long will it take The programme is designed to be open ended to enable you to reflect on your values and current practice and to find out more about developing literacy and numeracy across learning However the core activities should take at least ten hours to work through Section Approximate time

Introduction 10 minutes Literacy numeracy and Curriculum for Excellence 4 hours A focus on literacy 2 frac12 hours A focus on numeracy 2 frac12 hours Making and measuring progress 45 minutes Conclusions 15 minutes



Section 1 Introduction lsquoA strong focus on literacy and numeracy is essential all children and young people require these skills to gain access to learning and to succeed in life Confidence and competence in literacy and numeracy provide the foundations for lifelong learningrsquo Building the Curriculum 3 This professional development programme brings together work carried out by Her Majestyrsquos Inspectorate of Education (HMIE) and Learning and Teaching Scotland (LTS) It provides examples of how staff in Scottish pre-school centres and schools are helping children and young people develop their literacy and numeracy skills across their learning These sets of skills allow children and young people to remain open to new thinking and ideas and to understand themselves and the world they live in Strong literacy and numeracy skills equip us all to respond confidently and creatively to the demands of everyday life and to contribute effectively to society ndash whether through the medium of language or aspects of mathematics

Numeracy

Thinking about understanding and relating to the environment

Numeracy


Literacy

Learning languageThinking tools

Literacy


ThinkingThinkingLearningLearning

WellbeingCare participation

recognition motivation



Charles Leadbetter

Much of the reflection and dialogue prompted by this programme rests on the strong common ground shared by literacy and numeracy principles and practices Both are fundamental skills which help to define us and open the door to wider and deeper learning throughout our lives



The programme also provides opportunities to focus on particular aspects of either literacy or numeracy and suggests useful references for further reading Some of the activities involve noting ideas and approaches in the tables or grids contained in various sections of the programme You will find templates of these tables and grids in the Appendix section The film clips illustrate the range of ways in which centres and schools are developing support for literacy and numeracy across learning



Section 2

Literacy numeracy and Curriculum for Excellence Literacy and numeracy alongside health and wellbeing sit at the heart of Curriculum for Excellence as the knowledge skills and attributes which equip children and young people for learning life and work All children and young people are entitled to opportunities for developing skills for learning life and work The skills are relevant from the early years right through to the senior phase and beyond The skills should be developed across all curriculum areas in interdisciplinary studies and in all the contexts and settings where young people are learning They have been embedded into the Curriculum for Excellence Experiences and Outcomes As such they are the responsibility of all pre-school school and college staff professional and adults working with children and young people It will be important to recognise the important role of parents and carers in influencing young people Building the curriculum 4 skills for learning skills for life and skills for work What does this mean for the playroom classroom and community learning setting bull Teachers and others working with children and young people actively seeking out

opportunities which will allow children and young people to reflect on use and develop their literacy and numeracy skills - in the early years setting this is delivered through play

bull Learners leading discussions about what they are good at and what they need to do to improve and extend their learning

bull Setting the literacy or numeracy aspects in perspective so that they do not override the important learning demands of a subject or inhibit opportunities for learning through play

bull Teachers and others planning how best to enhance learnersrsquo literacy skills given that the opportunities to do so are embedded across the curriculum (especially through listening and talking)

bull Effective planning to ensure that numeracy is highlighted in relevant and meaningful ways across learning ndash and not overly contrived to fit into every learning activity



Activity 1 Consider the approaches developed in the schools which feature in the following films Keep a note of any ideas which you would like to consider or discuss in more detail at some point bull Clentry outdoor learning Clentry nursery class (video to follow) A forest walk provides children with opportunities to develop a range of skills as they learn outdoors bull Outdoor scale lesson St Kessogrsquos Primary School Children use what they are learning about scale to help them understand more about their Natural World topic They also consider how different jobs require knowledge and understanding of scale bull Band in a Box Project Gavinburn Primary School Children develop their literacy and numeracy skills in predictable and unpredictable situations as they work creatively through the challenges of making and promoting their own films bull Numeracy across the curriculum Grange Academy Staff share how they support numeracy across learning to help young people transfer their skills across the curriculum Since the publication of the Experiences and Outcomes for literacy and numeracy LTS has helped teachers develop professional confidence through activities which include bull a series of road-shows for secondary teachers of subjects other than languages and

mathematics bull case studies on literacy and numeracy bull curriculum support and advice for Early Years practitioners bull guidance on progression knowledge of language and Scots and bull the online Support for Staff resource You will find very helpful information to support your discussions and planning at wwwltscotlandorguk Activity 2 Traffic Lights Literacy Across Learning Use the following table developed by LTS to help you identify where you already capitalise on opportunities to develop learnersrsquo literacy skills in different areas of the curriculum ndash and where you think there is more work to be done to help learners develop their skills fully



Curricular Area

Green

Amber

Red

Learners have choice in their selection of texts for reading writing listening and talking They can select their own context sources and resources

Learners have many opportunities to engage in discussion of appropriate complexity and they know how to engage in pair and group discussion

Learners can make notes organise them according to purpose and create new texts where appropriate They recognise when it is appropriate to quote from sources and when to use their own words

Learners can recognise techniques used to influence them and can assess the value of sources They select and organise appropriate resources

Learners have opportunities to create texts to communicate information explain processes summarise findings and draw conclusions

Learners can identify main concepts from different texts make inferences using supporting detail and identify similarities and differences between different types of text

Learners use strategies before and when they are reading to monitor and check understanding

Learners use a range of strategies and resources to spell most of the words they need to use including specialist vocabulary and they ensure that their spelling is accurate

Learners are encouraged to punctuate and structure sentences and paragraphs appropriately

Learners are given the opportunity to review and edit their work to ensure it meets its purpose and communicates meaning at first reading

Learners consider the impact of layout and presentation as appropriate to audience

Literacy Across Learning national workshop series Learning amp Teaching Scotland Activity 3 Numeracy across learning Use the following table to help you identify where you already capitalise on opportunities to develop learnersrsquo numeracy skills in different areas of the curriculum ndash and where you think there is more work to be done to help learners develop their skills fully



Curricular area

Green

Amber

Red

Learners know understand and use aspects of number and number processes to bull calculate accurately where appropriate using efficient

mental strategies bull estimate and round appropriately bull use calculators and other ICT resources appropriately

and efficiently applied numeracy to bull identify and use an efficient strategy for the calculations

they need to do bull confidently measure and estimate measurements bull work confidently with money and time bull choose suitable units bull find select sort collate and link information from a

variety of sources information handling to bull organise information appropriately bull present graphs charts and diagrams to suit purpose and

audience bull read numbers accurately from a range of diagrams

tables graphs and real life objects bull make inferences informed decisions and draw valid

conclusions bull use information for different purposes understanding analysing and evaluating to bull work in groups or individually to solve problems bull confidently judge the reasonableness of solutions

checking them out when necessary bull explain their thinking and share their approaches and

solutions bull form and respond to questions bull interpret and use information effectively

Creating text bull present informationdata clearly and effectively



Activity 4 Reflective questions Building on what you have learned think about or discuss the following questions Keep a note of the main points for future reference andor further discussions bull How are you planning to provide a broad range of experiences to develop childrenrsquos

and young peoplersquos skills in literacy and numeracy in the classroom and different settings

bull How are you and your colleagues using the Experiences and Outcomes to develop a shared understanding of the impact of literacy and numeracy on young peoplersquos learning and progress

bull How does your school or centre take a joined-up approach to planning and improvement especially in literacy and numeracy How is the early level taken forward when children transfer to primary school

bull What is the role of specialist staff in supporting literacy and numeracy skills across learning and how has it changed in light of Curriculum for Excellence

Features of effective learning and teaching in literacy and numeracy The Experiences and Outcomes for literacy and numeracy promote effective learning and teaching approaches These set high expectations stimulate interest and encourage creativity and ingenuity Key features include bull the use of relevant real-life and enjoyable contexts which build upon childrenrsquos and

young peoplersquos own experiences bull effective direct and interactive teaching bull a balance of spontaneous play and planned activities bull harnessing the motivational benefits of following childrenrsquos and young peoplersquos

interests through responsive planning bull promoting an interest in and enthusiasm for learning bull developing mental agility particularly in numeracy bull collaborative learning and independent thinking bull making meaningful links for learners across different curriculum areas bull frequent opportunities to communicate in a wide range of contexts for relevant

purposes and for real audiences within and beyond places of learning bull the development of problem-solving skills and approaches bull the appropriate and effective use of ICT bull planning activities which encourage children and young people to share their

thinking and apply their learning and bull ensuring appropriate breadth and challenge across children and young peoplersquos

learning (Principles and practice papers for literacy and numeracy) How are you incorporating these features into your practice



Future planning for literacy and numeracy development Read the following short case studies and consider how the activities allow children and young people to use a range of skills for learning life and work in real and relevant contexts What opportunities can you see in your current work to use or adapt any of these approaches Talking and listening for successful learning To help P5 pupils understand the importance of their language skills to learning in other areas of the curriculum their mathematics lesson on problem-solving and enquiry began with a review of the skills for group discussion Once the pupils were well rehearsed in how to arrive at a well-argued group response to a problem they tackled a range of practical mathematical problems successfully The lesson built pupilsrsquo confidence in their mathematical abilities They benefited from thinking out loud as they explained to one another how they had analysed the problem and why they chose the solution they did

English a portrait of current practice in Scottish pre-school centres and schools (HMIE 2008) Developing numeracy in relevant contexts One primary school used links with partner schools across the world to enable on-going dialogue about learning The partner schools were based in Europe Africa and Asia They discussed and agreed a shared focus for learning on health and fitness culminating in a virtual sports day in which all schools took part This increased childrenrsquos motivation as they competed with children around the world in the sporting events At the end of the event they developed important numeracy skills by organising displaying and interpreting the results

Reading and talking in groups S4 pupils working in groups distributed articles on different aspects of the theme they were studying (youth crime) Each took responsibility for preparing a note on a shaped template of the key points They used a range of reading skills during this first stage including skimming and scanning close reading and inferential reading During the following group discussion pupils presented their findings explained their reasoning and refined their notes They fitted their templates together to form a lsquodoughnutrsquo shape creating a strong visual representation of their conclusions Each group shared its findings then reported back to the rest of the class Pupils responded very positively to the topicality and relevance of the theme and the levels of responsibility given to them by this approach They demonstrated their knowledge about language (especially the language of persuasion) very well and used integrated language skills to good effect



Learning Together International education and global citizenship (HMIE 2010) Activity 5 Take a few minutes to reflect on the following questions and then share your thoughts with a colleague or group bull What aspects of your current teaching and or playroom practice work well to

support literacy and numeracy across learning bull How are you ensuring children and young people have relevant experiences to

develop literacy and numeracy in meaningful contexts bull What helps you and your colleagues to develop a shared understanding of the

expectations and standards for childrenrsquos or young peoplersquos work bull How does this apply for literacy and numeracy within Curriculum for Excellence Activity 6 Note where current strengths and effective practice lie what is getting in the way of progress and what will help you move on from where things are now to where you would like them to be Record your experiences views and ideas to support strategic planning for literacy and numeracy across learning A What is working well currently

B What will the future look like once you have all the improvements you think you need in place

C Where are there shortcomings or areas which need attention

D What will help you get to point B

Young people leading innovation in learning The staff in one secondary school wanted to refresh the links with schools in other countries and communicate with them more regularly as part of programmes and courseshellip rather than just about general customs lifestyles and events The student council did an audit of the impact of current links and found it was all fairly superficial for example comparing the weather at different times of the year They brainstormed the ways they could use technologies including social networking to keep the dialogue going between the schools and deepen and extend their learning in specific areas They set the challenge to teachers on an in-service day to use the schoolrsquos links as a resource to improve programmes in S1-S3 The school now has a diverse rich resource for learning which is used in all subject areas Young people set up websites with communication tools and they call these their lsquoliving textbooksrsquo



Section 3 A focus on literacy

Literacy is fundamental to all areas of learning as it unlocks access to the wider curriculum Being literate increases opportunities for the individual in all aspects of life lays the foundations for lifelong learning and work and contributes strongly to the development of all four capacities of Curriculum for Excellence Literacy and English Principles and practice paper The following comments from learners who contributed to an evaluation of adult literacy provision published in the HMIE report Improving adult literacy in Scotland (January 2010) provide a powerful reminder of the fundamental link between a sense of self-worth and being literate Being able to read and write has opened up a whole new world for me I now have the confidence and the skills to learn about other things and a thirst for learning that I never had before Learning to read and write properly has taught me that I am not stupid and has made me think more about what I want to do with my lifehellipI feel a lot more confident about my skills and myself I can now fill in forms and write a letter on my own which makes me feel that I can look after myself and not have to rely on other people We know that poor literacy skills are a major barrier to learning We also know that this barrier contributes to increased absence from school poor attitudes to learning limited opportunities for employment and for some increased involvement with the criminal justice system There are similar challenges if numeracy skills are weak Curriculum for Excellence aims to raise standards and expectations for all children and young people to help them achieve widely and have fulfilling lives We are literate if hellip we have the set of skills which allows us to engage fully in society and in learning through the different forms of language and the range of texts which society values and finds useful Literacy skills give us the ability to bull apply our knowledge about language accurately and to good effect bull interact and collaborate to develop our thinking and learning bull communicate effectively both face-to-face and in writing through an increasing

range of media and by creating texts bull read for information and work out what trust to place on the information and bull identify when and how people are aiming to persuade or influence us



What is currently happening to help develop literacy skills and confidence in children and young people Activity 1 Read the short case study and watch one or all of the film clips Consider how staff have developed approaches to provide children with relevant and interesting contexts for literacy Note any features which you would be interested in trying in your lessons In one nursery the eTwinning programme has been used to link with a pre-school centre in Italy Children exchanged soft toys which went on imaginary adventures around each otherrsquos community Children widened their understanding of the world around them through topics such as myself my family and my community As they learned about their own community they made simple comparisons with life in Italy They developed their communication and language skills further through emailing and exchanging photographs and stories about the adventures of the characters Learning was extended through shared story-making Learning Together International education responsible global citizens HMIE 2010 ldquoThe world is not big We went round the world in the nursery We learned about Italy and what children do in their nursery We learned songs and stories We say words they know We like Glasgow but we like Milan too (Pre-school child) bull Snack time Honeywell nursery class

Children read their names and listen and talk together as part of snack time This provides a natural social situation where children can interact and help one another bull World War II Social Studies St Aloysius Primary School

Children talk about how an interdisciplinary approach and collaborative activities help them to understand how they can use their literacy and numeracy skills in different settings bull Talking and listening rules Overton Primary School

You will find the views the children express about how they use their listening and talking skills to help them learn in and beyond school of particular interest bull Improving writing skills across the curriculum Grange Academy

Staff explain how they are developing a 5 -18 approach to support writing across learning Secondary teachers build on the experiences and confidence developed by children in the primary school which is part of the integrated campus (This example illustrates one of a number of available programmes teachers are using currently to help them structure the development of writing skills) bull The Lighthouse Engine Shop Irvine Royal Academy (video to follow)



The school contributed to the local regeneration project (I See) by preparing an exhibition of pieces of writing and art and craft work on the theme of the sea and its impact on the community Activity 2 Consider the ways in which you encourage children and young people to use and extend their literacy skills The following questions can be used as prompts Reflective questions bull What has helped you to help learners become more literate bull How do you currently use the literacy skills that children and young people bring with

them to your classroom bull What would help you to build on their prior learning even more effectively ndash including

what they learn beyond the classroom bull How do you and your colleagues identify and share effective practice in literacy

learning and teaching Are the current arrangements in your school as effective as you would like them to be If not how would you improve them

When children and young people were asked when they were most aware of using their literacy skills their responses included the following ldquoIt was really good to talk about how we could put a message in a bottle and send it round the loch for others to find and add to We needed to read up on the effects of wind and currents decide what to write that would be interesting and encourage other people to take partrdquo rdquoI love the way we think out loud and come up with really creative ideas as part of our enterprise work It can be hard sometimes to agree which bits to follow up on because it all sounds so excitingrdquo ldquoAs a member of the eco committee Irsquove learned a lot from the research we do to help us plan our campaigns and keep our lsquoDid you knowhellip section of the school website up-to-date Irsquom much better now at writing informative reports and preparing presentations for our regular contributions to assembliesrdquo ldquoI really enjoy science especially experiments When we are asked to use what we have learned already to propose a hypothesis try it out through experimentation analyse and then share the findings I feel that Irsquom using lots of skills at once ndash thinking listening talking reading and writing as well as my science knowledge and skillsrdquo Activity 3 Below you will find two different approaches to using the Experiences and Outcomes to help you consider ways of maximising opportunities to develop learnersrsquo literacy skills Use one or both to support your own reflection andor discussion with a colleague or group



Table 1 Literacy experiences Knowledge and use of technical aspects of bull interactingcollaborating communicating with

others in group and class discussions during question and answer sessions and when making presentations

bull reading increasingly complex or unfamiliar ideas structures and vocabulary using knowledge of context clues punctuation grammar and layout to help access newunfamiliar texts

bull effective writing spelling and punctuating with sufficient accuracy and varying sentences and paragraphs appropriatelyeffectively reviewing and editing written work presenting work effectively to suit purpose and audience

Finding and using information bull Listening amp talking preparing for and participating

in class and group discussions comparingcontrasting sources using information for different purposes

bull Reading finding selecting sorting summarising and linking information from a variety of sources

Organising and using information bull Writing effective note making developing ideas

acknowledging sources appropriately in written work developing and using appropriate and effective vocabulary

Understanding analysing and evaluating bull Listening amp talking forming and responding to

questions engaging in increasingly complex discussions (literal ndash inferential- evaluative) exploring factors which influencepersuade to help consider the reliability of information

bull Reading considering the purpose and main concerns in texts making inferences discussing similarities and differences between types of text forming questions

Creating texts bull Listening amp talking listeningdiscussing attentively

to help share information and points of view explain processes summarise and clarify

bull Writing producing increasingly complex texts (ideas structures and vocabulary) using language effectively to persuade argue explore ideas and express points of view

Features of your current or planned practice which support and develop successful outcomes



Table 2 I develop and extend my literacy skills when I have opportunities to bull communicate collaborate and build

relationships

bull develop my understanding of what is special vibrant and valuable about my own and other cultures and their languages

bull reflect on and explain my literacy and thinking skills using feedback to help me improve and sensitively provide useful feedback for others

bull explore the richness and diversity of language how it can affect me and the wide range of ways in which I and others can be creative

bull engage with a create a wide range of

texts in different media taking advantage of the opportunities offered by ICT

bull extend and enrich my vocabulary through listening talking watching and writing

Activity 4 (Allow between 60 and 90 minutes) Using the Experiences and Outcomes to plan for literacy For this activity you will need a copy of the relevant Principles and practice papers and the Experiences and Outcomes for literacy and one or two other curricular areas of your choice (i) Choose one or two curricular areas you would like to consider further in terms of

literacy across learning (ii) Decide on two adjacent levels for your focus EarlyFirst FirstSecond SecondThird ThirdFourth (iii) Decide on three design principles challenge and enjoyment breadth progression depth

personalisation and choice coherence relevance (iv) Discuss and identify those experiences and outcomes which lend themselves well to developing learnersrsquo literacy skills To ensure the literacy learning is uncontrived and relevant activities need to be well-planned to achieve the right balance between the literacy experiences and outcomes and the subject experiences and outcomes (v) Now use the relevant Experiences and Outcomes to begin to devise a termly plan or unit of study which will ensure learners have well-considered opportunities to use and develop their literacy skills



Section 4 A focus on numeracy

lsquoIf we are to achieve the Scottish Governmentrsquos purpose of sustainable economic growth children and young people need to develop a broad range of mathematical and numeracy skills Effective education in mathematics across the population is in the national interest As young people compete in an ever changing world and face increasingly complex challenges they will need to be able to apply various aspects of mathematics in order to be successful To maximise their life chances young people need the confidence to recognise when and how to apply their skills in a range of situations some of which are predictable and others which are new to themrsquo Learning together mathematics HMIE 2009 We are numerate if hellip we have developed the confidence and competence in using number which will allow us to solve problems analyse information and make informed decisions based on calculations Numeracy skills give us the ability to bull carry out number processes including addition subtraction multiplication division

and negative numbers bull access and interpret information bull identify possibilities and bull weigh up different options and decide on which option is the most appropriate Numeracy across learning Principles and practice paper The numeracy Experiences and Outcomes are structured using the following eight organisers

o Estimation and rounding o Number and number processes o Fractions decimal fractions and percentages o Money o Time o Measurement o Data and analysis o Ideas of chance and uncertainty

Activity 1 Reflecting on all of the above aspects (i) take a few minutes to think about how (and how often) you use any of these aspects of numeracy in your everyday life (ii) choose an area of your current work Briefly note down a few examples of where you see opportunities to develop numeracy naturally in this context Later in this section there will be a chance to return to and broaden out your notes as part of sharing ideas and practice Research in teaching and learning in mathematics suggests that the way mathematics and numeracy are taught may affect the way learners

bull perceive mathematics and numeracy



bull learn to use mathematics and numeracy bull see the usefulness of mathematics and numeracy in their lives bull understand their identity as users of mathematics and numeracy and bull understand their capacity to use mathematics and numeracy in other contexts

Many children and young people talk about mathematics when they are referring to numeracy skills Learning mathematics gives children and young people access to the wider curriculum and the opportunity to pursue further studies and interests Numeracy is not just a subset of mathematics it is also a life skill which permeates and supports all areas of learning It is important to help learners understand the distinction between the different sets of skills Research also shows that children and young people do not automatically use their knowledge of numeracy in other curricular areas They learn best when the richness of a context helps them to understand how their numeracy skills and knowledge can be used and applied

A teaching approach which relies heavily on demonstration by the teacher followed by practice exercises can limit learnersrsquo capacity to use their numeracy skills in different contexts A more effective approach includes bull opportunities for spontaneous play in the early years building and developing

childrenrsquos own interests bull open-ended tasks bull expecting learners to explain their thinking and bull asking learners to make connections to previously developed skills and different

contexts Contextualised lsquoword problemsrsquo can contain precise densely-packed information Different reading strategies are needed for contextualised problems As well as initial skim reading contextualised problems need multiple slower readings to allow the learner to fully process information To develop childrenrsquos and young peoplersquos confidence and understanding it is important that teachers give them time to use their reading skills to tackle unfamiliar texts and develop their own questioning techniques For example to ask themselves questions such as bull lsquoWhat is this material aboutrsquo bull lsquoWhat conclusions am I expected to reachrsquo and bull lsquoCan this material be connected to anything I have learnt previouslyrsquo While these are issues for effective learning and teaching in mathematics they also raise questions about the extent to which learners face related difficulties in other areas of the curriculum Behind the difficulties in tackling an apparently unsolvable problem in another curriculum area might be any one (or more) of the following reasons bull A limited awareness (by the teacher andor learner) of the numeracy demands within

the set task bull The specific numeracy skills required have not yet been learned in mathematics

andor in another subject area bull A lack of fluency in using numeracy knowledge to help with the task bull A lack of confidence in using numeracy generally as a tool for learning



bull A lack of resilience to continue to work on the task when faced with something the learner cannot do

The demands and opportunities to promote numeracy across all areas of the curriculum may not necessarily have an even or smooth profile across Curriculum for Excellence levels or the topics and themes being taught This is because opportunities to practise numeracy skills may appear as learning in different curriculum areas unfolds Numeracy is best promoted when it is not forced into every lesson but when it occurs naturally within relevant and real-life contexts many of which can of course be pre planned Great learning can come from those unexpected moments when someone makes a discovery which leads the children or young people to explore ideas at a tangent As a general rule it is better to plan actively for opportunities where learners will encounter numeracy in a range of contexts Ongoing dialogue between early years practitioners teachers and learners is crucial around any problems which occur in understanding the mathematics or in the context of the play or task ndash and about what actions are appropriate to support learning Activity 2 Have a look at one or all of the following film clips to see how staff have planned meaningful contexts for numeracy skills Keep a note of any opportunities you see in your current work to use or adapt any of these approaches bull Encouraging learning from a younger age Brucehill Early Years Children are actively engaged in finding out about numeracy in outdoor settings bull Map Maths lesson St Kessogrsquos Primary School Children and their teacher talk about the benefits of transferring skills across areas of learning in the context of finding out more about the world bull Outdoor Scale lesson St Kessogrsquos Primary School Young people think about how the work they are doing on scale might help them more widely beyond school They are working outside to apply what they have learned previously in maths and topic work bull Money Week Earnhill Primary School Children develop their understanding of finance and important aspects of numeracy during themed activities bull Interdisciplinary topic Grange Academy Young people use their numeracy and mathematics skills in a meaningful context to explore aspects of human rights The approaches have been developed from previous 5-14 activities Activity 3 Look at the notes you made for Activity 1 alongside the numeracy tables below Individually or with a partner or group broaden out your note of current contexts and activities which meet the numeracy needs of learners in your centre school or setting As you do so you may find the following prompts helpful



Section 4 Activity 3 Languages What knowledge skills and techniques at word sentence and at text level can we develop to support children and young people to bull use mathematical vocabulary correctly bull explain and justify their methods and

conclusions bull interpret and discuss results bull solve word problems bull communicate the results in an appropriate

way and bull support the words used in reasoning and

proof (if then therefore it follows thathellip)


Expressive Arts How do we link bull work on perspective to the development of

enlargement and scale factor in mathematics bull ideas of pattern shapes and their

transformation taught in expressive arts bull rhythm patterns represented either

symbolically or numerically to patterns in mathematical sequences

bull music to the development of children and young peoplersquos skills in organisation logical thought and problem solving and

bull understanding of musical time to children and young peoplersquos knowledge of time and speed

Sciences How do we use science to bull help develop childrenrsquos and young peoplersquos

understanding of numbers in context bull encourage children and young people to

estimate answers to calculations make sense of an answer check the reasonableness of the answer and use mental methods to calculate an answer

bull support methods and approaches to written calculations

bull develop a consistent approach to drawing graphs and charts

bull develop children and young peoplersquos



understanding of capacity and volume bull develop an understanding of the manipulation

of algebraic expressions and the solution of equations compatible to approaches in mathematics and

bull support the development of children and young peoplersquos problem solving toolkit and resilience to solving unfamiliar problems

Technologies How do we use technologies to bull support learnersrsquo numeracy skills through the

use of effective software packages bull reinforce children and young peoplersquos

knowledge skills and understanding in aspects of measurement including estimation

bull teach ideas related to scales and scale factors

bull support a common vocabulary in space shape and measure

bull adopt a consistent approach to solving problems in familiar and unfamiliar contexts

bull practise using a range of measuring equipment make decisions regarding the suitability of measuring equipment for a given purpose

bull develop the skill of estimation using appropriate comparisons and

bull make a clear link between decimal notation and metric measurement

Religious and moral education How do we use religious and moral education to

bull help children and young people to gather interpret and communicate information making use of multiple sources of information

bull encourage children to use logical reasoning and analysis to inform their discussions and justify their conclusions

bull support the development of children and young peoplersquos problem solving skills through setting challenges that are real relevant and purposeful and

bull support children and young people to present their findings using appropriate charts tables and graphs



Health and Wellbeing How do we use health and wellbeing to

bull support work on gathering and interpreting data eg in physical fitness work performance data

bull develop children and young peoplersquos awareness of time distance speed

bull enable children and young people to become better informed citizens by interpreting and analysing data eg exploring citizens rights exploring safe daily drinking levels for men and women

Activity 4 (Allow between 60 and 90 minutes) Using Experiences and Outcomes to plan for numeracy For this activity you will need a copy of the Principles and practice papers and the Experiences and Outcomes for numeracy and one or two other curricular areas of your choice (i) Choose one or two curricular areas you would like to consider further in terms of

numeracy across learning (ii) Decide on two adjacent levels for your focus EarlyFirst FirstSecond SecondThird ThirdFourth (iii) Decide on three design principles challenge and enjoyment breadth progression depth

personalisation and choice coherence relevance (iv) Discuss and identify those experiences and outcomes which lend themselves well to developing learnersrsquo numeracy skills To ensure the numeracy learning is uncontrived and relevant activities need to be well planned to achieve the right balance between the numeracy experiences and outcomes and the subject experiences and outcomes In early years think about this in the context of building on childrenrsquos interests and how they use the playroom and outdoors to help them learn (v) Now use the relevant Experiences and Outcomes to begin to devise activities which will ensure learners have well-considered opportunities to use and develop their numeracy skills In planning playroom activities for young children or lessons over a period of time investigate possible and probable numeracy demands within a range of contexts and explore some strategies for dealing with them For example what action can you take to bull enable the numerical idea to be understood bull enable the numerical idea to be used bull enable the numeracy and the context to be linked



bull encourage a lsquocan dorsquo andor lsquocan tryrsquo attitude bull ensure that the understanding of the numeracy skills required to complete the task is

secure

Section 5 Making and measuring progress

Curriculum for Excellence gives us an unparalleled opportunity to raise achievement levels for all our children and young people It is critical that assessment is used to support individual learning and to provide reliable information to learners parents employers and further and higher education about the standards that have been achieved The Cabinet Secretaryrsquos foreword Building the Curriculum 5 a framework for assessment When teachers and other staff are asked how well children and young people are doing and how do they know their answers draw upon information from a variety of sources including bull their knowledge of individual learnersrsquo strengths and needs bull judgements based on coursework and observations bull records of milestones reached bull discussions with learners about their progress and bull the results of tests and assessments At a time of transition when changes are being made to systems of assessment and qualifications to bring them in line with Curriculum for Excellence it is important to remember that you remain well equipped to continue to answer those questions about progress and how you measure it They are part of effective learning and teaching Building the curriculum 5 provides guidance on how to achieve a coherent approach to the curriculum learning and teaching and assessment



Relevant broad and challenging experiences which allow children and young people to apply their learning and the skills they are developing will provide the evidence needed to form judgements about progress and next steps in learning Have a look at the following extracts from Building the curriculum 5 and consider the questions which follow The Curriculum for Excellence framework for assessment to support the purposes of learning 3 ndash 18

Building the Curriculum 5 page 10 Assessment to support learning bull reflects the values and principles of Curriculum for Excellence



bull identifies what we assess the application of the national standards and expectations of each learnerrsquos progress and achievements in developing knowledge and understanding skills attributes and capabilities

bull identifies principles of assessment why we assess supporting learning promoting learner engagement ensuring appropriate support

bull clarifies when we assess as part of ongoing learning and teaching periodically at points of transition

bull clarifies how we assess using a variety of approaches and range of evidence to fit the kind of learning making assessment fit for purpose and appropriately valid reliable and proportionate through partnership working

bull ensures quality and confidence in assessment sharing standards exemplification and CPD

bull informs reports on progress and achievement bull informs self-evaluation for improvement Reflecting the principles of Curriculum for Excellence progress is now defined in terms of lsquohow wellrsquo and lsquohow muchrsquo as well as learnersrsquo rate of progress This approach will promote greater breadth and depth of learning including a greater focus on the secure development of skills and knowledge Assessing progress across the breadth of learning in challenging aspects and when applying learning in different and unfamiliar contexts will also help teachers to plan track progress and summarise achievement in a rounded way and better prepare children and young people for the next stage in learning Activity 1 (i) Choose two or three of the key ideas for assessment in Building the Curriculum 5 which you would like to consider in more detail Share your thoughts and features of current practice with your partner or group (ii)Use the following questions to prompt your reflection or discussion bull What assessment approaches are you using currently that help you to make secure

and reliable judgements about learnersrsquo attainment bull How will you modify your assessment approaches to provide evidence of learnersrsquo

progression taking account of breadth challenge and application of learning bull What changes will you need to make to apply these approaches to tracking learnersrsquo

progress and attainment in literacy and numeracy across their learning bull How are you establishing shared expectations about the standards expected in

literacy and numeracy across different curriculum areas and subjects Ideas into practice (iii) Now use the table below to help you to record your findings How can you put these key assessment ideas into practice in your playroom or classroom and across your centre school or community setting Learner involvement

Varied approaches to assessment

Breadth challenge and application

Evidence across the four contexts for learning (the ethos and life of the school as a community curriculum areas and



subjects interdisciplinary learning and opportunities for personal achievement)

Sharing the standard through professional dialogue

Reliability validity and proportionality

Reporting in terms of the principles of Curriculum for Excellence

Self-evaluation for improvement

You will find very helpful exemplification of emerging practice in assessing literacy and numeracy and the National Assessment Resource (NAR) on the Learning and Teaching Scotland website at wwwltscotlandorguk Progression in learning is not linear Children and young people will progress in different ways They will develop different levels of skill across the different aspects of literacy and numeracy and across their learning For example a learner may be making very good progress in listening talking and reading but not be as secure in writing Similarly there may be notable strengths in aspects of science or computing but not in all aspects of numeracy It is important that teachers and others who support learning develop reliable approaches to tracking progress within these predictable variables ndash and to involving children and young people in this Consider the following interconnected descriptions of progression in learning



Developing bull Has started to engage in the work of the new level and bull Is beginning to make progress in an increasing number of outcomes across the

breadth of learning described in the experiences and outcomes for the level Consolidating bull Has achieved a breadth of learning across many of the experiences and outcomes

for this level bull Can apply what heshe has learned in familiar situations and bull Is beginning to undertake more challenging learning and to apply learning in

unfamiliar contexts Secure bull Has achieved a breadth of learning across almost all of the experiences and

outcomes for the level including any significant aspects of the curriculum area bull Has responded consistently well to the level of challenge set out in these

experiences and outcomes



bull Has moved forward to more challenging learning in some aspects and bull Has applied what heshe has learned in new and unfamiliar situations At any given time a learnerrsquos profile of success and progress will contain variables within aspects of subjects as well as aspects of literacy and numeracy There will be those whose learning is secure in one (or more aspects) of a subject (for example People place and environment andor People society economy and business) but at the cusp of developing and consolidating confidence in People past events and societies Activity 2 Consider the following questions and share your ideas with a colleague or group bull How will you keep a record of progress in literacy and numeracy to contribute to

learnersrsquo holistic understanding of their successes and needs bull How will you ensure that the literacy and numeracy demands in the tasks you set

and the assessments you carry out are at an appropriate level for individual learners to make progress

bull How will you share your overall judgement of an individualrsquos attainment and achievement across their learning with him or her and others

Keep a note of the key points which emerge from your discussion for future reference



Section 6

Conclusion and next steps The aim of this professional development programme has been to stimulate professional reflection dialogue and debate about how to promote and develop literacy and numeracy across learning The programme highlights the difference that strong literacy and numeracy skills can make to individualsrsquo ability to undertake everyday tasks and develop skills for learning life and work Key points in thinking about what excellence in promoting literacy and numeracy across learning looks like bull Literacy and numeracy learning is integrated across all areas and all stages of

learning bull Literacy and numeracy teaching and learning is purposeful relevant and encourages

creativity and ingenuity bull Well-planned activities allow children and young people to use a range of skills for

learning life and work in real and relevant contexts bull Literacy and numeracy demands across the curriculum are acknowledged and

supported by all staff at all stages of learning bull Staff and learners have a shared vision and goals for teaching and learning literacy

and numeracy skills All those involved have an agreed understanding of effective literacy and numeracy practices

bull Learning communities work together to enhance literacy and numeracy across learning setting appropriately high expectations for all within learning teaching and assessment arrangements

bull Teaching and assessment approaches reflect the principles of Curriculum for Excellence

bull Assessment practices are timely and integrated into daily learning to monitor and assess learnersrsquo progress to inform planning

bull Staff have a clear understanding of suitable pathways for literacy and numeracy to help all learners achieve their potential

And finallyhelliphellip

bull How will your practice change as a result of the ideas and activities in this programme

bull What impact do you expect changes to have on learners bull How will you know that you are achieving your aims to develop the literacy and

numeracy skills of all learners ---------------------------------------------------------------------------------------------------------------- See over for Appendices



Tables

Section 2 Activity 2 Traffic Lights - Literacy Across learning

Curricular Area

Green

Amber

Red












Literacy Across Learning national workshop series Learning amp Teaching Scotland



Section 2 Activity 3 Traffic Lights ndash Numeracy Across Learning

Curricular area

Green

Amber

Red


mental strategies bull estimate and round appropriately bull use calculators and other ICT resources appropriately and

efficiently applied numeracy to bull identify and use an efficient strategy for the calculations

they need to do bull confidently measure and estimate measurements bull work confidently with money and time bull choose suitable units bull find select sort collate and link information from a variety

of sources information handling to bull organise information appropriately bull present graphs charts and diagrams to suit purpose and

audience bull read numbers accurately from a range of diagrams tables

graphs and real life objects bull make inferences informed decisions and draw valid

conclusions bull use information for different purposes understanding analysing and evaluating to bull work in groups or individually to solve problems bull confidently judge the reasonableness of solutions checking

them out when necessary bull explain their thinking and share their approaches and





Section 2 Activity 6

A What is working well currently











Finding and using information bull Listening amp talking preparing for and

participating in class and group discussions comparingcontrasting sources using information for different purposes







Creating texts bull Listening amp talking listeningdiscussing

attentively to help share information and points of view explain processes summarise and clarify





Section 3 Activity 3 Table 2 I develop and extend my literacy skills when I have opportunities to bull communicate collaborate and build

relationships




bull engage with a create a wide range of texts in different media taking advantage of the opportunities offered by ICT





Languages What knowledge skills and techniques at word sentence and at text level can we develop to support children and young people to bull use mathematical vocabulary correctly bull explain and justify their methods and

conclusions bull interpret and discuss results bull solve word problems bull communicate the results in an

appropriate way and bull support the words used in reasoning and

proof (ifthen therefore it follows thathellip)


Expressive Arts How do we link bull work on perspective to the development

of enlargement and scale factor in mathematics

bull ideas of pattern shapes and their transformation taught in expressive arts

bull rhythm patterns represented either symbolically or numerically to patterns in mathematical sequences

bull music to the development of children and young peoplersquos skills in organisation logical thought and problem solving


Sciences How do we use science to bull help develop children and young

peoplersquos understanding of numbers in context

bull encourage children and young people to estimate answers to calculations make sense of an answer check the reasonableness of the answer and use mental methods to calculate an answer




bull develop an understanding of the manipulation of algebraic expressions and the solution of equations compatible to approaches in mathematics and


Technologies How do we use technologies to bull support learnersrsquo numeracy skills through

the use of effective software packages bull reinforce children and young peoplersquos








Social Subjects How do we use social subjects to bull create opportunities for joint work with

mathematics using for example data from census returns to compare the past with the present

bull use data handling to state the problem identify and collect data analyse and represent data interpret results within a historygeography or modern studies topic

bull promote the use of graphs and charts and labelling conventions that are



consistent with mathematics bull support work on coordinates and

measure bull enable children and young people to

become better informed citizens by interpreting and analysing data and

bull introduce mathematics from other cultures

Section 5 Activity 1 How can you put these key assessment ideas into practice in your playroom or classroom and across your centre school or community setting Learner involvement



Evidence across the four contexts for learning (the ethos and life of the school as a community curriculum areas and subjects interdisciplinary learning and opportunities for personal achievement)







Useful references HMIE httpwwwhmiegovukPublications Type of publication bull Learning Together series bull Improving series including Improving the Odds Improving Life Chances bull Subject portraits Learning and Teaching Scotland Literacy httpwwwltscotlandorguklearningteachingandassessmentlearningacrossthecurriculumresponsibilityofallliteracyindexasp httpwwwltscotlandorguklearningteachingandassessmentlearningacrossthecurriculumresponsibilityofall httpwwwltscotlandorguklearningteachingandassessmentlearningacrossthecurriculumresponsibilityofallliteracysupportmaterialsindexasp httpwwwltscotlandorgukknowledgeoflanguageindexasp httpwwwltscotlandorgukknowledgeoflanguagescotsindexasp httpwwwltscotlandorguklearningteachingandassessmentcurriculumareaslanguages Numeracy httpwwwltscotlandorguklearningteachingandassessmentlearningacrossthecurriculumresponsibilityofallnumeracyindexasp httpwwwltscotlandorguklearningteachingandassessmentlearningacrossthecurriculumresponsibilityofallnumeracysupportmaterialsindexasp httpwwwltscotlandorguklearningteachingandassessmentcurriculumareasmathematics Journey to Excellence httpwwwjourneytoexcellenceorguklearningandteachingvideosaspid=educationaltheme||presentation20subject|Journey20to20excellence20themes|Learning20and20teaching|Curriculum|Literacy20across20learning httpwwwjourneytoexcellenceorguklearningandteachingimprovementguidemeetingchildrenslearningneedsasp

Purpose of this activity

Learning outcomes

Who is this for

What will Iwe need to work through this programme

Is this an individual activity or do I need to work with others

Section 1 Introduction

Features of effective learning and teaching in literacy and numeracy

(Principles and practice papers for literacy and numeracy)

How are you incorporating these features into your practice

Future planning for literacy and numeracy development

Note where current strengths and effective practice lie what is getting in the way of progress and what will help you move on from where things are now to where you would like them to be Record your experiences views and ideas to support strategic

We are literate if

Reflective questions

When children and young people were asked when they were most aware of using their literacy skills their responses included the following

ldquoIt was really good to talk about how we could put a message in a bottle and send it round the loch for others to find and add to We needed to read up on the effects of wind and currents decide what to write that would be interesting and encourage o

rdquoI love the way we think out loud and come up with really creative ideas as part of our enterprise work It can be hard sometimes to agree which bits to follow up on because it all sounds so excitingrdquo

ldquoAs a member of the eco committee Irsquove learned a lot from the research we do to help us plan our campaigns and keep our lsquoDid you knowhellip section of the school website up-to-date Irsquom much better now at writing informative reports and preparing presen

ldquoI really enjoy science especially experiments When we are asked to use what we have learned already to propose a hypothesis try it out through experimentation analyse and then share the findings I feel that Irsquom using lots of skills at once ndash thi

Activity 3

Below you will find two different approaches to using the Experiences and Outcomes to help you consider ways of maximising opportunities to develop learnersrsquo literacy skills Use one or both to support your own reflection andor discussion with a col

Activity 4 (Allow between 60 and 90 minutes)

Using the Experiences and Outcomes to plan for literacy

We are numerate if

o Estimation and rounding

o Number and number processes

o Fractions decimal fractions and percentages

o Money

o Time

o Measurement

o Data and analysis

o Ideas of chance and uncertainty

Activity 1

Activity 2

Activity 3


Building the curriculum 5 provides guidance on how to achieve a coherent approach to the curriculum learning and teaching and assessment

Relevant broad and challenging experiences which allow children and young people to apply their learning and the skills they are developing will provide the evidence needed to form judgements about progress and next steps in learning

The Curriculum for Excellence framework for assessment to support the purposes of learning 3 ndash 18

Building the Curriculum 5 page 10

Assessment to support learning



This resource will be updated to reflect new and innovative approaches as Curriculum for Excellence is developed Please email or comment in the box below any feedback on the resource or suggestions for improvement to help keep the resource up to date
















Numeracy


Numeracy


Literacy


Literacy







Charles Leadbetter







Section 2













Curricular Area

Green

Amber

Red















Curricular area

Green

Amber

Red
















































































relationships

















































































secure















































Section 6

















Tables


Curricular Area

Green

Amber

Red
















Curricular area

Green

Amber

Red









































relationships



























































Learning outcomes

Who is this for









We are literate if







Activity 3




We are numerate if




o Money

o Time

o Measurement

o Data and analysis


Activity 1

Activity 2

Activity 3






















Numeracy


Numeracy


Literacy


Literacy







Charles Leadbetter







Section 2













Curricular Area

Green

Amber

Red















Curricular area

Green

Amber

Red
















































































relationships

















































































secure















































Section 6

















Tables


Curricular Area

Green

Amber

Red
















Curricular area

Green

Amber

Red









































relationships



























































Learning outcomes

Who is this for









We are literate if







Activity 3




We are numerate if




o Money

o Time

o Measurement

o Data and analysis


Activity 1

Activity 2

Activity 3












Section 2













Curricular Area

Green

Amber

Red















Curricular area

Green

Amber

Red
















































































relationships

















































































secure















































Section 6

















Tables


Curricular Area

Green

Amber

Red
















Curricular area

Green

Amber

Red









































relationships



























































Learning outcomes

Who is this for









We are literate if







Activity 3




We are numerate if




o Money

o Time

o Measurement

o Data and analysis


Activity 1

Activity 2

Activity 3













Curricular Area

Green

Amber

Red















Curricular area

Green

Amber

Red
















































































relationships

















































































secure















































Section 6

















Tables


Curricular Area

Green

Amber

Red
















Curricular area

Green

Amber

Red









































relationships



























































Learning outcomes

Who is this for









We are literate if







Activity 3




We are numerate if




o Money

o Time

o Measurement

o Data and analysis


Activity 1

Activity 2

Activity 3









Curricular area

Green

Amber

Red
















































































relationships

















































































secure















































Section 6

















Tables


Curricular Area

Green

Amber

Red
















Curricular area

Green

Amber

Red









































relationships



























































Learning outcomes

Who is this for









We are literate if







Activity 3




We are numerate if




o Money

o Time

o Measurement

o Data and analysis


Activity 1

Activity 2

Activity 3











































































relationships

















































































secure















































Section 6

















Tables


Curricular Area

Green

Amber

Red
















Curricular area

Green

Amber

Red









































relationships



























































Learning outcomes

Who is this for









We are literate if







Activity 3




We are numerate if




o Money

o Time

o Measurement

o Data and analysis


Activity 1

Activity 2

Activity 3














































































secure















































Section 6

















Tables


Curricular Area

Green

Amber

Red
















Curricular area

Green

Amber

Red









































relationships



























































Learning outcomes

Who is this for









We are literate if







Activity 3




We are numerate if




o Money

o Time

o Measurement

o Data and analysis


Activity 1

Activity 2

Activity 3



















































Section 6

















Tables


Curricular Area

Green

Amber

Red
















Curricular area

Green

Amber

Red









































relationships



























































Learning outcomes

Who is this for









We are literate if







Activity 3




We are numerate if




o Money

o Time

o Measurement

o Data and analysis


Activity 1

Activity 2

Activity 3









Tables


Curricular Area

Green

Amber

Red
















Curricular area

Green

Amber

Red









































relationships



























































Learning outcomes

Who is this for









We are literate if







Activity 3




We are numerate if




o Money

o Time

o Measurement

o Data and analysis


Activity 1

Activity 2

Activity 3










Curricular area

Green

Amber

Red









































relationships



























































Learning outcomes

Who is this for









We are literate if







Activity 3




We are numerate if




o Money

o Time

o Measurement

o Data and analysis


Activity 1

Activity 2

Activity 3




































relationships



























































Learning outcomes

Who is this for









We are literate if







Activity 3




We are numerate if




o Money

o Time

o Measurement

o Data and analysis


Activity 1

Activity 2

Activity 3




























































Learning outcomes

Who is this for









We are literate if







Activity 3




We are numerate if




o Money

o Time

o Measurement

o Data and analysis


Activity 1

Activity 2

Activity 3







journey to excellence - shetland islands council...journey through popular staff development themes....

Documents