Numeracy
Numeracy

Moray Council - Maths projects

Milnes Associated School Group (ASG)

 

Aims

  • To audit current mathematical programmes in the four schools with a view to sharing a common understanding of how each programme provides continuity and progression, especially at the transition from P7 to S1
  • To research common-order frameworks used in other authorities
  • To establish a common-order framework and process for implementation in the Milne's ASG that can be replicated across other ASGs.

Project focus

The rationale for the aims emerged from discussion and concern raised at ASG meetings that transition from P7 to S1 in mathematics could be improved for the benefit of pupils and staff. Common-order frameworks had been discussed by principal teachers of mathematics at their subject group meetings, so there was awareness that other authorities in Scotland had taken steps to address the issues involved.

When Learning and Teaching Scotland (LTS) invited Moray Council to propose a project for 2005/2006, the Milne's ASG was keen to use its funding as a vehicle to implement change. In addition, Moray asked LTS if it could run another project in Pilmuir Primary School, Forres, to investigate the developmental stages in numeracy. It should be noted that the funds were distributed pro rata between the two projects.

Outcomes

The group considers that the major strength of the project has been the opportunity to meet on a regular basis and share a common understanding of the mathematical experience of pupils in each establishment. Programmes of work and resources have been compared and teachers have researched new and innovative materials and methodologies such as interactive problem solving, mental strategy development and cognitive acceleration programmes.

A major part of the group's work has been reviewing common-order frameworks from other authorities. Those considered were from Fife, Angus and Edinburgh. Following consultation, Fife Council kindly agreed that the group could use their common-order framework as a basis for development in Moray. Using Fife as a basis, all schools have begun to adopt the basic framework for groups of pupils who complete a 5-14 level. In this way they will gradually move all pupils onto a common order.

Given the stage of development they have reached, the arrangements for transition this year will not depend on the common-order progression, but it has provided a good basis for liaison and an agreement on appropriate starting points for P7 pupils as they move into S1 in Milne's High School next session. The aim of a seamless transition has not yet been realised, although they have made considerable progress.

Impact on staff

Almost all of the project work to date has been driven by the aim of eliminating the 'what' and the 'when' from joint discussion in the ASG, so as to allow the debate to move onto the 'how'. Inevitably pedagogy and methodology have been involved, and these will increasingly be the focus next session. Group members agree that they now have a much clearer picture of mathematics across the ASG, and a common aim for the next year's development work.

Next steps

The school's priority for next year is to develop a common order for the Milne's ASG which reflects their research and findings in session 2005/2006 and incorporates whole-staff sessions on:

  • Mental strategy development
  • Problem-solving strategy development
  • Cognitive acceleration approaches

In doing so, they will combine the work on the Pilmuir LTS project with the authority-wide initiative in cognitive acceleration into a meaningful package based on a common-order framework.