Angus Council: Practical Applications of Contextualised Teaching (PACT)

Objectives

In May 2006, a working group was convened to produce a position statement in response to the HMIE document 'Improving Achievement in Mathematics in Primary and Secondary Schools' (October 2005).

In order to gain an overview of the Angus position in relation to this document’s findings, the group considered a range of information, including school responses to questionnaires. Ensuing discussion of these responses highlighted the following key elements:

• the importance of engaging and challenging all learners
• the importance of sharing learning targets and success criteria
• the need for pupils to be active in their learning, through real-life applications and practical activities
• the value in affording pupils frequent opportunities to work collaboratively on tasks
• the responsibility all educators have to ensure their pupils become 'lifelong learners'.

Key findings

Seven primary school teachers from across the authority have been involved in PACT. The majority of these teachers work in large, urban schools though two are from a rural setting. A staff tutor, herself a seconded primary school teacher, has co-ordinated the project.

All stages (P1-P7) are represented. Because of this, the ways in which individual teachers have tackled PACT have varied quite considerably.

In the P1-P3 classes there is a strong emphasis on oral work and on the teaching of key mathematical concepts through purposeful play. In the upper stages, excellent cross-curricular links have been made between mathematics and science/technology and real contexts have been developed through activities such as 'Be a travel agent/package designer/carpet fitter'.

In all cases, however, there has been a significant shift of focus from the written to the practical. Pupils are actively encouraged to talk about their learning and explain their thinking, and are given frequent opportunities to work co-operatively in pairs or small groups.

Regardless of stage, group members are unanimous in their view that this experiential, hands-on approach has increased confidence, motivation and enthusiasm for mathematics in both their pupils and themselves!

Future developments

Undoubtedly, all who have participated in PACT have found it a worthwhile, enjoyable experience. But perhaps the real challenges are yet to come. How do we sustain and build upon the progress we have made, and what are the implications?

Discussion with the group has highlighted a number of needs:

• time: to discuss, resource, prepare and share ideas
• support: from management, colleagues and the education authority
• high quality CPD.

Steps have already been taken towards addressing some of these needs. This session, all Angus primary teachers were given the opportunity to participate in a networking opportunity entitled 'Let’s Talk Numeracy'. Several project participants have shared their experiences at these meetings, and arrangements are currently being made to enable them to talk at a training day for probationer teachers.

An interim report on the group’s work was also described in VIEW, the Angus Education Department's newsletter. This has resulted in teachers from both sectors visiting participants in their classrooms to see PACT in action.

Teachers throughout Angus will be able to access lesson plans and resources, devised by project participants, via the Angus Education Department intranet and Innovative Teachers’ Blog. We hope to use remaining funds to provide further CPD training, and to task a short life working group with adding to the lesson/resource bank.