Society requires young people who are sophisticated mathematical thinkers, pattern spotters and problem solvers; therefore we aim to empower our young people as mathematicians. With our Progression Pathways we aim to provide opportunities for learning that promote deep engagement with all areas of mathematics.

The CFE supports a problem solving approach and promotes the development of children’s problem solving, reasoning and fluency skills. If these three areas are embedded in learning and teaching there will be a range of positive outcomes, including the development of children’s conceptual understanding, their ability to use maths in meaningful ways and positive attitudes from the Early Level to Third Level.

Bruner’s premise was that children’s conceptual understanding develops from being actively engaged in their learning and making sequential process through three stages of representation: enactive, iconic and symbolic (mapped onto concrete, pictorial, abstract respectively). Each stage builds on the previous one, although unlike Piagetian theory, they are not age-related.

Progression Pathways

Clackmannanshire Council’s Progression Pathway has been created by using the Experiences and Outcomes, and Benchmarks documents, and seeks to build on learning from early to third level. Phase 1 and 2 cover Early Level, Phases 3, 4 and 5 cover First, Phases 6, 7 and 8 spans Second Level, leaving Phase 9 and 10 for Third Level. Each element of Numeracy and Mathematics has been broken down into ‘I can’ statements, ensuring practitioners are able to deliver breadth and depth to their teaching.

A yearly overview for each phase is also available. This shows how to map the curriculum across the school session, allowing for pace of learning to be carefully managed, as well as time for reinforcement and assessment.

Teacher support documents for specific aspects of Numeracy and Mathematics offer an in depth guide to teaching models and strategies, plus links to additional reading and in-class resources.