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Numeracy Across the Curriculum
Numeracy ‘Numeracy is a proficiency which is developed not just in mathematics but also in other subjects. It is more than an ability to do basic arithmetic. It involves developing confidence and competence with numbers and measures. It requires understanding of the number system, a repertoire of mathematical techniques and an inclination and ability to solve quantitative or spatial problems in a range of contexts. Numeracy also demands understanding of the ways in which data are gathered by counting and measuring, and is presented in graphs and diagrams, charts and tables. ’ (Key Stage 3 National Strategy Framework for teaching mathematics)
What is NAC? Fostering cooperation and establish collaboration across the school curriculum Encouraging staff to work together to improve students’ Numeracy skills Improving reasoning and problem solving Improving the use and application of numeracy skills across the curriculum Joining up the curriculum for students
Priorities for cross curricular numeracy Promote Mathematics positively To improve accuracy in calculation and measurement To improve interpretation and presentation of graphs, charts and diagrams To improve reasoning and problem solving
Approach to calculations: All teachers will discourage students from writing down answers only and encourage students to show their numerical working out within the main body of their work. It is recognised that there is never only one correct method and students will be encouraged to develop their own correct methods where appropriate rather than be taught 'set' ways. Numeracy Leaders to help promote varying methods. Wherever possible, students will be allowed and encouraged to 'vocalise' their maths - a necessary step towards full understanding for many students. All students should be helped to understand the methods they are using or being taught - students gain more and are likely to remember much more easily if they understand rather than are merely repeating by rote.
OFSTED We expect OFSTED inspectors to establish: Whethere is a clear understanding and consistent practise among staff in the development of pupils mental skills, written methods and use of calculators. If pupils can identify and use efficient strategies for the calculations they need to do. If pupils cope well with the mathematical demands made in different subjects, or are held back through lack of mathematical knowledge or poor skills in numeracy. How well numeracy and, where appropriate, other mathematical skills are taught, developed, practised or promoted in other subjects.
What Next. . . 1) Promoting Positive Mathematics
What Next. . . 2) Policy and Support Numeracy Policy Numeracy Support working document
What Next. . . 3) Numeracy Leaders Whenever numeracy arises in your subject area, highlight and develop this in your classroom discussions (no matter how simple) Year 10 into 11 - Use a Numeracy Leader to help check work and support other pupils
What Next. . . Numeracy Leaders to initially support with: Methods of +, -, ×, ÷ Percentages, Decimals and Fractions. Representing data in graphs and charts. Highlighting and addressing common misconceptions. ◦ Using a scientific calculator correctly (class set available) ◦ ◦ ◦ Numeracy Audit to develop further support