Springfield School

Numeracy Policy

Statement of intent:

 

Springfield School is committed to raising the standards of numeracy of all of its students. It is intended that they develop the ability to use numeracy skills effectively in all areas of the curriculum as well as the skills necessary to cope confidently with the demands of further education, employment and adult life.

 

The purposes of our whole-school numeracy policy are:

 

• to develop, maintain and improve standards of numeracy across the school
• to ensure consistency of practice including methods, vocabulary and notation
• to help identify areas for collaboration between different subject areas
• to assist with the transfer of pupils' knowledge, skills and understanding between subjects

 

A definition of numeracy:

 

Numeracy is a proficiency which is developed mainly in mathematics but also in other subjects. Numeracy is more than an ability to do basic arithmetic; it involves developing confidence and competence with numbers and measures. This 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 presented in graphs, diagrams, charts and tables.

                                                   (Framework for Teaching Mathematics - years 7 to 9 - DfES)

 

Consistency of Practice:

 

Teachers of Mathematics and teachers of other subjects will co-operate on agreed teaching strategies; in particular, teachers of mathematics will:

 

• be aware of the mathematical techniques used in other subjects and provide assistance and   

   advice to other departments, so that a correct and consistent approach is used in all subjects

• provide information to other subject teachers on appropriate expectations of students and point 

   out any areas of difficulty likely to be experienced in various age and ability groups

• through liaison with other teachers, attempt to ensure that students have appropriate numeracy 

   skills by the time they are needed for work in other subject areas

• seek opportunities to use topics from and references to other subjects in mathematics lessons

 

Teachers of subjects other than mathematics should:

 

• ensure that they are familiar with correct mathematical language, notation, conventions and   

   techniques relating to their own subject and encourage students to use these correctly

• be aware of appropriate expectations of students and difficulties that might be experienced with  

   the application of numeracy skills

• provide information for mathematics teachers on the stage at which specific numeracy skills will 

   be required for particular groups

• provide resources for mathematics teachers to enable them to use examples of applications of 

   numeracy relating to other subjects in mathematics lessons

 

Transfer of Skills:

 

The Mathematics team will deliver the National Curriculum knowledge, skills and understanding whilst making references to the applications of Mathematics in other subject areas in order to add context to many topics. Other curriculum teams will build on this teaching by helping pupils to apply their learning in a variety of situations. Liaison between curriculum areas is vital to pupils being confident with this transfer of skills and the Maths team will offer support to achieve this.

 

Possible numeracy activities for consideration in other subject areas would include:

 

• ART - symmetry; use of paint mixing as a ratio context
• ENGLISH - comparison of 2 data sets on word and sentence length
• FOOD TECHNOLOGY - recipes as a ratio context; reading scales
• GEOGRAPHY - representing data; use of spreadsheets
• HISTORY – timelines; sequencing events
• ICT - representing data
• MFL - dates, sequences and counting in other languages; use of basic graphs and surveys to

  practise foreign language vocabulary and reinforce interpretation of data

• MUSIC - addition of fractions
• PHYSICAL EDUCATION - collection of real data for processing in Maths lessons
• RELIGIOUS EDUCATION - interpretation and comparison of data gathered from secondary 

   sources (internet)

• RESISTANT MATERIALS - measuring skills; units of area and volume
• SCIENCE - calculating with formulae, 3 way relationships
• TEXTILES – scale; proportion

Learning objectives - by the end of KS3 all pupils should:

• have a sense of the size of a number and where it fits into the number system
• recall mathematical facts confidently
• calculate accurately and efficiently, both mentally and with paper, drawing on a range of 

   calculation strategies

• use proportional reasoning to simplify and solve problems
• use calculators and other ICT resources appropriately and efficiently to solve mathematical 

   problems, selecting the number of figures appropriate to the context of a calculation from the 

   display

• use simple formulae and substitute numbers in them
• measure and estimate measurements choosing suitable units and reading numbers correctly 

   from a range of meters, dials and scales

• calculate simple perimeters, areas and volumes, recognising the degree of accuracy that can be 

   achieved

• understand and use measures of time and speed, and rates such as £ per hour or miles per litre
• draw plane figures to given specifications and appreciate the concept of scale in geometrical 

   drawings and maps

•   understand the difference between the mean, median and mode and the purpose for which each is used
•   collect data (discrete and continuous) and draw, interpret and predict from graphs, diagrams, 

    charts and tables

•   have some understanding of the measurement of probability and risk
•   explain methods and justify reasoning and conclusions using correct mathematical terms
•   judge the reasonableness of solutions and check them where necessary
•   give results to a degree of accuracy appropriate to the context

                                                           (Taken from the Framework for teaching mathematics DfES.)

Teachers are:

• aware of the new framework for teaching mathematics and have copies located in their departments for reference
• aware of numeracy opportunities and skills within their subject areas
• provided with cross-curricular numeracy ‘facts sheets’ to support pupils in class and reinforce the correct language (pupil friendly versions are available on the school website)
• aware of how the Key Stage 2 and Key Stage 3 data for mathematics can help them to identify above and below average pupils in their teaching groups
• receiving an ongoing programme of INSET designed to highlight common pupil misconceptions and offer some support strategies
• provided with a weekly numeracy page to complete with their Key Stage 3 tutor group; Year 8 tutor groups are timetabled to access numeracy activities on ‘Numeracy ‘ website; Year 10 tutors will have access to a wide range of numeracy games
• able to access and utilise the mathematical software; Omnigraph (graphing package), Geometer Sketchpad (dynamic geometry software), DLK and SMILE (mathematical games)
• promoting the appropriate use of calculators in their classrooms and encouraging pupils to consider how reasonable their answers are
• being monitored to ensure that the approach to teaching numeracy is consistent across the department

 

Teachers could also:

• check the curriculum map on the school website for the timings of particular topics
• place numeracy support material within their schemes of work.
• request that additional fact sheets be provided on specific numeracy topics
• differentiate numeracy work and in particular plan to support mathematically weaker pupils
• request further departmental training from the numeracy coordinator on issues specific to their subjects
• arrange for their tutor group to play the maths games and explore the ‘favourites’ listed on the school network
• arrange to borrow class sets of graphic calculators.
• encourage their classes to estimate answers before keying the sum into a calculator
• submit copies of pupils’ work for verification and for evidence for the self-review process

 

Parents can support their children by:

 

• referring to the pupil exercise book in order to see the topics currently being worked upon

           (lists of topics to be covered can be found on the school website and target levels and

           grades can be found on a sheet at the front of each maths homework book)

• ensuring that emphasis is placed on mental and pencil and paper methods for calculations and that calculators are only used where appropriate when working at home (method and working must be shown irrespective of calculator use)

• valuing their child's own methods of doing calculations

• Purchase of a revision guide (available in school or from bookshops - if purchasing from a shop please ask your son/daughter to find out which National Curriculum/GCSE level book they should be buying)

• requesting test papers and exam analysis sheets (all pupils should have their exam analysis sheet in their exercise book and this can be used to identify areas in need of further study using the relevant  key stage 3 or key stage 4 revision guide)

• encouraging their children to make use of the numeracy games in the Resource Centre that can be played at every lunchtime or may also be booked out for use at home

 

 

Review Date: Autumn 2013