Numeracy Across The Curriculum All teachers are teachers of numeracy. At Clarence High School we believe that all pupils should be taught in all subjects to express themselves correctly and appropriately and to read and write accurately and to gain numerical understanding in context. All the staff at Clarence High School are committed to developing numeracy skills in all of our pupils, in the belief that it will support their learning and raise standards across the curriculum, because: pupils need numeracy vocabulary and understanding to cope with the cognitive demands of a range subjects numeracy is evident across a range of subjects and numerical language helps us to reflect and evaluate the things we do being numerate enables our pupils to problem solve pupils will need to be numerate to engage in their chosen profession teaching numeracy across the curriculum allows our pupils to gain knowledge and skills in a range of contexts and promotes economic well being Improving numeracy and learning can have an impact on pupils self-esteem, on motivation and behaviour. It allows them to learn independently. It is empowering. Learning Numeracy across the Curriculum Ensuring that numeracy is taught across the curriculum can promote learning in a number of areas such as spiritual, moral, social and cultural development, key skills and thinking skills. The examples below indicate specific ways in which the teaching of numeracy not as a stand alone subject can contribute to learning across the curriculum. Roles and Responsibilities Maths Teachers: provide pupils with the mathematical knowledge, skills and understanding they need to calculate and problem solve effectively; Teachers across the curriculum: contribute to pupils development of numeracy, through focussing on key vocabulary,since to varying degrees, numeracy is integral to all lessons; Parents: encourage their children to use the range of strategies they have learnt to improve their levels of numeracy; Pupils: take increasing responsibility for recognising their own numeracy needs and making improvements; Governors: an identified governor could meet with staff and pupils and report progress and issues to the governing body and to parents in the governors annual report. Page 1 of 7
Our Aims To enable pupils to be proficient, competent and confident with numbers, shapes and measures, and to have the ability to solve mathematical problems in a variety of contexts and subject areas. To foster positive attitudes towards mathematics by developing pupils confidence in using mathematical equipment and vocabulary, and through developing their mental strategies in a range of contexts and subject areas Promoting pupils spiritual, moral, social and cultural development through Numeracy Numeracy across the Curriculum provides opportunities to promote: spiritual development, through helping pupils obtain an insight into the infinite, and through explaining the underlying mathematical principles behind some of the beautiful natural forms and patterns in the world around us moral development, helping pupils recognise how logical reasoning can be used to consider the consequences of particular decisions and choices and helping them learn the value of mathematical truth social development, through helping pupils work together productively on complex mathematical tasks and helping them see that the result is often better than any of them could achieve separately cultural development, through helping pupils appreciate that mathematical thought contributes to the development of our culture and is becoming increasingly central to our highly technological future, and through recognising that mathematicians from many cultures have contributed to the development of modern day mathematics Promoting key skills through Numeracy in a range of lessons Numeracy provides opportunities for pupils to develop the key skills of: communication, through learning to express ideas and methods precisely, unambiguously and concisely application of number, through using and applying the knowledge, skills and understanding of mathematics in context IT, through developing logical thinking; using graphic packages and spreadsheets to solve numerical, algebraic and graphical problems; using dynamic geometry packages to manipulate geometrical configurations and using databases and spreadsheets to present and analyse data from a range of subjects working with others, through group activities and discussions of mathematical ideas improving own learning and performance, through developing logical thinking, powers of concentration, analytical skills and reviewing approaches to solving problem problem solving, through selecting and using methods and techniques,developing Page 2 of 7
strategic thinking and reflecting on whether the approach taken to a problem was appropriate All schemes of work and all lessons will include specific learning objectives and key vocabulary. These learning objectives will inform what is taught, how it is taught, what is learnt and how it is learnt. Numeracy should also form part of lesson plenaries when it is appropriate to the focus of the lesson. Implementation at whole-school level Language is the prime medium through which pupils learn and express themselves. Through promoting mathematical language across the curriculum we understand that all teachers have a stake in effective numeracy teaching and learning irrespective of the subject that they teach and in ensuring that pupils see numeracy in context and not just something that they do in Maths Lessons. Using the language of maths across the curriculum is key to pupils progress, understanding, development and achievement. Across the school we shall: 1. Identify the strengths and weaknesses in students work from across the school. 2. Use learning objectives as a way of planning for and assessing numeracy skills. 3. Identify and implement numeracy cross-curricular priorities for each year. 4. Plan to include numeracy in a range of lessons to support learning in different subject areas. 5. Review this Numeracy across the Curriculum policy annually. Teachers of mathematics should: 1. 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. 2. Provide information to other subject teachers on appropriate expectations of students and difficulties likely to be experienced in various age and ability groups. 3. 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. 4. Seek opportunities to use topics and examination questions from other subjects in mathematics lessons Teachers of subjects other than mathematics should: 1. Ensure that they are familiar with correct mathematical language, notation, Page 3 of 7
conventions and techniques, relating to their own subject, and encourage students to use these correctly. 2. Be aware of appropriate expectations of students and difficulties that might be experienced with numeracy skills. 3. Provide information for mathematics teachers on the stage at which specific numeracy skills will be required for particular groups. 4. Provide resources for mathematics teachers to enable them to use examples of applications of numeracy relating to other subjects in mathematics lessons. Vocabulary is Key The following are all important aspects of helping pupils with the technical vocabulary of Mathematics: Use of Word Mats Using a variety of words that have the same meaning e.g. add, plus, sum Encouraging pupils to be less dependent on simple words e.g. exposing them to the word multiply as a replacement for times Discussion about words that have different meanings in Mathematics from everyday life e.g. take away, volume, product etc Highlighting word sources e.g. quad means 4, lateral means side so that pupils can use them to help remember meanings. This applies to both prefixes and suffixes to words. Pupils should become confident that they know what a word means so that they can follow the instructions in a given question or interpret a mathematical problem. For example a pupil reading a question including the word perimeter should immediately recall what that is and start to think about the concept rather than struggling with the word and then wondering what it means and losing confidence in his / her ability to answer the question. The instant recall of vocabulary and meanings can be improved through flash card activities in starters. We will teach pupils to use numerical language precisely and coherently. They should be able to listen to others, and to respond and build on their ideas and views constructively. We will develop strategies to teach pupils how to participate orally in groups and in the whole class, including: using talk to develop and clarify ideas; identifying the main points to arise from a discussion; listening for a specific purpose; discussion and evaluation. Staff training needs will be met through Numeracy across the Curriculum training, which will contain useful strategies and resource We aim to give pupils a level of numeracy that will enable them to cope with the increasing demands of subjects in terms of specific skills, knowledge and understanding. Page 4 of 7
We will build on and share existing good practice. We will teach pupils strategies to help them to further their understanding. Monitoring and Evaluation We will make use of available data to assess the standards of pupils numeracy. The Assistant Headteacher and the numeracy co-ordinator in consultation with colleagues, will decide how best to monitor progress in the school. Possible approaches are: sampling work pupils work; weekly numeracy book CCL observation-pupils in lesson; meetings; pupil interviews; Encouraging curriculum areas to share good practice by exhibiting or exemplifying pupils work. checking of Assessment Records evaluation and quality assurance of Academic Reviews ensuring that Numeracy has a high status in Learning Profiles supervision of the use of language in Display and the use of Key Vocabulary in classrooms and around the school screening of the use of resources to support numeracy, such as word mats assisting Teaching Assistant to support individual numeracy needs ensuring the correct identification of Specific Learning Difficulties ensuring that resources and provision cater for pupils with identified Specific Learning Difficulties Including All Pupils 1. Differentiation Clarence High School pupils are entitled to our highest expectations and support. Some will need additional support and others will need to be challenged and extended. Strategies that we can use include: questioning; adjusting the demands of the task; the use of additional support; use of group structures; resources; making objectives clear; Creating an atmosphere where pupils evaluate their own and others work. Dictionaries, thesauruses and word banks in each subject area Page 5 of 7
2. Numeracy Progress Targeted intervention will be used to help pupils to catch up with their peers as quickly and effectively as possible in order to maximise access to the curriculum. Teachers across the curriculum will be kept informed about which pupils are requiring additional support Teachers will be familiar with pupils learning needs and styles in order that they can link the learning into their subject area and to provide pupils with opportunities to practise their skills. 3. The more able We will seek to: identify able pupils; promote ways of structuring learning for able pupils by using specific learning objectives; Develop a teaching repertoire which supports and challenges able pupils. 4. English as an Additional Language Our pupils learning EAL need to hear good examples of spoken English and also to refer to their first language skills to aid new learning in all subjects of the curriculum. The use of their first language enables them to draw on existing subject knowledge and to develop English language skills in context. For example, a group of pupils can learn about paragraph organisation in their mother tongue. 5. SEN We will teach our pupils with special educational needs appropriately, supporting their learning and providing them with challenges matched to their needs, through using a range of teaching strategies such as guided group work, writing frames and oral activities. Assessment Available data from induction and previous settings should be used to inform planning and to assist us in responding to early pieces of work. We can also use this data to set numerical and curricular targets for each pupil. Page 6 of 7
The best assessment informs lesson-planning and target-setting and helps us to maintain the pace of learning for our pupils. Work will be marked in a positive way that responds to the numeracy needs of the pupil as well as the progress made within the subject area. In addition to all the whole-school aspects of this policy, the teachers who teach Numeracy discretely at Clarence High School have a leading role in providing pupils with the knowledge, skills and understanding they need to read, write, speak and listen effectively. Key Priorities for 2016/17: Use of Word Banks Display of Key Numerical Vocabulary in Classrooms Use of learning objectives in lessons Application of Maths in different subject areas Clarence High School is committed to raising standards of numeracy in all its pupils, through a co-ordinated approach. Every teacher and member of staff has a role to Document History Created/Reviewed by Date Mr Kobus April 2014 Sept 2015 T Saleh Feb 2016 V Dwyer Sept 2016 Page 7 of 7