2. Rationale
5. Use of Information Communication Technology
6. Implementation of Numeracy Policy
7. Monitoring Progress & Provision
8. Standards achieved and Targets set
13. Appendix A
14. Appendix B
NUMERACY POLICY
This Numeracy policy will evolve as a working document. It will be relevant to and produced by, the whole staff of the school through a planned and coordinated development programme beginning initially with Year 8.
The policy document aims to:
* Clarify the school's thinking and approaches to the development of pupils'
numeracy
* Ensure a consistent approach to the development of numeracy for all pupils
* Provide positive direction for all staff on numeracy matters
* Provide a framework for action and evaluation of numeracy developments <<
top >>
It is important that there is a shared understanding among the whole staff of the term 'numeracy'.
Numeracy has been defined as follows :-
(a) Cockcroft Report (1982)
* An 'at-homeness' with numbers
* Ability to make use of mathematical skills to cope with the practical mathematical demands of everyday life
* Ability to estimate and approximate number in a range of situations
* Appreciation and understanding of information presented in mathematical terms, ( in graphs, charts or tables ) << top >>
(b) National Numeracy Project (1996)
* Knowing about numbers and number operations
* Having an ability and inclination to solve numerical problems, including those involving money or measures
* It also demands a familiarity with the ways in which numerical information is gathered by counting or measuring, and is presented in graphs, charts and tables << top >>
(c) DENI (School Improvement) (1998)
* Although the terms 'literacy and numeracy' are used in this paper, they should be taken as meaning the whole subjects of English and Mathematics
* Work needs to focus on the whole subjects ...... rather than solely on reading and number
Numeracy and mathematics are, for all intents and purposes, synonymous terms.
In Ballyclare High School, the underlying principle of this document is that the term 'numeracy' will be taken to mean 'mathematics' as set out in the Northern Ireland Programmes of Study for Mathematics. << top >>
2. Rationale -- Why Mathematics / Numeracy?
* The development of numeracy skills is a basic entitlement for all.
* All pupils should experience a rich numeracy learning environment, regardless of perceived 'ability'.
* Numeracy involves the application of knowledge, skills and understanding essential for personal and social development and to life-long learning.
* All staff will endeavour to promote numeracy in a manner that builds pupils' self-confidence and belief in both themselves and mathematics.
* Mathematics can be used to describe, illustrate and explain. Above all it can be used to convey meaning and provides a means of communication which is powerful, concise and unambiguous.
* Numeracy must be an experience from which pupils derive pleasure and enjoyment.
* Numeracy activities should provide both a challenge and a sense of achievement for all pupils.
* Competence in mathematics/numeracy is important and essential for success in other areas of study.
* Numeracy should be promoted throughout all areas of the curriculum in a consistent and efficient manner. << top >>
* To formulate an action plan to develop numeracy within the framework of whole school developments.
* To promote numeracy developments at all levels in the school, beginning with Year 8.
* To raise standards of numeracy by enhancing the quality of learning and teaching.
* To set targets for improving the performance of pupils with respect to numeracy.
* To ensure that a range of strategies is employed to suit the abilities of pupils; to assist those with difficulties and to provide a challenge for more able pupils.
* To determine intervention strategies for those pupils encountering problems in numeracy.
* To identify and develop means by which the performance of boys with respect to numeracy may be improved.
* To incorporate the appropriate use of ICT to develop and support numeracy.
* To provide appropriate staff development to ensure a shared understanding of, and consistent approach to, numeracy throughout the school.
* To draw-up and maintain appropriate procedures for the monitoring and evaluation of the numeracy provision for all pupils. < top >
a. Ensuring that all pupils are numerate is one of the most important curricular
responsibilities of the school.
"Literacy and numeracy is every school's core business. All concerned need
to be aware that ensuring their pupils are literate and numerate is their most
important curricular responsibility. A school which is not effective in this
respect cannot be judged to be a successful school."
DENI - School Improvement 1998
b. Each member of staff is responsible for developing pupils' numeracy skills and competence within his/her own area of study.
c. The numeracy coordinator/committee will consult heads of department in order to develop a co-ordinated and consistent approach to the development of numeracy throughout the school.
d. All teachers will collaborate to ensure that pupils can apply their mathematical skills in a variety of relevant and appropriate contexts. << top >>
5. Use of Information Communication Technology
* Appropriate ICT resources will be used in each area of study to enhance pupils' learning experiences.
* Each member of staff should evaluate resources available from the Numeracy coordinator and should be aware of the 'numeracy' content of all such resources used.
* Through consultation and co-operation, the mathematics department will advise on and co-ordinate the introduction and development of calculator skills to ensure a consistent approach to the use of the calculator throughout the school. << top >>
6. Implementation of Numeracy Policy
a. The Numeracy co-ordinator will:
* Be responsible to the Principal and Board of Governors for the development
of numeracy throughout the school
* Play a leading role in the design and production of a whole school policy
for numeracy
* Chair a working party/committee on numeracy
* Collect relevant information and resources and communicate these to the committee
and the teaching staff as a whole
* Oversee development of numeracy across the curriculum
* Establish procedures to monitor and evaluate the numeracy provision for all
pupils in the school
* Set priorities and targets to be achieved (with assistance of numeracy committee)
* Help identify training needs of staff in relation to numeracy and ensure
that these training needs are met
b. The Numeracy working party/committee will:
* Consist of staff from a variety of subject areas
* Assist with the production of a whole school policy for numeracy teaching
* Help carry out an audit of the numeracy requirements / provision in all areas
of study
* Liaise / collaborate with all subject departments to ensure that numeracy
is developed in a coherent and consistent manner throughout the school
* Establish procedures to monitor and review the implementation of the school's
numeracy development plan
c. The Senior Management Team will:
* Recognise and support the work of the working party on numeracy
* Provide time for meetings and resources for staff training
* Liaise with the working party on numeracy
d. Timing of implementation :
* The whole school policy on numeracy will evolve commencing with Year 8.
* An audit will be carried out for Year 8,with Departments highlighting where
numeracy is used in their schemes of work (Spring/Summer terms 2001).
* Implementation of the policy through Year 8 schemes of work will begin in
the 2001-2002
academic year.
* Year 9 audit and review of schemes of work in the 2001-2002 academic year
with assessment of impact on Year 8.
* The audit, review and monitoring process will be repeated in succeeding years
with the policy eventually applicable to all year groups.
* This will allow the policy to proceed gradually based on the identifiable
needs and experiences
of the pupils to date. << top >>
7. Monitoring Progress and Provision
The Numeracy co-ordinator will meet regularly with other areas of study in order to co-ordinate the timing and depth of treatment of numeracy in their areas of study.
The SMT, head of maths and numeracy co-ordinator will meet regularly (initially in term one) each year to review and plan for numeracy developments.
The whole school numeracy policy will be reviewed to ensure that it is in line with on-going numeracy developments both within and without the school. << top >>
8. Standards achieved and targets Set
The standards currently achieved at Key Stage 3 and at GCSE are as set out in the table below:- << top >>
As described in the school's homework policy. << top >>
Meaningful links will be established with feeder primary schools to ensure smooth transition from KS2 to KS3. << top >>
11. Parental
Involvement
eg. school will organise parents' maths evenings
parents will be encouraged to help their children with homework / investigations
etc
parents will be kept informed of developments in numeracy
parents can discuss progress or problems on consultation days. << top >>
For example, maths fun
days
maths competitions (eg MSF)
numeracy noticeboard
maths quizzes etc. << top >>
1 Mathematics is a study of the interaction of number and space. Must not focus on only one!
2. Mathematical
concepts are made up of the following elements:-
linguistic
conceptual models
procedural
Each of these elements must be developed!
3. Levels of
Knowing in Mathematics
* Intuitive
* Concrete
* Pictorial (representational)
* Abstract
* Application
* Communication
For every mathematical concept pupils must progress through all of the six
levels. Unless this is done progressively and completely, pupils will not have
mastered the concept or developed the necessary competence.
4. Developing
Cognitive Strategies
* Use a great deal of concrete experiences;
* Ask a great deal of questions
Pupils must not simply be given 'procedures', rules, or shortcuts.
5. Learning
Styles
29% of people are mainly visual learners - (pictures are important to them)
34% of people are mainly auditory learners - (talk and lectures are important)
37% of people are physical learners - ('hands on' physical experience is important)
A range of activities must be provided to take account of the different learning styles of the pupils.
6. Mathematics
Learning Personalities
Once the information has been received, by whatever learning style, pupils
process the mathematics in different ways. These can be summarized as follows:
7. Quantitative
or Qualitative
* 'How' to solve problems * 'Why' solve problems
* sequential * global (looks for patterns)
* prescriptive * intuitive
* linguistic first * non-linguistic first
* deductive * inductive
* discontinuous models * continuous models
A range of activities and approaches should be adopted in order to cater to the full range of mathematics learning personalities in any class of pupils.
7. Important Pre-Skills
sequencing follow sequential directions
spatial orientation recognise 'relative' position
space organisation
visualisation hold and manipulate a procedure in 'mind's eye'
pattern recognition (highly correlated with mathematical ability)
estimation decomposition / recomposition or benchmarking
8. Mathematics is a second language
* must translate both ways
* use divergent questions
* constant questioning produces a 'script' in the child's head. << top >>
14.
Appendix B
For example,
Geography
a. Co-ordinates
(Maths); Grid references (Geog);
Maths do this in term 1 of year 8
Geog. do casually in term 1, formally in term 3
Agree simple rules (i) in through the door... (ii) y's up
b. Bearings/Angles
Geog do in year 8. - 16 point - cardinal points and associated angles clockwise
from 12.00
Maths do 8 point compass in term 1 of year 8 (Maths do associated angles)
c. Bar graphs
/ Line graphs
Geog and maths do this in year 8
basic rules of labeling x and y axes
heading large and clear
drawn in pencil
use ruler for accurate reading.
plot as point in circle.
appropriate spacing to allow for labeling.
d. Scatter graphs
Geog - formally in year 9.
Introduce regression line and best fit line: Interpolation and extrapolation.
Plot points with small 'x'
e. Pie charts
Geog - formally in term 2 of year 8.
Maths - term 1 of year 8.
segments largest to smallest - clockwise
from 12.00;
mark on frequency/percentage or add a key.
(Geog do not mark angles).
f. Statistical
terms
Concepts of maximum, minimum, range, mean.
Geog - term 1 of year 8 in relation to temp. << top >>
For example - Science
a. All graphs to be drawn in pencil, with labeled axes.
b. Points to be plotted as dots with a surrounding circle.
c. When taking readings from a graph, pupils should pencil-in the dotted lines to both axes.
d. Statistical graphs are done approximately at the end of October in year 8.
e. Gradient to be dealt
with in year 9 and repeated in year 10 maths.
Pupils should have an understanding of the significance of +ve gradient, -ve
gradient, small gradient and large gradient. << top >>
General comments (Science)
* give more concrete experiences - more practical work in maths
* pay more attention to line graphs; Some pupils draw bar graphs for everything.
* teach presentation and drawing of graphs; axes, scales, labels and plotting of points
* emphasise the importance of basic mental arithmetic (times tables)
* teach estimating and approximating when using a calculator
* No place for imperial
units. Why can't maths standardise on SI units? << top >>