Return to flip book view

Achievement for All ST JOSEPH S BOYS SCHOOL NUMERACY POLICY Reviewed _______________ Date ___________ Agreed SMT _______________ Principal Date ___________ Agreed BOG _______________ Date ___________ 1

St Joseph s Boys School Achievement for All NUMERACY POLICY Definition Numeracy has been defined as follows 1 1 Cockcroft Report 1982 An at homeness with numbers Ability to make use of mathematical skills to cope with the practical mathematical demands of every day 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 1 2 National Framework for teaching Mathematics 1999 Numeracy is a proficiency which involves confidence and competence with numbers and measures It requires an understanding of the number system a repertoire of computational skills and an inclination and ability to solve number problems in a variety of contexts Numeracy also demands practical understanding of the ways in which information is gathered by counting and measuring and is presented in graphs diagrams charts and tables 1 3 1 4 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 DENI School Improvement 1998 Although the term Numeracy is used in this paper it should be taken as meaning the whole subject of Mathematics Work needs to focus on the whole subjects rather than solely on reading and number 2

Numeracy and mathematics are for all intents and purposes synonymous terms 1 5 In St Josephs Boys School we believe that 2 1 The development of Numeracy skills is a basic entitlement for all Numeracy involves the application of knowledge skills and understanding of Mathematics necessary for personal and social development and life long learning Pupils should develop the basic ability to competently and comfortably apply Mathematics necessary in everyday life and situations Rationale 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 The development of Numeracy is an educational entitlement for all pupils and therefore the responsibility of all teachers the whole school working in partnership with pupils parents the Board of Governors WELB and other support agencies Numeracy is the responsibility of all staff and there should be a shared vision of Numeracy in the school Numeracy should be promoted in a cross curricular manner Our understanding of Numeracy is broader than the mastery of computational skills and incorporates number algebra shape and space measures handling data and mathematical thinking These elements of Numeracy are essential for other areas of the curriculum and can be enhanced by them Numeracy should be well led well managed appropriately monitored and evaluated regularly in this school 3

Aims Objectives 3 1 To promote Numeracy developments at all levels in the school beginning with Year 8 To formulate an action plan to develop Numeracy within the framework of whole school developments 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 Purpose 4 1 The purpose of the Numeracy policy is to To secure high standards in Numeracy across the school To set out the school s approach to the teaching of agreed Numeracy skills to provide cross curricular consistency for non specialists To provide a basis against which progress can be judged To record methods vocabulary and notation that have been agreed To assist the transfer of pupils knowledge skills and understanding between subjects To indicate areas for collaboration between subjects and processes for facilitating such collaboration To provide consistent methodologies to assist parents To develop Numeracy within the wider framework of the School Improvement Programme To co ordinate and manage Numeracy at all levels in the school To raise Numeracy standards within the school by enhancing the quality of teaching and learning To incorporate and encourage the appropriate use of ICT in the teaching of Numeracy To provide staff development that will ensure a shared understanding common approach and consistency across the school Strategies 4

5 1 Facilitating Progress Levels of Numeracy for Year 8 students are assessed on entry using a combination of NEFR and CAT tests Currently students are taught in 5 mixed ability groups and 2 top groups Initial assessment testing carried out throughout the first term is used to inform decisions on placing students in the appropriate groups A small group of pupils is taken from the lower ability classes and given individual classes within the SEN unit All students on the SEN register are monitored by using IEP s The Numeracy coordinator provides support and guidance to staff students and their parents on strategies and methods to enable students standard of Numeracy to be raised The Mathematics Department is responsible for delivering all aspects of the National Curriculum for Mathematics Aspects of mathematics taught in other subjects are audited on a regular basis and support from the Numeracy coordinator is available to subject leaders in identifying the levels of attainment for subject specific mathematical content All departments are responsible for identifying aspects of their scheme of work that contribute to raising students standard of Numeracy and highlighting these aspects in the teaching of their learning objectives Departments are supported in this by the Numeracy coordinator It is recognised that not all subjects will include Numeracy in each topic taught The correct use of mathematical language and spelling is encouraged and reinforced at all times and students are asked to learn Mathematical key words and their correct spellings In order to raise standards the aspects of Numeracy in departmental schemes of work throughout the curriculum need to be at or above the expected mathematical levels for students of that age group i e KS3 Level 3 7 KS4 Level 4 B All students are encouraged to use mental methods as a first resort when a calculation is needed Responsibilities 6 1 Staff 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 5

Each member of staff is responsible for developing pupils Numeracy skills and competence within his her own area of study The Numeracy coordinator will consult heads of department in order to develop a co ordinated and consistent approach to the development of Numeracy throughout the school All teachers will collaborate to ensure that pupils can apply their mathematical skills in a variety of relevant and appropriate contexts 6 2 6 3 Teachers of all subjects should Have regard for the whole school Numeracy policy in their planning of lessons This policy will be kept in the policy handbook and the main school library Use and explain mathematical vocabulary whenever it will enhance pupils knowledge skills and understanding of the topic The use of such vocabulary by pupils should be strongly encouraged Give emphasis to mental calculation when it is sensible to do so Encourage pupils to estimate when appropriate Use and explain appropriate calculations and data whenever it will enhance pupils knowledge and understanding of the topic The explanation should be in line with whole school policy Be aware of when mathematical skills are first taught in maths schemes of work Teachers should where appropriate within their own subject be able to Be aware of the Numeracy content contained within their own programme of study and to implement it where relevant and in context Demonstrate how to measure to the required degree of accuracy Choose and use appropriate units of measure correctly Demonstrate how to use the four rules of number Demonstrate how to select a type of graph appropriate to the data provided Correctly label a graph or chart Correctly interpret a graph or chart and make appropriate comparisons where more than one graph illustrates the data Explain the steps in the solution to a problem Discuss and clarify why a particular method of calculation works Use and explain the meaning of appropriate mathematical terms Actively seek and provide opportunities to promote Numeracy in your subject Departmental Handbooks Schemes of Work 7 1 Should Contain a copy of the whole school Numeracy policy 6

ICT 8 1 Identify topics areas requiring Numeracy skills Provide guidance to staff concerning approaches to the use of Numeracy skills in their subject Ensure that units of measure are written according to convention Use of 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 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 Appropriate ICT resources will be used in each area of study to enhance pupils learning experiences See Appendix B for Rationale ICT General Guidance Software The Role of the Calculator The Internet and Mathematics Use of Television and Video Spreadsheets in Mathematics Application of Spreadsheets Data Handling Packages Application of Data Handling Packages Dynamic Geometry Packages Application of Dynamic Geometry Packages LOGO Application of LOGO Draft Software Comment Evaluation Form See Appendix C for Action Plan for ICT Development in Mathematics Implementation 9 1 The aims of the policy will be met in the following sections 9 1 1 Section 1 Mathematical Issues for other subjects There are a number of general points concerning the approach to some mathematical topics across the whole curriculum This is not an exhaustive list but 7

it does cover the essential features of using mathematics in other subject areas at KS3 and KS4 Mental written or calculator When a calculation is required it should be attempted mentally as a first resort If this is inappropriate then a written method should be used If this is inappropriate then a calculator can be used Calculators should never be the first resort It is important that this process is modelled by the teacher when they perform calculations with their class Written calculations Our pupils have been taught a wide variety of written calculation techniques although many of them prefer the more traditional methods of long multiplication etc However do not impose a written method on the pupils allow them to use any method that is accurate and efficient It may be appropriate to allow pupils to demonstrate a non traditional method on the board Percentages ratios decimals and fractions As with point 2 do not impose a method when working with percentages ratios decimals or fractions Many of our pupils are content with the traditional methods but some will also use appropriate non traditional methods that are equally valid Representing data At present there is some confusion regarding the use of scatter graphs and line graphs and also bar charts and frequency diagrams within the school Subjects using these data representations need to discuss them with the mathematics department to try to ensure that we use the same technical language This is best tackled in a discussion rather than through this document Types of data It would be of benefit if more attention was paid to the type of data being manipulated or displayed Qualitative data is in the form of words Quantitative data is numerical Discrete data can only take particular values in a range Continuous data can take all values in a range If pupils were more aware of the type of data they are working with then they will be able to make more informed decisions about the type of statistics and the representations that are acceptable 9 1 2 Section 2 Discussing Issues Across Departments 8

The most valuable part of the process will be discussions generated across subjects and in departmental groups If we can agree ways to approach some mathematical topics and use similar technical language then this must be of benefit to the pupils If we find that it is impossible to find a common approach then we will at least be aware of this and be able to present these topics to the pupils appropriately The Numeracy Coordinator will discuss with Heads of Departments issues relating to using mathematics in other subject areas It is expected that interested subjects will be those who identify mathematical topics within their subjects Common approaches to using common topics Topics that must be approached differently Using common technical language It is not the intention of the mathematics department to impose methods and terminology on other departments when this would be detrimental to the progress of pupils in that subject Typical discussions with departments may include such areas as Modern paper and pencil calculation techniques Use of calculators Percentages decimals and fractions Displaying data Use of scatter graphs 9 1 3 Section 3 The Cross Curricula Numeracy Audit Through discussion The Numeracy Coordinator will Discuss approaches to teaching a topic with the relevant department if they require the mathematical topic before it is taught in the pupils mathematics lessons Other Heads of Department will Make their departments aware of the audit and any implications this may have on the teaching of particular topics within their subject area Liaise with The Numeracy Coordinator concerning the discussion of teaching approaches with regard to mathematical topics that are required in their subject area especially any topics needed before they are taught in mathematics lessons 9

9 1 4 Section 4 Sharing resources The cross curricula audit should ensure that the great majority of mathematical topics are taught within mathematics lessons before the pupils are required to use their knowledge within other subject areas The mathematics department is always looking for relevant and interesting examples of mathematics used in context in other subject areas As such we would welcome accessible resources from other subjects to use when we are teaching these mathematical concepts In this way we aim to give the pupils a greater understanding of the mathematics that they are learning and give them a greater sense that mathematics is useful to solve problems in other areas 9 1 5 Section 5 Promoting Numeracy Across All Areas of The Curriculum Numeracy is promoted across all areas of the curriculum by Standardising the teaching approaches towards Numeracy across all departments Standardising the language used across the curriculum including the use of visual cues in the classroom e g key words Standardising and making easily available the resources necessary to meet the pupils Numeracy needs Making sure that it is a natural part of our lessons not something thrown into a policy Teachers being aware of their own prejudices in relation to mathematics and promoting it in a positive light Teachers being conscious of the need to relate the Numeracy content to pupils own experiences and reinforcing Numeracy skills on an on going basis The delivery of a Library Skills Course which deals with an explanation and practical application of the Dewey Decimal Classification The use of ISBN numbers when pupils are selecting and ordering stock Calculation of fines due on overdue books Monitoring 10 1 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 Where appropriate 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 10

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 Procedures for monitoring and evaluating pupils achievements in Numeracy are as follows The administration of NEFR tests to all Year 8 pupils The administration of CAT tests Half term and end of term assessments Subject assessments e g homework aural and written tests Evaluation of KS3 and GCSE results Review of pupil exercise books Homework Guidelines 11 1 As described in the schools maths department homework policy Homework is the reinforcement and extension of the Numeracy content within the lesson Primary School Links 12 1 Meaningful links will be established with feeder Primary Schools to ensure smooth transition from KS2 to KS3 Parental Involvement 13 1 Parents will be encouraged to help their children with homework investigations etc Parents can discuss progress or problems on Open Days Nights and also Parents Evenings Parents should create the right environment for home study check and sign homework attend parents nights and have a positive relationship with the school Additional Activities 14 1 Maths Fun Days Maths Competitions Numeracy Day KS3 Mental Mathematics 15 1 The mental approach should be a pupils first resort when a calculation is needed The ability to adopt mental methods of calculation should be developed systematically as pupils acquire the basic arithmetic skills Northern Ireland Programmes of Study for Mathematics At St Josephs we feel that the pupils need to improve their mental maths skills has become very important over the last few years They have become too dependent on non mental approaches such as continually feeling the need to use a calculator to work out the simplest of problems 11

It is hoped that each teacher of Mathematics will introduce mental mathematics at the start of each lesson for a period of 10 minutes This will not only help to settle the class but will also lead to positive reinforcement of various mental mathematical skills as outlined below Each teacher will be given a Numeracy pack which will contain mental and written questions in groups of 10 which can be used at the start of each class They will also have access to other mental mathematics books which contain various forms of mental mathematics questions Once each month a whole period will be devoted to improving mental and strategy methods by allowing the pupils to play various board games and darts See Appendix D 15 1 1 Strategies suggested for use in mental maths Counting Forwards and backwards in steps of any size integer decimal or fractional Counting stick 3 7 11 15 2 6 10 14 1 2 1 4 1 6 1 8 1 11 1 14 1 17 Reading Ordering Knowing the value of digits in numbers to at least one million Integers and decimals Knowing how to work to a number of decimal places Partitioning Split numbers into 10 s e g 24 37 20 30 4 7 e g 74 42 70 40 and 4 2 Doubles E g 35 38 35 35 3 2 35 3 Compensation E g 20 9 20 10 1 E g 20 8 20 10 2 Multiplication Division Multiply and divide whole numbers by 10 100 and 1000 Multiply and divide a two digit number by a one digit number Find unitary fractional quantities of numbers such as of 36 Find simple percentages of quantities such as 10 15 20 25 30 50 and 75 Multiply and divide decimals by 10 100 and 1000 Doubling and halving e g 16 5 8 10 4 20 2 40 1 80 12

16 Appendix A Numeracy Budget 17 Appendix B ICT in Mathematics 18 Appendix C Action Plan 19 Appendix D Strategy Games Strategy Games a b c d e f g h i j k l m n o p q r s t Darts Hoop Game Connect 4 4 in a row Make 7 Boggle Checkers Draughts Hangman Scrabble Monopoly Game of Life The Numbers Game Chess My Tables Box Math Bingo 3D Shape Lotto 24 Game Place Value Battleships Chairs Cards 13

Appendix E Every School A Good School Wave 1 3 Every School A Good School A Strategy for Raising Achievement in Numeracy 20 1 Numeracy is the confidence and competence to apply mathematical skills in routine and unfamiliar contexts It involves having the mathematical skills necessary to be a full contributor to society and the economy including those central to personal financial literacy and having the disposition to think mathematically in everyday situations including those arising in future employment It involves the development of an understanding of key mathematical concepts and inter connectedness the systematic development of reasoning and problem solving skills the proficient and appropriate use of methods and procedures formal and informal mental and written and active participation in the exploration of mathematical ideas and models This revised strategy is intended to build upon the strengths and address the areas for improvement of the Numeracy programme introduced by the department in February 1998 The strategy is designed to raise the levels of attainment for all young people in Numeracy and narrow the gap between the highest and lowest performing pupils after 12 years of compulsory education This strategy sets out an approach that is designed to support teachers in raising levels of achievement in Numeracy where post primary teachers can focus on a context which values and promotes academic excellence as well as more applied pathways and which makes learning relevant to their pupils The needs and aspirations of the child are put at the centre if we are not just to nurture achievement at the higher levels but also support and facilitate every child to reach his full potential It has been shown that if pupils have experienced failure in Numeracy on a regular basis then their self esteem and their self confidence in their numerical ability will fall We would hope through this strategy that pupils expectations and aspirations will rise and they will become more confident in their numerical abilities The real challenge of this strategy will be to reflect a robust evidence base That evidence base points to good practice interventions that exist in most schools but need to be improved upon The strategy will point to the need for targeted and supportive action to support those most at risk of underachievement as well as for action designed to maintain and improve achievement in Numeracy 14

Many young people do not appreciate the value of mathematics or acquire the Numeracy skills needed to function effectively in society Too many young people leave the education system lacking competence and confidence in these essential skills We want to make sure that this revised strategy promotes more positive attitudes towards Numeracy and hence cuts down on the number of people socially excluded because of the lack of ability in Numeracy We want to equip our pupils with the highest possible levels of Numeracy so as they can take advantage of opportunities in science and technology and in the financial and business worlds so as they can play their part in the knowledge economy Mathematics is the universal abstract language which underpins much of the understanding in science engineering and technology and is vital to the success of the knowledge economy We hope to make use of school performance information and the outcomes of diagnostic testing to influence future teaching approaches and remediation strategies Through the introduction of the new curriculum at KS3 we hope to make teaching more interactive and contingent on the pupils responses We hope to include collaborative activities encourage discussion involve problem solving and investigative work and link the learning with other subjects including the use of authentic problems We hope to raise the standards of Numeracy through Effective teaching employ teaching strategies appropriate to the needs of the learner A positive culture show a concern for individual pupils Strong leadership the school should make effective use of financial and other resources An effective planning and resource framework have appropriate school development plans and make use of performance data in relation to the school budget to help support school improvement Effective intervention and support identify pupils at risk of failing organise interventions and possibly develop strong links with parents to support the pupils concerned Wave One Quality Whole Class Teaching 20 2 We hope to raise the standards of Numeracy through high quality whole class teaching The new curriculum schemes are designed to meet the requirements of each class and the needs of its individual pupils Our pupils will develop the concepts of number space measurement and data while exploring and manipulating their immediate environment They will acquire mental maths strategies in a variety of rich contexts and progress towards being able to problem solve choosing from a wide variety of strategies 15

communicating their ideas mathematically and with confidence and seeing the relevance of what they are doing in everyday life The approach we will use will be to make the teaching of mathematical concepts as interesting and as relevant as possible and ensure the learning occurs through interactive and collaborative activities This approach will be complemented by Challenging the pupils understanding through skilful questioning and requiring the pupils to draw conclusions and justify their thinking Using a variety of activities including ICT and practical equipment that entails pupils working individually in pairs or in groups Encouraging the pupils to make inter connections within mathematics and relating their work to other areas of the curriculum Providing clear and when appropriate multiple explanations Providing opportunities for pupils to solve problems Integrating when appropriate mental mathematical strategies Encouraging pupils to think and talk about how they learn and what they have learnt using plenary sessions as appropriate and Have a greater focus on mathematics in the workplace and identification of real world examples We will ensure that pupils who are particularly gifted are identified and measures are put in place to ensure that provision not only takes account of their level of ability but it is also sufficiently challenging to retain extend and develop their interest Wave Two Quality Teaching Plus Additional Support for Identified Pupils 20 3 When a pupil is underachieving or is experiencing specific difficulties then that pupil will be identified for additional support This will normally be delivered within the classroom and is designed to assist individual pupils to resolve particular problems with Numeracy and make suitable progress Additional support will be provided by the class teacher working as necessary with colleagues within the school It will Take the form of a structured programme carefully targeted and delivered by the teacher or classroom assistant working under the supervision of the teacher Be time bound and tailored to the needs of the individual or group Be matched to the assessed and observed needs of individual pupils and focused on specific learning objectives and targets and Be based on sound assessment procedures Appropriate interventions and approaches will be used to supplement quality whole class teaching The remediation may take the form of a revision of concepts and skills or lessons directed at specific errors 16

Wave Three Quality Teaching Plus Personalised Support to Meet the Specific Needs of Individual Pupils 20 4 When a pupil has not made sufficient progress and is not benefiting from the support outlined in Wave one or two then a more personalised support will be initiated This will be outlined by the class teacher and will require the support from other teaching and professional staff These programmes will be implemented in such a way that the pupil does not lose out on any other key aspects of the curriculum This form of highly systematic support will be Highly personalised to meet the individual needs of those pupils experiencing significant difficulties in Numeracy and who have not benefited sufficiently from the additional support already provided Specifically targeted on those pupils who are identified as requiring support for additional educational needs and Time bound monitored and evaluated This intensive support will be reviewed regularly and interventions that are not delivering progress will be adapted When the school has taken all reasonable steps to ensure that teaching and additional support strategies are effective but are not making a difference the school will seek advice and assistance from educational professionals in the relevant Education and Library Board on further strategies to be employed Data and Target Setting Framework 20 5 We will use performance data to identify and remedy pupils strengths and weaknesses The Testwise programme will be carried out in early September for all classes in KS3 The results will then be used to target individual pupils who have problems with specific mathematical topics and also reveal particular topics within maths that the majority of pupils are having difficulty with Effective remedial action will then be taken as required within the current planning and practice Standardised scores will be used to track pupil progress from one year to the next and adjustments to teaching strategies will be made accordingly Alta software is currently being used within the school for certain pupils however problems with machines networks and time are hindering it effective use Hopefully this matter will be rectified in the near future As a department we will try to achieve the targets set out by the school in the development plan as best as possible We hope that every child will leave school with a good level of Numeracy and hence be equipped to succeed in adulthood 17

Monitoring and Review of Policy This policy has been determined by the board of Governors which said body may approve revisions as necessary and appropriate SMT PRINCIPAL ___________________ BOG Chairman ____________________ 18