Gwernyfed High School – Numeracy Policy
YSGOLUWCHRADDGWERNYFED
GWERNYFED HIGH SCHOOL
Numeracy Policy
Date Approved: 9th July 2014
Ref: NUM 2.1
Gwernyfed High School – Numeracy Policy
Numeracy across the curriculum
It is the responsibility of the Mathematics department to teach numeracy but other
subjects are asked to use similar approaches when making use of mathematical skills and
to encourage students to use the correct terminology and notation. It is important that the
links between mathematics and other curriculum areas are highlighted and that the
students are encouraged to apply the skills they have learned in mathematics lessons
effectively in a wide variety of subjects and contexts.
Where appropriate, subject teachers will develop a firm link between numerical strands
taught in their subjects and cross references these to the LNF document. AFL should be
ongoing and the GHS tracking document should be regularly updated so that progress for
each pupil and year group can be monitored effectively. Numeracy strands that naturally
occur in subject areas will form a basis, together with their numeracy test result, from
which an end of year report can be written for each pupil at KS3.
It is the intention of this policy to offer assistance, which should enhance the teaching of
numeracy and enable our students to have the confidence and competence to apply their
mathematical skills in different contexts.
Management
The role of the Senior Leadership Team is to:
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participate in the planning, implementation and evaluation of the numeracy
strategy;
determine the role of the Head of Mathematics who is the Numeracy
Coordinator;
specify expectations to be made of all teachers;
support the further development and implementation of a whole school numeracy
policy;
provide additional training for all teachers and other staff who work directly with
pupils in the school, see Numeracy Toolkit.
provide opportunities for effective communication between the Numeracy Coordinator, the Senior Leadership Team, the Mathematics Department and other
departments;
source and provide finance; and consider and implement a strategy for involving
parents in the support of numeracy competency
The role of the Numeracy Co-ordinator is to:
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work with the senior leadership team to review, implement and monitor a
strategy for numeracy across the curriculum and to ensure the effective
development and implementation of a whole school numeracy policy;
establish lines of communication and ensure that there is constructive liaison
between the mathematics teachers and teachers of other subjects;
establish lines of communication and ensure that there is constructive liaison
between the mathematics teachers and feeder primary schools;
monitor the implementation of the whole school numeracy strategy; including
the Numeracy Tracking Tool.
Date Approved: 9th July 2014
Ref: NUM 2.1
Gwernyfed High School – Numeracy Policy
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evaluate the effectiveness of the strategy and make modifications where
necessary; and
facilitate amendments to the numeracy strategy in the light of evaluation and
curriculum changes.
Teachers of mathematics should:
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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 to all subjects.
Provide information to other subject teachers on appropriate expectations of
students and difficulties 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. Cross curricular projects devised jointly with mathematics
teachers can provide a strong link with applications. Pupils can then appreciate
the use of the skills learnt in mathematics classes and their transferability in
other subject areas.
Seek opportunities to use topics and examination questions from other subjects
in mathematics lessons.
Teachers of subjects other than mathematics should:
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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 the appropriate expectations of students and difficulties that might
be experienced with numeracy skills
provide information for mathematics teachers on the stage at which specific
numeracy skills will be required for particular groups
update the school’s Numeracy Tracking Tool on a termly basis
write an end of year report to commentate on progress involving strands
embedded in their SOW linked to the LNF document
Provide resources for mathematics teachers to enable them to use examples of
applications of numeracy to other subjects in mathematics lessons be positive
in their approach to mathematics.
In order to promote a common approach to the teaching of numeracy across the
curriculum a document entitled “The Teaching of Numeracy” is issued to all teachers. This
document provides a guide to the methods used in teaching by the Mathematics
department and the preferred method to be followed by other teachers.
Date Approved: 9th July 2014
Ref: NUM 2.1
Gwernyfed High School – Numeracy Policy
What is Numeracy?
“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”
(National Framework for teaching Mathematics,1999)
The Ratton Definition:
Numeracy includes:
• The ability to make sense of more than just number;
• Developing mental strategies as well as pencil and paper methods;
• A confidence and competence in using and applying mathematics, recognising that skills
are transferable across different subject areas and in a variety of contexts;
• The ability to use the correct mathematical language.
Numeracy can be defined simply as ‘the ability to use numbers, especially in arithmetical
operations’. However, it must also incorporate other aspects of mathematics, including
algebra, shape, space and measures and data handling. Being numerate implies being able
to use mathematical knowledge, skills and understanding to solve problems. Hence,
numeracy is a confidence and competence in the application of mathematical skills in
everyday situations. In order to achieve this, students should have:
The ability to carry out basic calculations efficiently and accurately, either mentally or
with pencil and paper as appropriate
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The ability to apply knowledge of number to both familiar and new circumstances
and to use it in the solution of problems
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The ability to understand and use units of measurement of length, mass, capacity
and time
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The ability to understand and use information presented in mathematical forms
including graphs, tables and charts.
From this, it is clear that the whole curriculum has a part to play in developing numeracy.
Date Approved: 9th July 2014
Ref: NUM 2.1
Gwernyfed High School – Numeracy Policy
Mission Statement:
Gwernyfed High School is committed to raising the standards of numeracy of all of its
students; we want our pupils to be confident and capable in the use of numeracy to
support their learning in all areas of the curriculum and to acquire the skills necessary to
help achieve success in further education, employment and adult life.
At Gwernyfed, we intend that all of our pupils should:
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Have a sense of the size of a number and where it fits into the number system.
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Be able to use strategies successfully to solve number related problems mentally.
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Apply an appropriate method to help solve a problem, e.g. mental, oral and written
methods.
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Make sense of number problems and identify and use the required operations to
solve them.
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Restrict their reliance on using a calculator and use them only when it is
appropriate to do so.
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Develop their skills in estimation and approximation and have strategies for
checking the reasonableness of their answers
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Be able to explain their methods and reasoning using consistent language and
mathematical terminology
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Be able to make and use sensible estimates of a range of measures in everyday
situations.
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Be able to interpret, explain and make predictions from information given in
graphs, charts and tables.
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Improve their general problem solving skills.
A whole school approach to Numeracy using the “The Teaching of Numeracy” Toolkit
The Numeracy Co-ordinator has brought together all the examples of maths skills used
across the curriculum. This toolkit has been created to show departments how key
concepts are approached within the mathematics department. If we can be consistent in
our delivery of maths skills across the departments this will hopefully help pupils to apply
these skills successfully outside the maths lessons.
Date Approved: 9th July 2014
Ref: NUM 2.1
Gwernyfed High School – Numeracy Policy
This give details of the techniques used within the maths lessons when dealing with
various topics. All sections of the booklet are useful but there are some which are
especially useful to certain departments. Some key vocabulary is also given and hopefully
will be used when dealing with the topic.
It is important that we are aware of what level pupils need to be working at if they are to
understand certain mathematical concepts.
Data to support intervention
The school will use the data available from CATS, Key Stage Two and Three, basic skills
testing and internal testing through the maths department to identify pupils needing
additional support with numeracy difficulties.
Intervention and Support
Learning Coach support at Key Stage 3 and 4
Additional support for pupils with additional Learning Needs as set out in their
specific Individual Educational Plans.
Evaluation
The Strategy will be monitored and reviewed through:
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The school and departmental development plans.
Lesson observation.
Sampling pupils’ work.
Whole school numeracy audits.
Discussion with staff, parents and governors.
Analysing assessment data including bench marking with family schools, the
L.A and Wales.
Pupil voice activities.
The Mathematics Link Governor will support the evaluation process.
Information provided from the monitoring and review process will inform decision
making about improvements and further developments
Signed by Chair of Governors on behalf of the Governing Body:………………………………
Date approved 9th July 2014
Date Approved: 9th July 2014
Ref: NUM 2.1