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NUMERACY POLICY
OFSTED’s expectations of numeracy:
When reporting on standards in mathematics, check attention to numeracy and
students’ competence in using their knowledge, skills and understanding of number
not only in mathematics but also in other subjects.
A definition of numeracy:
Numeracy is confidence and competence with numbers and measures.
National Numeracy Strategy
Numerate students:
- have a sense of size of a number and where it fits into the number system;
- recall number and measurement facts quickly;
- use what they know to figure out an answer;
- have a range of mental and written calculation strategies;
- make sense of number problems and recognise which operation is needed;
- know when their answers are sensible;
- can explain their methods;
- suggest suitable units for measuring;
- can explain and make predictions from data in a graph, chart or table.
- can solve number problems involving time
- have a repertoire of computational skills.
Numeracy across the curriculum:
At Thomas Tallis School numeracy is viewed as a key basic skill and is necessary for
providing students with the tools required for independent learning and future
opportunities. It is believed that numeracy is the responsibility of all teachers and that
subject areas across the curriculum provide important contexts for developing basic
numeracy skills.
At Thomas Tallis School we aim to have a consistent approach to numeracy across
departments. To ensure consistency there are suggested approaches on the use of
units, notation, standard mathematical techniques, terminology, presentation, and
interpretation of results. A document ‘Numeracy Across the Curriculum – A to Z
guide’ has been lodged with all departments.
All teachers should be aware of:
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the main aims and objectives of the mathematics department (via working party
membership and INSET sessions);
the school’s calculator policy.
All teachers should ensure that:
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correct and relevant mathematics is used where appropriate, in line with the
previously mentioned guide.
consistent numeracy skills are used and developed when appropriate;
encourage staff to make students aware of the numeracy content of lessons,
wherever possible;
they encourage the learning of number facts;
regularly promote numeracy.
The mathematics department need to be made aware of:
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faculties knowledge and resources requirements;
expectations of mathematical skills required by students in other subjects;
the difficulties students find in applying their mathematics in context and should
provide opportunities for this in mathematics lessons and support options.
Suggested approaches to ensure consistency across the curriculum:
Use of a calculator
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Students need to learn when it is, and when it is not, appropriate to use a
calculator.
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Their first line of strategy should involve mental calculations wherever
possible.
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Please refer to the school’s Calculator Policy.
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