Key Stage 3 National Strategy - Numeracy across the curriculum objectives
The next 3 sides contain the National Strategy objectives.
It is also useful to adapt and amend for each subject so that ONLY the relevant objectives are available for teacher reference. This cuts
down on paperwork and allows teachers to focus on specific concepts and skills when appropriate and not drag in every tenuous link to
their subject.
As a personal foible the Using & Applying objective that appears last in the original document has been placed first in this exemplar and
indeed all other versions produced by MP for the numeracy team – it is the most important aspect of children transferring confidence and
competence in order to use Mathematics in all areas of study.
1
Numeracy across the
curriculum
Have a sense of the
size of a number and
where it fits into the
number system
Start of Year 7
Year 7
Year 8
Place value, ordering and rounding
 Recognise and extend number
sequences.
 Estimate by approximating (round to
nearest 10, 100 or 1000).
Place value, ordering and rounding
 Compare and order decimals; know that
when comparing measurements they
must be in the same units.
 Round positive whole numbers to the
nearest 10, 100 or 1000 and decimals to
the nearest whole number or one
decimal place.
Place value, ordering and rounding
 Round decimals to the nearest whole
number or to one or two decimal places.
Recall mathematical
facts confidently
Calculate accurately
and efficiently, both
mentally and with
pencil and paper,
drawing on a range
of calculation
strategies
Calculations with whole numbers and
decimals
 Understand and use the relationships
between the four operations, and the
principles of the arithmetic laws.
 Use brackets.
 Add and subtract two two-digit numbers
mentally.
 Use column addition and subtraction of
numbers involving decimals.
 Know multiplication facts to 10  10, and
quickly derive associated division facts.
 Multiply a two-digit number by a singledigit number mentally.
Calculate using
Fractions, decimals, percentages, ratio and
fractions, decimals
proportion
and percentages and  Reduce a fraction to its simplest form by
use proportional
cancelling common factors.
reasoning to simplify  Use a fraction as an ‘operator’ to find
and solve problems
fractions of numbers or quantities.
 Order a mixed set of numbers or
measurements with up to three decimal
places.
 Understand percentage as the number
of parts in every 100.
 Find simple percentages of small wholenumber quantities.
Calculations with whole numbers and
decimals
 Know and use the order of operations,
including brackets.
 Use standard column procedures to add
and subtract whole numbers and
decimals with up to two places.
 Multiply and divide three-digit by twodigit whole numbers; extend to
multiplying and dividing decimals with
one or two places by single-digit whole
numbers.
Use calculators
appropriately and
efficiently, and select
from the display the
number of figures
appropriate to the
context of a
calculation
Calculator methods
 Carry out calculations with more than
one step using brackets and the
memory; use the square root and sign
change keys.
 Enter numbers and interpret the display
in different contexts (decimals,
percentages, money, metric measures).
Calculator methods
 Develop calculator skills and use a
calculator effectively.
Fractions, decimals, percentages, ratio and
proportion
 Simplify fractions by cancelling all
common factors.
 Recognise the equivalence of
percentages, fractions and decimals.
 Calculate simple percentages and
fractions of quantities.
 Use ratio notation, reduce a ratio to its
simplest form, and divide a quantity into
two parts in a given ratio.
 Solve simple problems about ratio and
proportion using informal strategies.
Year 9 (including extension objectives)
Place value, ordering and rounding
 Multiply and divide by any integer power
of 10.
 Understand upper and lower bounds;
round numbers to three decimal places
Integers, powers and roots
and a given number of significant
figures.
 Use squares, positive and negative
square roots, cubes and cube roots, and  Begin to write numbers in standard form.
index notation for small positive integer
Integers, powers and roots
powers.
 Use simple instances of the index laws.
Calculations with whole numbers and
Calculations with whole numbers and
decimals
decimals
 Use the order of operations, including
 Understand the effects of multiplying
brackets, with more complex
and dividing by numbers between 0 and
calculations.
1.
 Use standard column procedures for
multiplication and division of integers
and decimals; understand where to
position the decimal point by considering
equivalent calculations.
Fractions, decimals, percentages, ratio and
proportion
 Add and subtract fractions by writing
them with a common denominator;
calculate fractions of quantities.
 Calculate percentages and find the
outcome of a given percentage increase
or decrease.
 Reduce a ratio expressed in different
units to its simplest form; divide a
quantity into two or more parts in a given
ratio.
 Use the unitary method to solve simple
word problems involving ratio and direct
proportion.
Calculator methods
 Carry out more difficult calculations
effectively and efficiently using the
function keys for sign change, powers,
roots and fractions; use brackets and the
memory.
 Enter numbers and interpret the display
(negative numbers, fractions, decimals,
percentages, money, metric measures,
time).
Fractions, decimals, percentages, ratio and
proportion
 Add, subtract, multiply and divide
fractions; cancel common factors before
multiplying or dividing.
 Compare two ratios; interpret and use
ratio in a range of contexts.
 Use proportional reasoning to solve a
problem, choosing the correct numbers
to take as 100%, or as a whole.
Calculator methods
 Use a calculator efficiently and
appropriately to perform complex
calculations with numbers of any size,
knowing not to round during
intermediate steps of a calculation.
 Use the constant,  and sign change
keys, function keys for powers, roots
and fractions, brackets and the memory.
2
Numeracy across the Start of Year 7
Year 7
curriculum
Use simple formulae Reasoning and generalising
Equations, formulae and identities
and substitute
 Develop from explaining a generalised
 Use simple formulae; substitute positive
numbers in them
relationship in words to expressing it in a
integers into simple linear expressions
formula, using letters as symbols.
and formulae and, in simple cases,
derive a formula.
Measure and
Measures
Measures and mensuration
estimate
 Use, read and write standard metric
 Measure, estimate, calculate and solve
measurements,
units.
problems involving length, area, mass,
choosing suitable
capacity and angle.
 Convert smaller to larger units, and vice
units and reading
versa.
 Read and interpret scales on a range of
numbers correctly
measuring instruments.
 Know rough equivalents between
from a range of
common metric and imperial units.
 Convert one metric unit to another (e.g.
meters, dials and
g to kg).
 Record estimates and readings from
scales
scales to a suitable degree of accuracy.
Calculate simple
Measures
Measures and mensuration
perimeters, areas
 Calculate the perimeter and area of
 Use the formula for the area of a
and volumes,
simple compound shapes that can be
rectangle; calculate the perimeter and
recognising the
split into rectangles.
area of shapes made from rectangles.
degree of accuracy
 Calculate the surface area of cubes and
that can be achieved
cuboids.
Understand and use Measures
Measures and mensuration
measures of time
 Appreciate different times around the
 Measure, estimate, calculate and solve
and speed, and rates
world.
problems involving time.
such as £ per hour or  Solve problems using time.
miles per litre
Sequences, functions and graphs
 Begin to plot and interpret the graphs of
simple linear functions arising from reallife situations.
Draw plane figures to Construction
given specifications
 Measure and draw lines to nearest mm.
and appreciate the
 Measure and draw acute and obtuse
concept of scale in
angles to the nearest degree.
geometrical drawings
and maps
Construction
 Use a ruler and protractor to measure
and draw lines to the nearest millimetre
and angles to the nearest degree.
Coordinates
 Read and plot coordinates in all four
quadrants.
Coordinates
 Use coordinates in all four quadrants.
Transformations
 Recognise where a shape will be after:
reflection; two translations; a rotation of
90 about one of its vertices.
Transformations
 Recognise reflection symmetry and
rotation symmetry in 2-D shapes.
 Recognise translations of 2-D shapes.
Year 8
Year 9 (including extension objectives)
Equations, formulae and identities
Equations, formulae and identities
 Use formulae; substitute integers into
 Use more complex formulae; substitute
simple formulae, including examples that
numbers into expressions and formulae;
lead to an equation to solve.
derive a formula and, in simple cases,
change its subject.
Measures and mensuration
Measures and mensuration
 Measure, estimate, calculate and solve  Measure, estimate, calculate and solve
problems involving length, area, volume,
problems in a variety of contexts.
capacity, mass, angle and bearings.
 Convert between area measures (mm2
 Know rough metric equivalents of
to cm2, cm2 to m2, and vice versa).
imperial measures in daily use (feet,
 Recognise that measurements given to
miles, pounds, pints, gallons).
the nearest whole unit may be
inaccurate by up to one half of the unit in
either direction.
Measures and mensuration
Measures and mensuration
 Use formulae for the area of a triangle,
 Use the formulae for the circumference
parallelogram and trapezium.
and area of a circle.
 Use the formula for the volume of a
 Calculate the surface area and volume
cuboid.
of right prisms.
Measures and mensuration
 Measure, estimate, calculate and solve
problems involving time.
Measures and mensuration
 Understand and use measures of speed,
and other compound measures such as
density and pressure.
 Solve problems involving constant or
average rates of change.
Sequences, functions and graphs
Sequences, functions and graphs
 Plot the graphs of linear functions arising  Plot graphs of functions arising from
from real-life problems; discuss and
real-life problems; interpret graphs
interpret graphs arising from real
arising from real situations, including
situations.
distance–time graphs.
Construction
Construction
 Use straight edge and compasses to
 Use straight edge and compasses to
construct: the mid-point and
construct triangles.
perpendicular bisector of a line segment;
the bisector of an angle; the
perpendicular from a point to a line; the
perpendicular from a point on a line.
Lines, angles and shapes
Lines, angles and shapes
 Begin to use plans and elevations.
 Analyse 3-D shapes through 2-D
projections, including plans and
elevations.
Transformations
Transformations
 Enlarge 2-D shapes, given a centre of
 Identify the scale factor of an
enlargement and a positive wholenumber scale factor.
enlargement.
 Make simple scale drawings.
 Use and interpret maps and scale
drawings.

3
Numeracy across the
curriculum
Understand the
difference between
the mean, median
and mode and the
purpose for which
each is used
Start of Year 7
Handling data
 Begin to find the median and mean of a
set of data.
 Find the mode and range of a set of
data.
Year 7
Year 8
Handling data
Handling data
 For small sets of discrete data: find the
 Calculate statistics, including with a
mode, median and range, and the modal
calculator; recognise when it is
class for grouped data; calculate the
appropriate to use the range, mean,
mean, using a calculator for a larger
median and mode and, for grouped
number of items.
data, the modal class; calculate a mean
using an assumed mean; construct and
 Compare two simple distributions using
use stem-and-leaf diagrams.
the range and one of the mode, median
or mean.
 Compare two distributions using the
range and one or more of the mode,
median and mean.
Collect data, discrete Handling data
Handling data
Handling data
and continuous, and  Solve a problem by representing,
 Collect small sets of data from surveys
 Collect data by observation, controlled
draw, interpret and
extracting and interpreting data in tables,
and experiments.
experiment (including data logging), or
predict from graphs,
graphs, charts and diagrams.
questionnaire.
 Construct, on paper and using ICT: bardiagrams, charts and
line graphs; frequency diagrams for
 Construct, on paper and using ICT: pie
tables
grouped discrete data; pie charts.
charts for categorical data; bar charts
and frequency diagrams for discrete and
 Interpret diagrams and graphs, and draw
continuous data; simple line graphs for
simple conclusions.
time series; simple scatter graphs.
 Interpret tables, graphs and diagrams for
both discrete and continuous data.
Have some
Probability
Probability
Probability
understanding of the  Use the language associated with
 Use the vocabulary and ideas of
 Use the vocabulary of probability when
measurement of
probability to discuss events, including
probability, drawing on experience.
interpreting the results of an experiment;
probability and risk
those with equally likely outcomes.
appreciate that random processes are
 Use the probability scale from 0 to 1.
unpredictable.
 Know that if the probability of an event
occurring is p, then the probability of it
not occurring is 1 – p.
 Estimate probabilities from experimental
data.
Use and apply
Applying mathematics
Applying mathematics
Applying mathematics
mathematics to solve  Identify and use appropriate operations
 Solve word problems and investigate in  Use logical argument to establish the
problems
(including combinations of operations) to
a range of contexts.
truth of a statement.
Explain methods and
solve word problems involving numbers  Break a complex calculation into simpler  Represent problems and interpret
and quantities.
justify reasoning and
steps, choosing and using appropriate
solutions in algebraic, geometric or
conclusions, using
 Explain methods and reasoning.
and efficient operations, methods and
graphical form, using correct notation
correct mathematical
resources.
and appropriate diagrams.
terms
 Explain and justify methods and
 Give solutions to an appropriate degree
Judge the
conclusions, orally and in writing.
of accuracy in the context of the
reasonableness of
problem.
solutions and check
Checking results
Checking results
them when
 Check a result by considering whether it Checking results
 Check the results of calculations.
necessary
is of the right order of magnitude and by  Check a result by considering whether it
Give results to an
working the problem backwards.
is of the right order of magnitude and by
appropriate degree of
working the problem backwards.
accuracy
Year 9 (including extension objectives)
Handling data
 Find the median and quartiles for large
datasets.
 Compare two or more distributions and
make inferences, using the shape of the
distributions, the range of data and
appropriate statistics.
Handling data
 Gather data from specified secondary
sources, including printed tables and
lists from ICT-based sources; determine
sample size; design data collection
sheets.
 Construct, on paper and using ICT:
scatter graphs; line graphs for time
series; lines of best fit.
 Have a basic understanding of
correlation.
Probability
 Use the vocabulary of probability in
interpreting results involving uncertainty
and prediction.
 Understand relative frequency as an
estimate of probability and use this to
compare outcomes of experiments.
Applying mathematics
 Solve substantial problems by breaking
them into simpler tasks, using a range of
efficient techniques, methods and
resources, including ICT.
 Give solutions to an appropriate degree
of accuracy, recognising limitations on
the accuracy of data and
measurements.
Checking results
 Check results using appropriate
methods.
4
Mathematical Association Audit
Mathematical Skills
N.C. Level
National
Numeracy
Strategy
Year
2
2
2
2, 3, 4
2
2
Year 7
Year 8
Year 9
Number and Algebra
Understand place value and order
numbers up to 100
Know when to add or subtract
when solving problems
Recognise odd and even number
Read and write numbers in
figures and words, up to a million
Round numbers to the nearest 10,
100 or 1000
4, 5
3
Use <, >, <, > and = symbols
Mental addition and subtraction of
2 digit numbers
Written addition and subtraction of
three digit numbers
Multiplication tables – 2, 3, 4, 5
and 10 and associated division
facts
Use simple fractions and
recognise when two simple
fractions are equivalent
Use decimal notation – money
3, 4, 5
4, 5
3
4
3
4
3
4
3,4
4
3
4
5
Recognise and use negative
numbers in context
Multiplication tables up to 10 X 10
and associated division facts
Multiply and divide whole
numbers by 10 and 100
Written addition and subtraction of
whole numbers
Short multiplication and division of
whole numbers
Add and subtract decimals to two
decimal places
Order decimals to three decimal
places
Recognise and use simple
percentages
Use simple formulae expressed in
words
Use co-ordinates in the first
quadrant
Multi[ply and divide decimals by
10, 100, 1000
Order, add and subtract negative
numbers in context
3
4
4
5
4
4,.5,6
4
5
4
5
4
5,6
4
6
4
5
N.C. Level
4
NNS Year
4,5,6
4
4,5
Year 7
Year 8
Year 9
5
5
5,6
+, -, X, ÷ with up to 2 decimal
places
Calculate fractions of quantities
5
5, 6
5
5, 6
Use simple ratio and proportion
5
5, 6
Long multiplication
5
5, 6
Long division
5
6
Check answers using inverse
operations
Estimate and check answers
using approximations
Construct simple formulae
5
4, 5, 6
5
4, 5, 6
5
5, 6
Use co-ordinates in four
quadrants
Calculate a number as a fraction
of another
Calculate a number as a
percentage of another
Understand and use fraction,
decimal and percentage
equivalence
Add and subtract fractions
5
6
6
4, 5, 6
6
6
6
5, 6
6
7
Calculate using ratios
6
7
Solve linear equations
6
7
Use co-ordinates for geographical
representation
Calculate percentages of
quantities
Use simple formulae
6
7
5
5, 6
5
5, 6
Use significant figures
7
9
Multiply and divide fractions and
decimals
7
9
N.C. Level
NNS Year
Year 7
Year 8
Year 9
7
Use a calculator efficiently and
appropriately
Use proportional change
7
9
7
9
Solve simultaneous linear
equations graphically
Solve simultaneous linear
equations algebraically
Solve simple inequalities
7
9
7
9
7
9
Calculate power and roots
8
Use standard form
8
Use formulae involving fractions,
decimals or negative numbers
Calculate the original quantity
given the result of proportional
change
Solve problems involving
repeated proportional change
Interpret graphs modelling real life
situations
Draw graphs modelling real life
situations
Transform formulae
8
Solve inequalities in two variables
8
Determine the bounds of intervals
EP
Find formulae that approximately
connect data and express general
laws in symbolic form
EP
8
8
8
8
8
8
Use direct proportion
EP
Use indirect proportion
EP
Use the rules of indices
EP
Solve problems using
intersections or gradients of
graphs
EP
9
Mathematical Skills
N.C.
Level
NNS Year
2
4, 5, 6
2
4, 5, 6
2
4
Understand reflective
symmetry
Use metric units of length,
capacity, mass and time
Solve problems involving
time or timetables
Make simple 3-D models
from nets
Draw 2-D shapes in different
orientations
Understand rotational
symmetry
Reflect simple shapes in a
mirror line
Measure and read scales
using appropriate units and
accuracy
Find perimeters of simple
shapes
Find areas by counting
squares
Measure and draw angles
3
4, 5, 6
3
4, 5, 6
Shape, Space and
Measures
Mathematical names for 2-D
and 3-D shapes
Understand angle as a
measure of turn
Recognise right angles
Year 7
Year 8
Year 9
4, 5
4
4, 5, 6
4
4
4, 5, 6
4
4, 5, 6
4
4, 5, 6
4
4, 5, 6
4
4, 5
5
5, 6
Know the angle sum of a
triangle
Know the sum of angles at a
point
Identify all the symmetries of
2-D shapes
Convert one metric unit to
another
Know rough metric/imperial
equivalence of common units
Estimate measures
5
6
5
6
5
4, 5, 6
5
5, 6
5
6
5
4, 5, 6
Know and use the formula
for the area of a rectangle
Draw and interpret simple
scale drawings
Recognise 2-D
representations of 3-D
5
5
6
4, 5, 6
10
shapes
Know and use properties of
quadrilaterals
Use angle and symmetry
properties of polygons
Use angle properties of
intersecting and parallel lines
Devise instructions for a
computer to generate and
transform shapes
Use the formula for the
circumference of a circle
Use the formula for the area
of a circle
Find the areas of plane
rectilinear figures
Use the formulae for the
volume of a cuboid
Enlarge shapes by a positive
whole number scale factor
Use Pythagoras' Theorem in
2-D
Calculate lengths and areas
in plane shapes
Calculate volumes of prisms
Enlarge shapes by a
fractional scale factor
Determine the locus of a
moving object
Understand the limitations of
accuracy of measurements
Understand and use
compound measures
Understand and use
similarity and congruence
Use trigonometry in 2-D
N.C.
Level
6
NNS Year
6
7
6
8
6
7,8,9
6
9
6
9
6
7
6
8
6
8
7
9
Year 7
Year 8
Year 9
7
7
7
9
9
7
8,9
7
7
8
8
Distinguish between
formulae for perimeter, area
and volume by considering
dimensions
Use Pythagoras' Theorem in
3-D
Use trigonometry in 3-D
EP
Calculate lengths of circular
arcs
Calculate areas of sectors
EP
EP
EP
EP
11
Calculate surface area of
cylinders
Calculate volume of cones
and spheres
Mathematical Skills
EP
EP
N.C.
Level
NNS Year
2
4
2
2
3
3
3
3, 4
Draw pictograms
3
3, 4
Interpret bar graphs
3
4, 5, 6
Draw bar graphs
3
4, 5, 6
Collect data and record them
using frequency tables
Understand and use the
mode, the median and the
range of a set of data
Group collected data into
equal class intervals
Draw frequency diagrams
using grouped data
Interpret line graphs
4
4, 5, 6
4
4, 5
Handling data
Sort and classify objects by
more than one criterion
Record results in simple lists,
tables and block graphs
Interpret simple tables and
lists
Interpret pictograms
Year 8
Year 9
4
4
6
4
5, 6
4
5, 6
Understand and use the
mean of a set of data
Use averages and ranges to
compare two sets of data
Interpret pie charts
5
6
5
7
5
6
Understand and use the
probability scale from 0 to 1
Find probabilities using
equally likely outcomes or
experiment
Create frequency tables with
equal class intervals to
5
7
5
7
6
8
Select and use appropriate
scales for axes
Draw line graphs
Year 7
12
record continuous data
Interpret frequency diagrams
6
8
Draw frequency diagrams
6
8
Draw pie charts
6
8
Draw scatter diagrams
6
8
Understand simple
correlation
Use two-way tables to record
all the possible outcomes of
two events
Use the fact that the total
probability of all mutually
exclusive outcomes of an
experiment is 1
Specify and test hypotheses
using appropriate methods
and taking account of
variability and bias
Find modal class of grouped
data
Estimate the mean, median
and range of grouped data
Use averages and ranges
and frequency polygons to
compare two sets of data
Draw a line of best fit on a
scatter diagram
Use relative frequency to
estimate probability
Interpret cumulative
frequency tables and
diagrams
Construct cumulative
frequency tables and
diagrams
Estimate the median,
quartiles and inter-quartile
range from a cumulative
frequency diagram
Interpret histograms with
unequal class intervals
Understand and use
sampling
Draw histograms with
unequal class intervals
Use Spearman's coefficient
of correlation
6
9
6
8
6
8
7
9
7
9
7
9
7
9
7
9
7
9
8
8
8
EP
EP
EP
EP
13
Exemplar of Completed Audit
Subject Key
Bs
Da
Dr
Dt
En
Ft
Gg
Hi
It
La
Ma
Mu
Pe
Re
Sc
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
Business Studies
Dance
Drama
Design Technology
English
Food Technology
Geography
History
Information and Communication Technology
Languages
Mathematics
Music
Physical Education
Religious Education
Science
Mathematical Skills
Year 7
Year 8
Year 9
2
Dt, Hi, Pe, Sc
Dt, Hi, Pe, Sc
Dt, Hi, Pe, Sc
3
3
Mu, Sc
Mu,
Mu,
Interpret pictograms
3
3, 4
La, Hi
La, Hi
La, Hi
Draw pictograms
3
3, 4
Hi
Hi
Hi
Interpret bar graphs
3
4, 5, 6
Sc, La, Gg,
Hi
Sc, La, Gg,
Hi
Sc, La, Gg ,
Hi
Draw bar graphs
3
4, 5, 6
Dt, Hi, Sc
Dt, Hi, Sc
Dt, Hi, Sc
Collect data and record them
using frequency tables
Understand and use the mode,
the median and the range of a
set of data
Group collected data into equal
class intervals
Draw frequency diagrams using
grouped data
Interpret line graphs
4
4, 5, 6
Dt
Dt
Dt
4
4, 5
Gg
Gg
Gg
Dt
Dt
Dt
Dt
Dt
Dt
Sc, Gg, Hi
Sc, Gg, Hi
Sc, Gg, Hi
Sc, Gg
Sc, Gg
Sc, Gg
Sc, Gg
Sc, Gg
Sc, Gg
Pe
Pe
Pe
Gg
Gg
Handling data
Sort and classify objects by
more than one criterion
Record results in simple lists,
tables and block graphs
Interpret simple tables and lists
Select and use appropriate
scales for axes
Draw line graphs
Use the vocabulary of
Probability
Understand and use the mean
of a set of data
N.C. Level
NNS Year
2
4
2
4
4
6
4
5, 6
4
5, 6
4
5
6
14
Use averages and ranges to
compare two sets of data
Interpret pie charts
Sc
5
N.C.
Level
5
NNS Year
6
Year 7
Sc, Gg
Year 8
Sc
Sc
It
Dt
Year 9
Sc
Understand and use the
probability scale from 0 to 1
Find probabilities using equally
likely outcomes or experiment
Create frequency tables with
equal class intervals to record
continuous data
Interpret frequency diagrams
5
Draw frequency diagrams
6
It
Dt
Dt
Draw pie charts
6
It, Hi
Dt, Hi
Hi, Dt
Draw scatter diagrams
6
Understand simple correlation
6
Use two-way tables to record all
the possible outcomes of two
events
Use the fact that the total
probability of all mutually
exclusive outcomes of an
experiment is 1
Specify and test hypotheses
using appropriate methods and
taking account of variability and
bias
Find modal class of grouped
data
Estimate the mean, median and
range of grouped data
Use averages and ranges and
frequency polygons to compare
two sets of data
Draw a line of best fit on a
scatter diagram
Use relative frequency to
estimate probability
Interpret cumulative frequency
tables and diagrams
Construct cumulative frequency
tables and diagrams
Estimate the median, quartiles
and inter-quartile range from a
cumulative frequency diagram
6
5
6
6
Dt
6
7
Sc
Sc
Sc
Sc
7
7
7
7
7
8
8
8
15
Interpret histograms with
unequal class intervals
Understand and use sampling
EP
N.C.
Level
EP
Draw histograms with unequal
class intervals
EP
Use Spearman's coefficient of
correlation
EP
NNS Year
Year 7
Dt (food)
Year 8
Dt (food)
Year 9
Dt (food)
16
1.6 Possible job description / role for a Numeracy across the
Curriculum co-ordinator
Salary:
1 additional management allowance
Responsible to:
Head of Mathematics & Mathematics Line Manager in SMT
Objectives:
To assist the Head of Mathematics in developing numeracy strategy initiatives within the department
To develop Mathematics in all other curriculum areas in the school; enabling staff confidence and common
approaches.
To lead on the applications of mathematics in other subjects and in our every day lives
Key Responsibilities:
To co-ordinate the numeracy content in all teaching areas
To provide appropriate Staff INSET and disseminate LEA courses
To map the progression of numeracy skills across the curriculum
Initial tasks:
To plan a way forward over the next two years for all staff and pupils to raise their awareness and use of
numeracy skills
To liaise with Key Stage 2 and Key Stage 4 staff with regard to numeracy developments
To integrate numeracy into our home school liaison programme
17