THE NEVILLE LOVETT COMMUNITY SCHOOL
NUMERACY POLICY (NON STATUTORY) Context Literacy and Numeracy are essential elements in a school’s core business. All should be aware that ensuring that their pupils are literate and numerate is their most important curricular responsibility. Numeracy is an important life skill, therefore, it is a right for all pupils not a privilege for some. Definition There are many definitions of numeracy. In its widest context numeracy is knowing about numbers and number operations. This involves the ability to solve numerical problems, including those to do with measures and money. It should also include familiarity with the way in which numerical data is collected, presented and collated. Thus colleagues have identified six main areas in which, on leaving school, pupils should be able to operate as numerate adults: • • • • • •
to handle number and measurement effectively; mentally, orally and in writing to use calculators accurately and appropriately to apply spatial concepts and skills when appropriate to synthesise information presented in a variety of formats to handle data in everyday contexts to use thinking skills to solve problems.
Aims The aim of this policy is to: • encourage all staff to appreciate what is meant by numeracy • develop high standards in numeracy across the school • provide a context for the variety of approaches to the teaching of numeracy skills • identify roles and responsibilities in the promotion of numeracy
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assist in the transfer of pupils’ knowledge, skills and understanding between subjects indicate areas for, and processes to facilitate, collaboration between subjects.
Promoting Numeracy It is in their Mathematics classes that pupils will acquire the foundations of numeracy based on National Curriculum programmes of study. Teachers of Mathematics, however, do not have sole responsibility for their pupils’ developing Numeracy; we recognise that teachers in other subject areas share some of this responsibility with them. Other subject areas have their own numeracy requirements and their own particular knowledge and skills needed to meet them. In this way teachers in other subject areas have a responsibility to help their pupils attain the level of numeracy that their area demands. Thus all teachers contribute to their pupils’ developing numeracy. Teachers in other subject areas are, therefore, asked to be alert to opportunities that they can use to reinforce and augment their pupils’ numeracy and to emphasise any opportunity for cross-curricular involvement. To help pupils to become more numerate teachers are asked to consider the following points. •
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Pupils should be encouraged to develop their competence with numeracy throughout their years at school. Thus teachers should be prepared to intervene when occasion demands – when their pupils need to acquire new skills or knowledge. All subjects should seek to provide opportunities to learn through investigating, exploring and conjecturing. Pupils should be quick to recall number facts. This recall should be based on understanding. The ability to recall and understand will enhance the application of number in all areas of the curriculum. All pupils should be given opportunities to practise real-life applications of mathematics.
The Numeracy Co-ordinator At Neville Lovett the Numeracy Co-ordinator is the Head of Mathematics. The role of the co-ordinator is: • • •
to be responsible to the Assistant Headteacher (KS3) for the development of numeracy within the context of the Key Stage 3 Strategy to help to identify training needs of staff in relation to numeracy and, working with the Assistant Headteacher (Staff Development), to ensure that these needs are met. to liaise with other departments, through Academic Board, to ensure that approaches to numeracy are consistent and that support and resources are available as required
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to advise colleagues over the subject specific numeracy content in schemes of work
Numeracy Priorities Numeracy priorities have been identified and agreed through the procedures outlined above. These priorities have been summarised as: • • • • • • •
agreed approaches to calculation agreed procedures for calculator use use of mathematical vocabulary and notation guidelines for drawing and labelling graphs, charts and diagrams guidance for tutors on numeracy activities advice to all staff about common errors support materials for problem solving activities.
The School numeracy priorities are addressed on a timeline agreed by the Assistant Headteacher (KS3) and the Numeracy Co-ordinator. They may convene working groups as appropriate. Monitoring This policy is monitored through the established channels of Professional Review, discussion at Academic Board and via reports to the Governors Curriculum Committee.
Signed: ……………………………………………………… Elizabeth Webb, Chairman of Governors Date: ……………………..