The purposes of our whole-school numeracy policy:
- To develop and improve standards and student confidence in numeracy across the school;
- To ensure consistency of practice are present across the curriculum including methods, vocabulary, notation;
- To assist the transfer of pupils’ knowledge, skills and understanding between subjects and within subjects. These are to be indicated on 5 year plans and curriculum implementation plans.
Although ‘Numeracy’ is developed mainly in Mathematics, it should be present and practised across other subjects. Numeracy is far more than a basic ability to do arithmetic. At Hetton School we aim to develop confidence and competence with numbers and measures. Numeracy requires an understanding of the number system; an ability to apply a range of mathematical techniques; and a confidence and ability to solve quantitive or spatial problems in a range of contexts. Numeracy also requires an understanding of the ways in which data is gathered by counting and measuring, and presented in graphs, diagrams, charts and tables.
To develop and improve standards and student confidence in numeracy across the school
There is a need for students to transfer mathematical skills into other subject areas, applying techniques to problem-solving. Their confidence in attempting this is initially as important as achieving the correct solution. Within Mathematics this is regularly developed through supported class work and independent Blue Zone tasks (independent and challenging work under examination standards).
To ensure consistency of practice are present across the curriculum including methods, vocabulary, notation
Teachers of Mathematics should be aware of the mathematical technique used in other subjects and provide assistance and advice to other departments. This helps ensure that the correct and consistent approach is used in all subjects. Mathematics specialists must provide information when needed to other subject teachers and departments on appropriate expectations of students and difficulties likely to be experienced in various age and ability groups. Scaffolding and differentiating as a result of identifying likely misconceptions is seen as good practice.
Teachers of subjects other than Mathematics should 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. These opportunities must be planned for and evidenced in Curriculum Implementation Plans. Staff must be proactive in gaining information from Mathematics teachers on the topic they are planning.
To assist the transfer of pupils’ knowledge, skills and understanding between subjects and within subjects.
5 year plans are used to identify opportunities to collaborate and develop cross-curricular opportunities. These are shared with staff, students and parents as well as the age/stage-related expectations of attainment. Technical vocabulary is important across subject areas but students should not become dependent on one particular phrase or terminology as often these differ across subject disciplines. Students should develop confidence in Numeracy.
|English||Chronological events, historical dates, sentence length (varying)|
|Science||Calculations, formulae, graphical representation, data and statistical analysis|
|Geography||Representing data, 4 and 6 figure grid references, graphs, interpreting data, scale|
|History||Timelines, chronologies, sequencing|
|SRS||Gathering and comparing data, historical timelines|
|French||Dates, counting, personal data|
|PE/Sport||Estimation, measuring, basic functions, presenting data, statistics (in sport and wider life)|
|Art & Design||Ratio, symmetry, proportion, scale|
All students have free access to online platforms of MyMaths, Hegerty Maths and Dr Frost. These are available within Maths lessons themselves and across other subjects (as well as for students to access outside of school).
All KS3 students receive the opportunity to work with KS4 students on Mathematics specific content and development. This peer-to-peer opportunity helps develop confidence and fluency in basic mathematical skill.