DRAFT NUMERACY POLICY
Brookfield Community School
Numeracy is more than knowing about numbers and number operations. It includes an ability and inclination to solve numerical problems, including those involving money or measures. It also demands familiarity with the ways in which numerical information is gathered by counting and measuring, and is presented in graphs, charts and tables.
The policy document aims to:
· Clarify the school's thinking and approaches to the development of pupils' numeracy;
· Ensure a consistent approach to the development of numeracy for all pupils;
· Provide positive direction for all staff on numeracy matters;
· Provide a framework for action and evaluation of numeracy developments.
The school numeracy policy will be reviewed to ensure that it is in line with on-going numeracy developments both within and without the school.
Numerate students should
· have a sense of the size of a number and where it fits into the number system;
· know number facts and recall them quickly;
· use what they know to work out an answer mentally;
· calculate accurately, both mentally and with pencil and paper, drawing on a range of strategies;
· use a calculator sensibly and efficiently;
· recognise which operation is needed to solve a problem;
· be able to estimate and approximate;
· explain their methods and their reasoning using correct terminology;
· measure accurately;
· suggest suitable units for making measurements, and make sensible estimates of measurements;
· explain and make sensible predictions from the numerical data in a graph, chart or table;
· draw appropriate graphs and charts to illustrate data.
All Staff need to:
- ensure that relevant mathematics is used throughout the curriculum as opportunities occur;
- create a positive approach to mathematics and numeracy, in all areas of the curriculum;
- be aware of the wide variation in mathematical knowledge and understanding in pupils of the same age, but strive to enable all pupils to reach a level of competency;
- give emphasis to mental calculation when it is sensible to do so;
- be aware of the difficulty that pupils have in transferring skills taught in mathematics lessons into other areas of the curriculum;
- be aware of the Numeracy Matters booklet, and use it, where appropriate, to inform teaching and learning;
- agree on teaching methods, language used and equipment/resources within departments;
- agree on appropriate use of calculators; (calculator policy to follow);
- be aware of when mathematical skills are first taught in maths lessons (ask numeracy coordinator);
- use and explain mathematical vocabulary whenever it will enhance pupils’ knowledge, skills and understanding of a topic. The use of such vocabulary by pupils should be strongly encouraged;
- to incorporate the appropriate use of ICT to develop and support numeracy.
The Mathematics Department needs to:
- ensure that the curriculum offered meets the needs of all pupils;
- teaching numeracy skills and strategies;
- assessing progress of pupils;
- emphasising use of mathematical language and communication - oral, written and diagrammatic;
- defining the progression of the teaching of number;
- recognising and encouraging applications of number;
- mental skills and strategies;
- basic number skills being delivered and reviewed frequently;
- lesson structure encompassing pace, motivation, differentiation and the use of a variety of resources. Lessons should, where possible, have 3 parts.
Department handbooks and schemes of work:
- should contain a copy of the whole school numeracy policy;
- should identify topics/areas requiring numeracy skills.
Special Needs: Work with SENCO to identify specific mathematical targets and numeracy IEP’s for pupils.
Primary school links: Meaningful links will be established with feeder primary schools to ensure smooth transition from KS2 to KS3.