Numeracy across the Curriculum in Key Stages 3 and 4. Helpful advice and suggested resources from the Leicestershire Secondary Mathematics Team


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1 Numercy cross the Curriculum in Key Stges 3 nd 4 Helpful dvice nd suggested resources from the Leicestershire Secondry Mthemtics Tem 1
2 Contents pge The development of whole school policy 3 A definition of numercy 5 Mission sttement 6 Crosscurriculr development work 7 Clcultion Policy 8 Vocbulry 10 Monitoring nd Evlution 11 Conducting n udit 12 Promoting nd developing Numercy cross the Curriculum 13 Models of working to develop Numercy cross the Curriculum 14 Rising the profile of Numercy cross the Curriculum 15 Sources of support for developing NAC 17 Contct detils for the LEA Secondry Mthemtics Tem 18 2
3 The Development of Whole School Policy N.B. The following informtion is not intended to be definitive policy but to ct s guidnce nd source of ides for you to use nd pply in your own context. However the whole school policy should: be greed by members of the school clerly stte how ction to improve the delivery nd development of Numercy cross the Curriculum (NAC) will be implemented. When considering the development of NAC Action Pln, the following points should be considered:  Wht does numercy men to our school? Why is numercy importnt? How do we ensure involvement of ll stff? Wht ction(s) will we tke to develop Numercy How will we support stff with Numercy How cn we incorporte future chnges in the curriculum into the Numercy pln? How cn we use ICT to improve Numercy? How cn we involve prents nd governors? How will we ddress continuity nd consistency with the other key stges. How nd when will we monitor nd evlute the impct of the Policy in the clssroom. 3
4 The policy should be greed by the schools senior ledership tem nd by Heds of Deprtment nd/or the whole stff. The policy sttement should be short nd to the point, voiding unnecessry length nd detil. The following sections contin some exmples of wht my be included in policy sttement but they re not in ny prticulr order. 4
5 A definition of numercy The development of the concept of "numercy": (Crowther report)  Numercy is defined s word to represent the mirror imge of litercy (Cockcroft report)  A numerte pupil is one who hs the bility to cope confidently with the mthemticl needs of dult life. There should be n emphsis on the wider spects of numercy nd not purely the skills of computtion (OED) numerte mens cquinted with the bsic principles of mthemtics A current definition of numercy: Numercy is proficiency, which is developed minly in mthemtics but lso in other subjects. It is more thn n bility to do bsic rithmetic. It involves developing confidence nd competence with numbers nd mesures. It requires understnding of the number system, repertoire of mthemticl techniques, nd n inclintion nd bility to solve quntittive or sptil problems in rnge of contexts. Numercy lso demnds understnding of the wys in which dt re gthered by counting nd mesuring, nd presented in grphs, digrms, chrts nd tbles. (Frmework for Teching Mthemtics  yrs 7 to 9  DfES) The document Definition of Numerte Child, contins definitions of wht numerte child cn do in yers 6 nd 9 re The definition of wht numerte child cn do in Yer 9 cn lso be found in Hndout 1.2 from The Secondry Ntionl Strtegy, Ntionl Curriculum Mterils. The definition of wht numerte child cn do in Yer 6 cn lso be found on The Strtegy website: 5
6 Mission Sttement: A mission sttement is brod sttement of philosophy nd commitment School is committed to rising the stndrds of numercy of ll of its students; we wnt our pupils to be confident nd cpble in the use of numercy to support their lerning in ll res of the curriculum nd to cquire the skills necessry to help chieve success in further eduction, employment nd dult life. Expected Numercy Cpbilities The two lists of wht numerte child could be expected to do in yers 6 nd 9 could be incorported into single policy sttement of wht school intends its pupil to be ble to do. For exmple: At XXXX School, we intend tht ll of our pupils should: Hve sense of the size of number nd where it fits into the number system. Be ble to use strtegies successfully to solve number relted problems mentlly. Apply n pproprite method to help solve problem, e.g. mentl, orl nd written methods. Mke sense of number problems nd identify nd use the required opertions to solve them. Restrict their relince on using clcultor nd use them only when it is pproprite to do so. Develop their skills in estimtion nd pproximtion nd hve strtegies for checkinq the resonbleness of their nswers Be ble to explin their methods nd resoning using consistent lnguge nd mthemticl terminology Be ble to mke nd use sensible estimtes of rnge of mesures in everydy situtions. Be ble to interpret, explin nd mke predictions from informtion given in grphs, chrts nd tbles. Improve their generl problem solving skills. 6
7 Crosscurriculr development work. The KS3 Mthemtics Strtegy hs identified the following priorities for Cross Curriculr Development work:  To improve ccurcy in mesurement, clcultion nd grphicl work To improve interprettion nd presenttion of grphs, chrts nd digrms To improve resoning nd problemsolving The contribution of individul deprtments to the policy. This section could contin for exmple: more specific detil of wht numercy skills might be expected in prticulr subject wht ll deprtments cross the school gree to do Possible ctions include: reviewing Schemes of Work to ensure numercy opportunities hve been clerly identified identifying how ech dept will help to promote numercy. Further exemplifiction is included in the document Numercy cross the Curriculum Subject Prompts. 7
8 Clcultion Policy. The LEA suggested guidelines on clcultion re vilble from this website A Policy on the Use of Clcultors All deprtments could be expected to hve policy on the use of clcultors nd disply consistent prctice on the use of clcultors. Considertion of these 5 questions, nd the points below, will help them with this. ) Wht is the mthemtics deprtment policy on the use of clcultors? b) Wht is the mthemtics deprtment policy on mentl nd written clcultion methods? c) Does the prctice in other deprtments support the development of pupils mentl nd written clcultion skills? d) Where in your subject do you expect pupils to be ble to use clcultor? e) Are the clcultor skills required of pupils in other subject res in line with expecttions in the Mths Strtegy Frmework? A policy sttement on the use of clcultors could include reference to the following points: Pupils should hve the required skills to use the bsic fcilities of clcultor effectively, for exmple, the order in which keys re used the use of the constnt nd memory fcilities etc. Pupils preferbly become fmilir with their own clcultor, for exmple, how it hndles the input of multi step clcultions. The school expects ech pupil to bring nd use their own clcultor (scientific / bsic?). Pupils should be encourged to estimte the pproximte nswer first nd then use the clcultor to check the resonbleness of their nswer. Pupils need to interpret clcultor nswers sensibly. Clcultors my be used when working with rel dt, possibly involving very lrge, smll or deciml numbers, which might otherwise restrict their progress in lesson. In ll res of the curriculum the use of clcultors cn be encourged where they enhnce the lerning tking plce, however, it is importnt tht pupils do not develop relince on the use of clcultor to solve problems where mentl nd/or written methods cn be used. 8
9 Vocbulry A list of key vocbulry in Mthemtics nd words which hve mbiguous menings in Mthemtics, together with suggested strtegies for ddressing the issues rised. Key Vocb in other Subjects Glossry is document detiling key vocbulry in mthemtics nd words with mbiguous menings in other contexts. Problem Solving Problem solving is generic skill which is pplicble in mthemtics nd cross the curriculum Problem Solving is document, which gives detils of wys of developing problem solving strtegies. 9
10 Monitoring nd Evlution Possible wys of doing this include: Using the policy to reflect on the implementtion of Numercy cross Curriculum in the school. Pupil Interviews imed t identifying: their perception of numercy/mthemtics in other subjects, their skills in reding nd interpreting grphs nd chrts from other subject res their written clcultion methods. Interviews could be conducted t the strt nd end of the yer to estblish ny chnges in ttitude, perceptions nd skills. The document Pupil Interviews suggests possible model. Interviews with stff Lesson observtions Work smpling. The document Pupil Work Anlysis suggests possible model. Interviews/Evlutions completed by deprtments within the school Students diries. Students keep diry for week documenting when they hve used Mthemtics in other subjects Identifiction of mthemticl elements in subject res schemes of work. Identifiction of mthemticl elements in lesson plns Anlysis of performnce in K S 2 NonClcultor SAT pper for trgeted support Anlysis of performnce in K S 3 NonClcultor SAT pper for trgeted support 10
11 Conducting n Audit Individul deprtments complete udits of their subject re, identifying the mthemticl skills used by ech yer group. Wys of doing this: Provide deprtments with list of mthemticl skills nd sk them which skills re needed for prticulr groups. Techers could dd ny extr skills which they think re pertinent to their subject. The KS3 Strtegy NAC Objectives could be used s prompts. Use n udit proform, e.g. from The Ntionl Strtegy or The Mths Assocition in Numercy Across the Curriculum by M. Ledwick. Use pupils to gther informtion bsed on their own experiences of Numercy in their subjects over short period per yer group, recording the evidence in diry or plnner. 11
12 Promoting nd developing Numercy cross the Curriculum Once the udit is completed, res for development need to be greed by the SLT nd the mths deprtment to ensure consistency in the delivery/presenttion/lnguge used in for exmple: clcultions estimting nd checking nswers resoning & problem solving, mesurement, lgebr dt hndling Grphiccy, possible res of development might be: the presenttion of work or developing pupils bility to tell the story behind grph Attention my lso need to be given to vocbulry nd the rising wreness of the mthemticl mening of common words nd phrses e.g. tkewy is nothing to do with fst food. 12
13 Models of working to develop Numercy cross the Curriculum Forming working prty consisting of representtives from ech deprtment Linking mthemtics techer to ech deprtment in the school Trgeting key deprtments e.g. Science, Technology. Possible model to support the crosscurriculr link between mths nd science nd possible model to support the crosscurriculr link between mths nd technology re exmples of wys of working with science nd technology. Select two or three NAC subject prompts from the 'Subject hndouts' (KS3 Strtegy NAC folder Numercy cross the curriculum, Notes for school bsed trining, Ref: DfES 0697/2001). The prompts could be discussed s n gend item t deprtment meeting. The outcomes of this discussion could then be sent to the Numercy Coordintor /Hed of Deprtment for recording nd identifiction of further support. Identifying mthemtics opportunities in the SOW in ech subject re Identifying mthemtics opportunities in lesson plns 13
14 Rising the profile of Numercy cross the Curriculum: Activities to consider: Mths techers leding inset on teching prticulr mthemticl topics. Developing liison with feeder schools Numercy focus posters in ech tutor room. Illustrting the importnce of, for exmple: pupils being ble to mke sense of informtion in chrt/grphicl form nd be ble to describe the 'story' behind the grph. pupils being ble to mke sense of clcultion nswers, check the resonbleness of n nswer nd select the most pproprite method of solution. Key word posters e.g. the lnguge of opertions, prefixes Posters produced in other subjects displyed in mths rooms e.g. pupils work in D.T. illustrting the use of mm in mesurement. Sign posts round school giving the distnce to other plces e.g. the hll, specific clssrooms, the post office etc Stickers giving mesurements of doors, windows, desks etc in imperil & metric units Lminted crds mde vilble in nonmthemtics lessons to help students with key mths skills e.g. drwing pie chrt School intrnet to provide online support for students with numercy problems in other subjects Exmples nd exercises used in Mthemtics lessons bsed on exmples nd the schemes of work of other subjects. Key Vocbulry/key fcts to be provided in student plnners. Cont: 14
15 Glossry of mths terms to be vilble in ll teching rooms Numercy week, e.g. ll subject res to tech some mths A Leicestershire school hs hd numercy dy using the Count On mterils (vilble from Mths problem for the week for use in tutor periods A Leicestershire school hs box of mths mterils vilble for use in tutor periods Key mths word for the week in bulletin/for tutor period An evening for prents explining clcultion methods 15
16 Sources of Support for developing NAC cn be found from: The Secondry Ntionl Strtegy Contct: DfES Publictions Avilble Strtegy Resources re: Numercy cross the curriculum Notes for school bsed trining This folder is designed to help schools pln nd run trining mtched to their needs. It contins 9 modules. Ref: DfES 0697/2001 Numercy cross the Curriculum Support mterils This pck includes posters, Numercy cross the Curriculum objectives for Key stge 3, CDRom with PowerPoint slides for the school bsed trining units nd video for use with the school bsed trining units. Ref : DfES 0699/2001 The notes for school bsed trining cn lso be downloded from the Key Stge 3 website The Numercy cross the Curriculum resources cn be found t: Also worth look is: Commercil publictions The Mthemtics Assocition hve published useful reference book: Numercy cross the Curriculum in Secondry Schools by Mry Ledwick The Mthemticl Assocition ISBN
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