‘EXEMPLAR’ NUMERACY STRATEGY FOR SECONDARY SCHOOLS
AIMS:
 To raise numeracy standards across the curriculum;
 To raise mathematics standards;
 To raise subject standards by using numeracy skills more effectively and purposefully.
OBJECTIVES:
(1)





REVIEWING and ADAPTING THE WHOLE SCHOOL NUMERACY STRATEGY
Conducting a self evaluation of the school’s current strategy and procedures in order to
identify aspects in need of attention
Ensuring whole school guidance e.g. through a member of the SMT / numeracy Coordinator
Formulating and implementing a numeracy strategy at a whole school and departmental
level
Including priorities from the self evaluation/development plan in the SDP
Monitoring and evaluating the implementation of the strategy/development plan.
STAFF CPD
MATHS LESSONS
2[1]
2[8]
CROSS-CURRICULAR
‘Developing number’
2[2]
PRIMARY- SECONDARY
LINK
(teaching and learning,
planning and assessment)
2[7]
(2)
DEVELOPING
NUMERACY
FINANCIAL LITERACY
2[6]
2[3]
ESSENTIAL SKILLS
‘Application of number’
2[5]
(3)



BASIC SKILLS
‘Numeracy’
ALN
‘Able and talented’
‘Special needs’
2[4]
MONITORING, EVALUATING AND FURTHER STRATEGIC PLANNING
Implementation of the strategy is carefully monitored.
Choose aspect(s) of ICT as one of the focus areas for self evaluation in order to
identify strengths and areas for further development.
Share outcomes with staff and plan follow-up, and include priorities as regards
Numeracy in the SDP.
EXEMPLAR ACTION PLAN – RAISING STANDARDS OF NUMERACY IN SECONDARY SCHOOLS
OBJECTIVES
1
ESTABLISH A
WHOLE
SCHOOL
NUMERACY
STRATEGY
IMPLEMENTATION
2[1]
OUTCOMES

Establish a cross-school numeracy working party to work under
the guidance of a senior manager/co-coordinator, with time
allocated for the work.

Working party meets regularly to identify
priorities and to review the progress
made.

Identify the individuals with responsibility for the different
aspects of numeracy and clearly define their responsibilities and
duties.

School Improvement Plan reflects the
priorities of the numeracy strategy.

Formulate and implement a whole school numeracy strategy
which covers the aspirations of learners, staff and parents as
regards developing numeracy.


Conduct an evaluation of numeracy standards (or specific focus
areas) and plan progression. Ensure that numeracy is a regular
priority in the SDP.
Whole school numeracy strategy and
departmental policies are operational at
the school and ensure coherence, and
place responsibility on every member of
staff to develop learners’ numeracy skills.

Revised policies are adopted by school
governors.

Identify good practice and aspects of
numeracy to be addressed.

The Skills
Framework
Learning plans (including mental mathematics)
have been reviewed, adapted, are operational
and lead to raising standards. Focus on
teaching and learning rather than assessment.

Framework for
teaching
mathematics yr.79 (England)
All mathematics lessons include an element of
recapping previous work and practising and/or
teaching an aspect of mental mathematics.

Mini white boards,
number fans, digit
cards and other
concrete resources.
Learners can quickly recall number facts and
calculate quickly and efficiently without a
calculator. Raising standards of non-calculator
work in every key stage.

Learners are comfortable in using their
knowledge and understanding of mathematics
to investigate and solve problems in a context,
and can apply their knowledge to different and
real situations.

Learners have a sound knowledge of
mathematical concepts and can make links
across the curriculum.

Raising standards in assessments and
examinations.

Learners see the relevancy of mathematics to
their everyday life and enjoy the subject.

RAISING
NUMERACY
STANDARDS
IN
MATHEMATICS
LESSONS
RESOURCES/
SUPPORT
Adapt learning plans in order to respond effectively to the 2008
curriculum.

Ensure appropriate development and progression in all aspects of
mathematics.

Provide adequate opportunities for learners to develop the subject skills
i.e. use and apply their mathematical knowledge and understanding to
solve problems, communicate and reason mathematically in real-life
contexts.

Suitable opportunities and strategy in place and operational for
developing skills and learners’ mental mathematics strategies.

Incorporate aspects of mental mathematics and include some revisiting
of previous work in every lesson. Offer sufficient opportunities for
learners to quickly recall number facts, to develop thinking skills, to
discuss, reason and explain their methods.

Attention to ensuring that pupils understand and use methods of
recording on paper effectively, and bridge effectively from mental
mathematics methods.


Develop extra opportunities for learners to use and develop their
mathematical skills extra-curricularly e.g. conduct activities and puzzles,
participate in competitions and plan purposefully for conducting activities
during the ‘Maths Week.’
Guidance/ideas to parents on how to support their children at home.
Learning plans
Mathematics
Curriculum 2008
Various resources
and games e.g.
Game 24
Mathmagic.
‘Mathmeddwl’
(KS3), ‘Active
learning in
Mathematics
lessons (KS3-4)

Highlight opportunities to develop number skills within other subjects
(referring to the 2008 Curriculum programmes of study and the Skills
Framework).
2008 Curriculum
Programmes of
Study

Teachers see the relevancy of number to their
subject and plan purposefully to develop
number skills in their subject.

Develop and implement cross-subject numeracy guidelines/guidance for
staff in order to ensure understanding and to support planning (e.g.
guidance on standardising the use of terms and calculation methods;
consistency in how some mathematical concepts are presented;
appropriate use of graphs).
Skills Framework

Developing number
across the
curriculum guide
Opportunities identified across schemes of work
to develop number skills.

Consistency by teachers across the subjects in
the use of terms, calculating methods and
presenting mathematical and graphical
concepts.

Resources and
games e.g.
matching dominos
Increase in the understanding and use of
staff/learners of mathematical terms and skills
when applying them in a variety of curricular
situations.

School numeracy
handbooks
Subject teachers take advantage of
opportunities that arise to reinforce mental
mathematics skills.

Past exam papers
e.g. technology,
geography,
science.
Appropriate use of the various methods of
calculating with paper and pencil by every
department.

School policy on the use of calculators is
reflected in departmental documents and is
consistently implemented on the classroom
floor.

Learning plans (key departments e.g.
Geography, Technology and Science) reflect
development and progression in mathematical
understanding and concepts and identify
specific opportunities to develop number.

Teachers have a sound understanding of
number and present aspects of numeracy
confidently within their subject.

Learners have suitable and frequent
opportunities across the key subjects in order
to promote the development of key skills.

Learners’ understanding of numeracy and of
the subject is developing.

Raising standards of achievement in
assessments and examinations in mathematics
and other subjects.
NFER standardised
and diagnostic
tests

Identify strengths and aspects to be developed.

Number Workout
(BSA)
Members of staff have an understanding of the
numeracy needs of different pupils.

Tresymie CD (BSA)
Learners who are underachieving in numeracy
have been identified and targeted effectively.

Progress of the target group is monitored and
the provision is adapted.

Learners make significant progress.

2[2]
RAISING
NUMERACY
STANDARDS
ACROSS THE
CURRICULUM

Promote number development across the curriculum by preparing and
offering appropriate resources and games for use in different subjects
(e.g. dominoes to match metric and/or imperial units of measurement;
promoting the use of the numeracy box across the curriculum).

Raising staff awareness (across the curriculum) of the various ways of
calculating (e.g. using mental mathematics strategies and paper and
pencil methods), and highlighting opportunities to reinforce this in
subject contexts.

Implement a school policy of appropriate calculator use.

Establish links between the Mathematics department and key subjects to
identify aspects of numeracy that are relevant to their curriculum.

Continue to give attention to joint-planning units of work/activities across
the curriculum (attention to learning skills, standardising delivery
methods and use of terms).

Work and look together at examples of examination questions (other
subjects apart from mathematics) to identify the necessary number
skills. Develop the methods further within the subjects in order to raise
standards.

Plan to respond to the school evaluation in order to ensure progression in
understanding of mathematical concepts e.g. appropriate development of
graphical methods.

2[3]
BASIC SKILLS
Develop/invest in cross-subject numeracy guidelines for learners which
offer a definition and brief explanation of terms (e.g. promoting the use
of the mathiadur for KS3; exemplifying types of graphs in subject
contexts; explaining some concepts and mathematical methods such as
mean, median and mode).
Assessment of learners’ performance and evaluation of learners’
numeracy standards in the school.

Analyse diagnostic test results in order to identify learners who are
underachieving and their specific needs.

Sharing information about the ‘numeracy’ ability of different learners in
order to ensure that materials are appropriate and support in place to
develop their skills.


Plan and establish an additional regular intervention support programme
for learners who are underachieving in the field.
Teachers and teaching assistants work closely with each other to support
pupils’ learning needs.
Numeracy box,
Reference cards
and posters (Basic
Skills Agency)
Mathiadur (@tebol)
Springboard
(DFES)
Success Maker
Intervention

Monitor the progress of the target groups.

A structure to find numeracy difficulties in place. Teachers, teaching
assistants and older pupils (where appropriate) work closely with each
other to support learners’ learning needs through a specific intervention
programme.

2[4]
2[5]
2[6]
PROVIDING
EFFECTIVELY
FOR PUPILS
WITH ALN
PROMOTING
OPPORTUNITI
ES TO
DEVELOP KEY
SKILLS
FINANCIAL
LITERACY
Teachers and assistants use various recording methods to ensure that
ALN learners can show their understanding, not only through written
methods.

Effective policy or procedures in place to extend the numeracy skills of
more able and talented learners.

EAL pupils’ numeracy skills are assessed upon entry to school.

A specific support provision in place to support the development of EAL
pupils’ numeracy in small groups / within mainstream lessons.

Teachers and assistants are aware of the level of EAL pupils’ language
procurement and can provide appropriate numeracy tasks to further
develop their tasks.

Monitor the progress of every individual learner and adapt the provision.

Ensure that all staff are aware of learners’ ability in number.

Identify appropriate opportunities across the curriculum and within
programmes of study in order to meet the requirements of the
‘Application of Number’ Key Skill.

Analyse GCSE and A Level papers in the subjects to highlight the
necessary numeracy skills and potential opportunities to contribute
towards the key skills.

Plan further opportunities for learners to develop and demonstrate their
number skills – when using numbers, interpreting information and
results, making calculations and presenting findings.

Attention to ensuring that learners appreciate the value of money and
the implications of over expenditure/loans and interest.

Promote understanding of the value of money and the importance of
looking after money and the advantages related to saving money
regularly.
Number Workout
(BSA)

Suitable plan and a detailed and diagnostic
record of attainments and difficulties.
Dyfal Donc
Numeracy

Various targets groups in the school.

Learners make significant progress. ALN
learners make good progress against their IEP
targets in numeracy skills.

Lesson observations and self evaluation cycle
report on the success of SEN pupils to
communicate/record their understanding of
what they have learned through appropriate
media.

ALN learners (and their parents) see the
positive influence of the provision/additional
intervention on the confidence and attainment
of learners.

Teachers and assistants are confident in
differentiating for the whole range of abilities in
their care.

Learners develop confidence and make
measurable progress when moving through the
school in their understanding and application of
number.

Learners understand and use the conventional
method of recording money and interpret a
calculator display in relation to money.

With maturity, learners calculate and solve
problems involving budgeting, saving and
spending, including currency exchange rates,
profit and loss, discount, hire-purchase, the
best bargains, household bills and compound
interest.
BSA Financial
Literacy Pack
for KS4 SEN
learners
Intervention
Interactive pack
(BSA)???
DEVELOPING
PRIMARY/
2[7]
SECONDARY
NUMERACY
LINKS

Establish and develop a mathematics/numeracy primary link across the
curriculum to ensure progression in the work of year 6/7 learners.

Establish an annual link including reciprocal
visits.

Share information and good practice regarding numeracy
developments and provision in both sectors (opportunity for further
observation).

A member of the mathematics department is
responsible for primary link.

Increase co-operation between both sectors for joint standardisation
and moderation the work of year 6/7 learners.

Ensure progression in the work when moving
between both sectors.

Mutual understanding of standards.


Ensure suitable curricular progression from key stage 2 to 3.
Review and adapt year 6 schemes of work to
ensure consistency across primary schools in
the catchment area.

Review and adapt year 7 schemes of work and
raise expectations where appropriate.

Build on the good practice to be found in the
primary sector, especially in relation to mental
mathematics and developing more
opportunities to apply number in crosscurricular themes in Year 7.

Pupils transfer and develop effectively when
changing stage.

Mental and paper calculation skills are
reinforced and practised regularly across the
curriculum, and are presented in a consistent
and interesting manner.

Teachers can show links between subjects to
learners, and present and use terms in a
consistent manner.

Appropriate use of a calculator is promoted
across the curriculum.

An aspect of numeracy is one of the focus
areas for whole school self-evaluation.

Learners’ books/work is monitored in
order to reach a conclusion about their
progress and identify the aspects to
develop further.

School Development Plan notes
prioritizing resources and planning for
continuous improvement in numeracy.

2[8]
3
STAFF CPD /
TRAINING
MONITORING,
EVALUATION
AND FURTHER
STRATEGIC
PLANNING

Raise the awareness of staff (whole school) of mental calculation
strategies and recording on paper. Provide a staff guide, and support in
workshops to standardize methods and plan opportunities to reinforce
this naturally in the context of the subject (consideration to learning
skills).
Hold a numeracy discussion/training for specific subjects on the use of
graphs, algebraic solutions, drawing and measuring work and use of a
calculator, and ensure opportunities to joint plan suitable and
consistent learning activities and experiences for learners.

Individual staff development needs are identified and met.

Implementation of strategy is monitored carefully.

Choose an aspect of numeracy as one of the focus areas for
self-evaluation in order to be able to identify strengths and
areas to develop further.

Share results with staff and plan progression, and include
numeracy priorities in the SDP.
Numeracy
Handbook
Numeracy box and
reference cards
(BSA)
Invite advisory
support to
undertake work
in collaboration.
Departmental
and whole school
self-evaluations.
DEVELOPING NUMERACY ACROSS THE CURRICULUM
Learners will develop their numeracy skills across the curriculum by using mathematical information, calculating, and interpreting and presenting results. (2008
Curriculum).
The following defines the contribution of the subjects (excluding mathematics and music) to the development of number across the curriculum, as noted within the Curriculum of the
subjects.
In…
Learners will…
PHYSICAL
EDUCATION
ART AND DESIGN
Develop their number skills by using mathematical information and data. They use the language of position (including co-ordinates and compass points)
and movement, as well as data handling and measures in athletic and adventurous activities. They use scale in plans and maps. They measure and record
performances, e.g. time, distance and height, and use the data to set targets and improve their performance.
Apply number skills such as measurement, estimates, scale, proportion, pattern and shapes to develop, inform and resource their creative activities.
GEOGRAPHY
Apply number skills in the classroom and in fieldwork to measure, gather and analyse data. They use mathematical information to understand direction,
distances and scale and to determine locations when using plans, maps and globes.
HISTORY
Develop their number skills through developing chronological awareness, using conventions relating to time, and making use of data, e.g. census returns
and statistics.
INFORMATION AND
COMMUNICATION
TECHNOLOGY
DESIGN AND
TECHNOLOGY
SCIENCE
MODERN FOREIGN
LANGUAGES
WELSH
ENGLISH
RELIGIOUS
EDUCATION
PERSONAL AND
SOCIAL EDUCATION
Use mathematical information and data presented numerically and graphically in data-handling software. They use number to collect and enter data for
interpretation in spreadsheets and simulations and present their findings as graphs and charts, checking accuracy before processing.
Use mathematical information and data, presented numerically and graphically, to research and develop their
ideas. They use number to measure and calculate sizes, fits and materials.
Work quantitatively to estimate and measure using non-standard and then standard measures, recording the latter with appropriate S.I. units. They use
tables, charts and graphs to record and present information. With increasing maturity they draw lines of best fit on line graphs, use some quantitative
definitions and perform scientific calculations.
Develop number skills through a range of activities in the target language. These can include number rhymes; ordering numbers; ordering events in time;
using number in relevant contexts such as currency exchange; gathering information in a variety of ways, including questionnaires and recording and
presenting results in a variety of formats.
Develop their number skills through activities which include number rhymes, using ordinal and cardinal numbers, placing events in chronological order,
using measures, gathering information in a variety of
ways, including questionnaires; accessing, selecting, recording and presenting data in a variety of formats
Develop skills in the application of number through activities which include number rhymes, ordering events in time, gathering information in a variety of
ways, including questionnaires; accessing, selecting, recording and presenting data in a variety of formats.
Develop skills in the application of number by using information such as ordering events in time, by measuring time through the calendars of various
religions, by calculating percentages of tithing, and by considering the significance of number within religions. They interpret results/data and present
findings from questionnaires, graphs and other forms of data in order to draw conclusions and ask further questions about issues relating to religion and
the world.
Select data from given information presented in a range of numerical and graphical ways. Gather information in a variety of ways, including simple
questionnaires or databases to support understanding of PSE-related issues [and in KS3 access and select data from relevant information presented in a
variety of ways and from different sources], [and in KS4 select from and interpret a variety of methods of presenting data, including pie charts,
scatter graphs and line graphs] to support understanding of PSE-related issues.