Numeracy across the curriculum
To raise awareness of numeracy across the curriculum, Craigmount High School in Edinburgh has embarked on a policy which enables staff to share a common understanding of numeracy by, for example, highlighting topics such as approaches to mental calculation, the role of the calculator and the use of correct mathematical vocabulary and notation.
Whole school collaboration
The scheme fosters co-operation between the maths department and other subject departments by asking each department to consider:
- what numeracy is used in their subject,
- what numeracy skills they expect pupils to have already,
- whether they could play a part in teaching some aspects of numeracy
- whether a joint approach is possible.
For example, consideration is given to the use of language to support mathematical reasoning, and how art and design use the ideas of ratio and proportion when discussing perspective and scale.
The maths department offers guidance on the expected 5–14 levels that will be attained by pupils at the various stages, as other departments may not themselves have been actively involved in 5–14 guidelines; for example, Level E is attainable by some in S1 but by most in S2.
The skills taught at each level in the 5–14 programme in key areas such as graph work, fractions and percentages are collected together with other skills in the areas of literacy, ICT and study skills and presented as a 'Skill Builders' pack.
For example, under the heading 'Time Calculations' are listed the skills taught at levels D and E, together with worked examples and a caveat to beware of finding time differences by subtraction. The pack is reviewed annually and made available to all members of staff.
Related project
Stromness Academy in Orkney has recently carried out a similar initiative to encourage a consistent approach to numeracy teaching throughout their school. For further details and a collection of useful resources visit:
Numeracy across the curriculum: Orkney national numeracy project