Introduction:

At EDClass, we believe numeracy is central to the development of lifelong learning. It is used to develop knowledge and understanding and to promote personal growth and social interaction. We believe numeracy is an integral part of the learning experience, which crosses all subject boundaries. Learners are entitled to the development of numeracy skills throughout subjects and should experience a rich numeracy learning environment, regardless of perceived ‘ability’. 

Definition of Numeracy: 

Numeracy is the ability to understand, reason with, and apply mathematical concepts in everyday life. It goes beyond simply performing calculations and encompasses a broader range of skills, including: 

●Using numbers to solve problems; 

●Interpreting data and statistics; 

●Estimating and measuring; 

●Making informed decisions based on quantitative information; 

●Recognizing and using patterns and relationships. 

Strong numeracy skills are essential for success in further education, employment, and everyday life.  

Aims of the Numeracy Strategy:  

We believe that all learners can develop strong numeracy skills. These skills are essential for success in further education, employment, and everyday life. Our vision is to equip learners with the confidence and ability to: 

●Apply mathematical concepts and solve problems in real-world situations; 

●Communicate mathematical ideas effectively; 

●Develop critical thinking and analytical skills; 

●Use technology effectively as a tool for learning numeracy.  

Guiding Principles 

●Individualised Learning: We recognise that learners have different learning styles and prior knowledge depending upon their circumstances. Therefore, we use a variety of instructional approaches and resources to meet the individual needs of each learner and tailor our numeracy instruction to their needs. 

●Relevance and Engagement: Learning activities endeavour to be relevant to learners' interests and future aspirations. We use real-world examples and interactive tools to make numeracy engaging and meaningful. 

●Building Confidence: We create a positive learning environment where learners feel comfortable taking risks and making mistakes. We provide regular feedback and celebrate learners' progress. 

●Developing Metacognitive Skills: We teach learners how to learn and think mathematically. This includes helping them to develop strategies for problem-solving, self-assessment, and reflection. 

●Technology Integration: We leverage the strengths of online learning by incorporating a variety of digital tools and resources to support numeracy instruction. 

Curriculum and Instruction:  

Other curriculum areas need to be aware of the different strategies used in teaching numeracy within the Mathematics Curriculum. A consistent approach to teaching and learning numeracy across the  platform curriculum is essential if learners are to gain in confidence and become familiar with standard techniques when manipulating numbers. 

Implementation 

●Curriculum and Resources: Our curriculum aligns with national numeracy standards and is delivered using a variety of online resources, including interactive exercises, gamified learning 
elements, and real-world data sets. 

●Progress Assessments and Monitoring: We use a variety of assessment methods to monitor learner progress in numeracy. This includes formative assessments, quizzes, and summative 
assessments. 

●Staff Development: Our staff are offered ongoing professional development to ensure they have the knowledge and skills to deliver effective numeracy instruction in an online environment. 

●Review and Revision: This numeracy policy will be reviewed annually by the leadership team in collaboration with stakeholders, including educators, learners and stakeholders. Feedback and data will be used to revise and update the policy to reflect current best practices and address emerging needs in online numeracy education. 

Roles and Responsibilities 

Every teacher plays a shared role in breaking down barriers to learning in order to fulfil the aims of our Alternative Provision. All teachers have a collective responsibility to deliver aspects of these numeracy core skills. Below is a breakdown of our expectations of staff across the business to help ensure that we achieve our aims for learners. 

The Role of Teachers: 

●Ensure that they are familiar with the specific numeracy demands on their subject, and agreed teaching strategies. 

●Ensure that they maximise the opportunities for consistent numeracy teaching through curriculum planning. 

●Ensure they seek advice from the Maths Department on teaching any numeracy topic and the differentiation of it.  

●Recognise the difference in numerical ability of children that access our platform, and understand the potential problems which may arise with the differing abilities and starting points of our learners.  

Curriculum areas should: 

●Ensure that ‘subject specific numeracy’ is clearly identified in schemes of work, and that there is obvious progression through the key stages.  

●Ensure that staff know how to develop numeracy within their department. 

●Seek opportunities to liaise with the mathematics department and the Maths Department for applying a consistent approach to numeracy. 

●Monitor and evaluate the effectiveness of the delivery of numeracy within their departments; plan and amend lesson plans, teaching methodologies and schemes of work accordingly. 

●Encourage models of good practice between colleagues and share success to promote the development of numeracy. 
  
The Maths Department should: 

●Provide initial training and ongoing guidance on current methodologies used by the mathematics department, to provide a consistent approach to numeracy across the platform; 

●Be available to help all departments and offer support and guidance on the implementation of numeracy; 

●Advise the head and deputy head of teaching and learning on numeracy issues; 

●Help monitor the impact of the numeracy policy on the standards of numeracy across the school. 
  
Head and Deputy Head of teaching and learning should: 

●Accept overall responsibility for the delivery of EDClass’ numeracy policy. 

●Provide opportunities for staff training about numeracy issues to take place if and when needed. 

●Support the Maths Department in carrying out initiatives. 

●Monitor the implementation of the numeracy policy across curriculum areas. 

●Be role models in employing numeracy strategies in their own teaching. 

●Highlight good practice seen in QA. 

Conclusion 

This numeracy policy provides a framework for ensuring all learners at EDClass have the opportunity to develop strong numeracy skills. By working together, we can create a learning environment that fosters confidence, promotes critical thinking, and prepares learners for success in a world that increasingly relies on numeracy skills.