Numeracy at Ely College Numeracy is a life skill. Being numerate goes beyond simply 'doing sums'; it means having the confidence and competence to use numbers and think mathematically in everyday life…

Aims of the Session Understand the need to focus on Numeracy skills for all students Understand the impact of poor Numeracy skills on students Understand the role we have in raising the numeracy skills of our students

Why is Numeracy Important? The effect of poor numeracy on people’s lives is often much less obvious than poor literacy. But there is substantial evidence that low numeracy skills are associated with poor outcomes for many people. What do you think might be the impacts of weak numeracy skills on people’s lives (of all ages)?

Direct Impacts of Poor Numeracy Embarrassment, low confidence and self-esteem. Unable to help their children with their maths homework Reluctant to apply for a more demanding job Fail to manage their money well – increased debt and defaults on financial agreements

Indirect Impacts of Poor Numeracy The relationship between poor numeracy and more general disadvantage is complex and not dependent on simple cause and effect. And yet there are some striking associations: Employment: people with poor numeracy skills are more than twice as likely to be unemployed as those competent in numeracy Social, emotional and behavioural difficulties: Children with these problems are more likely than other children to struggle with numeracy, even taking into account factors such as home background and general ability

Indirect Impacts of Poor Numeracy School exclusions: pupils beginning secondary school with very low numeracy skills but good literacy skills have an exclusion rate twice that of pupils starting secondary school with good numeracy skills Truancy: 14-year-olds who had poor mathematics skills at 11 are more than twice as likely to play truant as those achieving the expected skills at 11 Crime: A quarter of young people in custody have a numeracy level below that expected of a seven-year-old, and 65% of adult prisoners have numeracy skills at or below the level expected of an 11-year-old

Is Numeracy More Important than Literacy? The recent Skills for Life survey found: The percentages of those surveyed whose ability was assessed to be at Level 2 (roughly equivalent to A* - C at GCSE) and above. 2003 2011 Improvement Literacy  44%  57%  13% Numeracy  26%  22%  -4% Difference  18%  35%  

Why is Numeracy seen as less important than Literacy? Intuitively literacy would seem to be more important – you need to be able to read and write to communicate and to access other subjects. The idea of reading for pleasure is easily understood. Maths rarely has the same emotional pull Numeracy and maths have long had an image problem Literacy is often easier for parents to engage with. Many are not confident with their own maths and often declare loudly ‘I can’t do maths’ (How many of you say that?)

I can’t do maths! In the UK it’s common to hear someone say ‘I can’t do maths’. Parents and teachers freely admit they ‘can’t do maths’ to their children, friends to their peers. I am surrounded by people who declare with an odd sort of pride that they are mathematically illiterate. David Mumford, Mathematician The strange thing is that people who CAN do maths often say they can’t. For example, a builder might say ‘I can’t do maths’ but actually use maths perfectly well every day doing things like calculating areas, ordering materials etc.

I Can’t Do Maths! There are three main reasons why ‘I can’t do maths’ is so common: It is culturally acceptable in the UK to say that you are ‘bad at maths’. In some other countries (often ones that perform highly in maths) this is not the case When we come across maths problems that we can’t work out in our heads quickly, we often panic and say ‘I can’t do maths!’ People often have bad memories of school maths that influence how they feel about it now. The ‘I can’t do maths’ attitude is highly damaging. If children hear ‘I can’t do maths’ from parents, teachers, friends, television programmes, films etc., they begin to believe it isn’t important. Additionally, people become less embarrassed about their maths and numeracy skills, as it’s acceptable to be ‘rubbish at maths’. ‘I can’t do maths’ can become a self-fulfilling prophecy! Video

Numeracy Strategy at Ely College Initial plan is to raise awareness of Numeracy and embed it as something that is as important as Literacy. Engage students in leading numeracy forward at the College. Raising interest in numeracy for students, staff and parents. Moving to next year the aim is to try to improve the numeracy skills of students, staff and parents. We will be asking you what support you feel you need!

Numeracy Activities at Ely College Countdown activity during start of PERIOD 1 EVERY DAY Numeracy Icon – To show when doing numeracy activities in lessons (to put on powerpoints, worksheets etc) Red Pen – To identify numeracy activities in lessons (currently a trial in two departments)

Numeracy Leaders – 15 students to be ambassadors for numeracy and support initiatives Chalk board in Foyer – weekly numeracy problems and ideas Parent engagement through a Friday numeracy puzzle for parents through Parentmail, and students through the VLE and Tutors. Answers issued on a Monday. Nobody says ‘I can’t do maths’!

Final Note Where you can please attempt the countdown activity/numeracy puzzle with the students We can all do maths – research has shown no evidence that some people are naturally better at it that others We become most competent in things we do everyday i.e. reading, writing, walking etc.

Starting Tomorrow Countdown activity during Period 1 and Presentation on numeracy in tutor time. Now in Department teams can you please can you consider the following: What does numeracy look like in your subject? Where is numeracy being done in your subject? (twice per half term at a minimum) Where are there further opportunities for numeracy? What numeracy activities are happening in lessons during this week (Numeracy week)? The use of numeracy will be measured through work scrutinies, lesson observations and student feedback. Please ensure you take a Numeracy/countdown sheet with you before you leave!