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Mathematics, N.I. Numeracy Strategy
Numeracy Strategy 2001 - 2004
Introduction
The Northern Ireland Steering Group for Numeracy has developed a Northern Ireland Strategy for the promotion of numeracy through three inter-related strands.
1. Leadership and Management
2. Learning and Teaching
3. Use of ICT
The Northern Ireland Steering Group for Numeracy has developed a Northern Ireland Strategy for the promotion of numeracy through three inter-related strands.
1. Leadership and Management
2. Learning and Teaching
3. Use of ICT
Training has been ongoing to enhance the quality of school leadership and management through support for senior management, heads of department and co-ordinators, (including a pilot project on accreditation of numeracy co-ordinators).
Learning & Teaching Support Materials
To assist with improving standards of achievement in numeracy/mathematics, Inter-Board teams (with representation from CCEA and CCMS) in consultation with teachers, have produced a Primary 'Learning and Teaching' file and Post Primary 'Learning and Teaching' file providing non-statutory guidance for:
· developing mental mathematics skills
· the use of ICT to develop and support mathematical learning
· progression in mathematics
To assist with improving standards of achievement in numeracy/mathematics, Inter-Board teams (with representation from CCEA and CCMS) in consultation with teachers, have produced a Primary 'Learning and Teaching' file and Post Primary 'Learning and Teaching' file providing non-statutory guidance for:
· developing mental mathematics skills
· the use of ICT to develop and support mathematical learning
· progression in mathematics
In addition to the above, materials emanating from action research, commissioned by the Steering Group, will be published and disseminated to teachers of year1 and year 2 classes. These materials identify teaching approaches which are most effective in giving a child a secure start in number.
Distribution of Materials
By 28 February 2001 copies of the appropriate 'Learning and Teaching' file will be issued directly from the printers to:
· all teachers in Primary Schools
· all mathematics teachers in Post-Primary Schools (plus 3 additional copies per school)
· teachers in Special Units
· teachers in Special Schools
· CASS Officers in each Education and Library Board
· Mathematics Lecturers in Higher Education Institutes
· Mathematics Inspectors
· officers in CCEA
· officers in CCMS
By 28 February 2001 copies of the appropriate 'Learning and Teaching' file will be issued directly from the printers to:
· all teachers in Primary Schools
· all mathematics teachers in Post-Primary Schools (plus 3 additional copies per school)
· teachers in Special Units
· teachers in Special Schools
· CASS Officers in each Education and Library Board
· Mathematics Lecturers in Higher Education Institutes
· Mathematics Inspectors
· officers in CCEA
· officers in CCMS
Launch and Dissemination of Materials
By 31 March 2001 there will be a Northern Ireland launch of these materials.
By 30 June 2001, each Education and Library Board will launch the materials to principals, numeracy co-ordinators and heads of mathematics. The format of these launches will be common across the 5 Education and Library Boards with the following objectives:
· to outline the rationale for the production of the materials
· to introduce teachers to the materials and outline their potential use
· to inform schools about the next phase of the NI Numeracy Strategy
By 31 March 2001 there will be a Northern Ireland launch of these materials.
By 30 June 2001, each Education and Library Board will launch the materials to principals, numeracy co-ordinators and heads of mathematics. The format of these launches will be common across the 5 Education and Library Boards with the following objectives:
· to outline the rationale for the production of the materials
· to introduce teachers to the materials and outline their potential use
· to inform schools about the next phase of the NI Numeracy Strategy
Training in the Use of 'Learning and Teaching' files
Training for the Leadership and Management strand has been delivered to principals, numeracy co-ordinators and heads of mathematics using a 'cascade' model. However, in relation to the Learning and Teaching and ICT strands, the Steering Group considers it essential that every teacher in primary schools and every post-primary mathematics teacher has access to direct training from CASS mathematics teams.
Training for the Leadership and Management strand has been delivered to principals, numeracy co-ordinators and heads of mathematics using a 'cascade' model. However, in relation to the Learning and Teaching and ICT strands, the Steering Group considers it essential that every teacher in primary schools and every post-primary mathematics teacher has access to direct training from CASS mathematics teams.
In order to manage this training over the next three years, a minimum of three cohorts at both primary and post-primary level is needed.
Training will be carried out using a combination of:
· centre-based courses
· in-school support
· distance learning materials
· centre-based courses
· in-school support
· distance learning materials
These will be supplemented by:-
· RTU Summer Schools for teachers
· support for Literacy and Numeracy Summer Schemes for pupils
· RTU Summer Schools for teachers
· support for Literacy and Numeracy Summer Schemes for pupils
In addition, the mathematics team within each Education and Library Board will arrange forums attended by other CASS officers, to underpin and co-ordinate the use of these materials across the curriculum.
Implementing the Strategy
Schools will bid to become members of a cohort. A structured programme of support will be offered to each cohort as follows:
Schools will bid to become members of a cohort. A structured programme of support will be offered to each cohort as follows:
First Year Second Year Third Year
2 days training for every teacher of mathematics (sub cover provided by Steering Group)
1 day training for numeracy co-ordinators (substitute cover provided by Steering Group)
1 staff development day for whole school numeracy training
1 day training for numeracy co-ordinators
1 staff development day for whole school numeracy training
1 day training for numeracy co-ordinators
1 staff development day for whole school numeracy training
2 days training for every teacher of mathematics (sub cover provided by Steering Group)
1 day training for numeracy co-ordinators (substitute cover provided by Steering Group)
1 staff development day for whole school numeracy training
1 day training for numeracy co-ordinators
1 staff development day for whole school numeracy training
1 day training for numeracy co-ordinators
1 staff development day for whole school numeracy training
In support of their bid to become part of a numeracy cohort, schools will agree to:
· release all teachers in primary schools, and all maths teachers in post-primary schools, for two days training in Year 1
· release their numeracy co-ordinator for one day each year for 3 years
· commit 1 staff development day each year for 3 years for whole school numeracy
· designate an agreed period of directed time to further the implementation of their numeracy development plan
· provide one day of delegated substitute cover for their numeracy co-ordinator on each of the second and third years
· release all teachers in primary schools, and all maths teachers in post-primary schools, for two days training in Year 1
· release their numeracy co-ordinator for one day each year for 3 years
· commit 1 staff development day each year for 3 years for whole school numeracy
· designate an agreed period of directed time to further the implementation of their numeracy development plan
· provide one day of delegated substitute cover for their numeracy co-ordinator on each of the second and third years
In supporting each cohort, CASS mathematics teams will:
· provide 2 days training in the first year for all teachers in primary schools, and all maths teachers in post-primary schools
· provide 1 day training for numeracy co-ordinators each year for three years
· provide support for 1 staff development day each year for three years
· assist schools to:
o draw up action plans for whole school numeracy developments
o develop procedures for monitoring and evaluating
· provide 2 days training in the first year for all teachers in primary schools, and all maths teachers in post-primary schools
· provide 1 day training for numeracy co-ordinators each year for three years
· provide support for 1 staff development day each year for three years
· assist schools to:
o draw up action plans for whole school numeracy developments
o develop procedures for monitoring and evaluating
Monitoring and Evaluating
Each Education and Library Board will monitor:
· its officers' time commitment to each school
· each school's time commitment to the development of the numeracy strategy
· achievement of CASS success criteria
· achievement of school success criteria
· end of Key Stage outcomes
· teacher and pupil attitudes to numeracy
· use of the distance learning materials
· inspection reports
Each Education and Library Board will monitor:
· its officers' time commitment to each school
· each school's time commitment to the development of the numeracy strategy
· achievement of CASS success criteria
· achievement of school success criteria
· end of Key Stage outcomes
· teacher and pupil attitudes to numeracy
· use of the distance learning materials
· inspection reports
Mathematics teams within each Board will evaluate the implementation of the numeracy strategy on an annual basis.
These evaluations will be used to inform the Northern Ireland Steering Group for Numeracy as to the effectiveness of the Numeracy Strategy.
On-going Developments
A number of issues identified in the School Improvement Programme have been explored at individual Board level. The findings of these pilot projects will be evaluated in due course.
A number of issues identified in the School Improvement Programme have been explored at individual Board level. The findings of these pilot projects will be evaluated in due course.
