Maths Curriculum

Useful Websites for Parents and Children

Useful Apps

 

Introduction

The Liverpool Counts Quality Mark is part of a varied programme of strategies targeted at improving maths results for the city’s children.

The specific remit of the Quality Mark is to tackle the negative attitudes towards numeracy and mathematics which are prevalent in many areas of our society.

We aim to challenge these widely held views and promote a culture where people readily understand the impact good numeracy skills and mathematics qualifications can have on the social, financial, health and employment aspects of their lives.

We also aim to support teachers and other adults in our schools to encourage pupils to make connections in their numeracy and mathematics lessons to real life contexts and with other areas of their school experiences.

The National Numeracy Challenge in Liverpool

Liverpool city region is the largest area of the country so far to sign up to a drive to improve numeracy among adults.

Mike Ellicock, Chief Executive of the National Numeracy Challenge, said:

“Being numerate means being able to use numbers and think mathematically, which is essential for so many aspects of everyday life and work. To anyone tempted to say ‘I can’t do maths’, we say ‘Yes, you can’. We are delighted that Liverpool are launching the National Numeracy Challenge city wide and we can’t wait to see individuals, employers and other organisations getting involved.”

Liverpool Counts fully supports this initiative and encourages all adults, especially teachers, assistants, parents, governors and ancillary staff in those schools involved in the Quality Mark, to join in by starting the online challenge.

The role of the numeracy / maths Champions would be to support, coordinate and report on the progress of the challenge and to celebrate successes.

Quality Mark Criteria

The assessment criteria are grouped under six key themes. The Champions are tasked to identify and assign relevant pieces of evidence to the criteria and through a self-assessment and best fit process, decide which award level (Bronze, Silver or Gold)   they are currently working at.

Whilst the LCQM criteria have been designed to support all schools, it is important that your self-evaluation is set in the context of your own school. You will need to apply and interpret the criteria in the context of your own setting.

A copy of the completed LCQM Handbook should be emailed to the assessor at least 5 working days before your assessment visit.

During the visit, the external assessor will be able to review the evidence with the Champion and an award will be agreed.

Challenging negative attitudes towards numeracy and mathematics

“We strongly believe that the key to improving outcomes – educational, social and work related – for our young people is to focus on and challenge poor and negative attitudes towards numeracy and mathematics in schools, at home, in local communities and in the media.”  – National Numeracy

“Good numeracy is the best protection against unemployment, low wages and poor health”.   Andreas Schleicher – Education Director OECD

“We firmly believe that if we tackle the ‘can’t do maths’ culture in our schools and communities with a challenging, consistent and persistent approach, we will improve the educational and employment outcomes for the young people of Liverpool “. Judith Lang and Dave Carden – Liverpool Counts

Making a difference from day one: Top Tips

  • Be aware of what you say about maths, especially around children.
  • Challenge ANYONE that you hear making negative comments about maths.
  • Any time you hear celebrities in the media saying that they ‘can’t do maths’, or making negative comments about maths, discuss it with pupils.
  • Share your own enjoyment of maths and highlight when you have used it in everyday life.
  • Dispel the myth that there is a maths gene and that only a few people can be good at maths.
  • Encourage parents to be positive- share ‘top tips’ with them including praising effort with maths not just achievement!

 

Maths Mastery

What do we mean by ‘mastery’?

The essential idea behind ‘mastery’ is that all children need a deep understanding of the mathematics they are learning so that:

  • future mathematical learning is built on solid foundations which do not need to be re-taught;
  • there is no need for separate catch-up programmes due to some children falling behind;
  • children who, under other teaching approaches, can often fall a long way behind, are better able to keep up with their peers, so that gaps in attainment are narrowed whilst the attainment of all is raised.

 Four ways in which the term mastery is being used:

A mastery approach; a set of principles and beliefs.

  1. This includes a belief that all pupils are capable of understanding and doing mathematics, given sufficient time. Pupils are neither ‘born with the maths gene’ nor ‘just no good at maths.’ With good teaching, appropriate resources, effort and a ‘can do’ attitude all children can achieve in and enjoy mathematics.
  2. This includes a belief that all pupils are capable of understanding and doing mathematics, given sufficient time. Pupils are neither ‘born with the maths gene’ nor ‘just no good at maths.’ With good teaching, appropriate resources, effort and a ‘can do’ attitude all children can achieve in and enjoy mathematics.
  3. This includes a belief that all pupils are capable of understanding and doing mathematics, given sufficient time. Pupils are neither ‘born with the maths gene’ nor ‘just no good at maths.’ With good teaching, appropriate resources, effort and a ‘can do’ attitude all children can achieve in and enjoy mathematics.
  4. This includes a belief that all pupils are capable of understanding and doing mathematics, given sufficient time. Pupils are neither ‘born with the maths gene’ nor ‘just no good at maths.’ With good teaching, appropriate resources, effort and a ‘can do’ attitude all children can achieve in and enjoy mathematics.