Much higher level learning is built around the ability of the learner to be able to problem solve, analyse and draw conclusions, take risks and make decisions. Many of the skills involved in achieving this are numerical in nature. We have worked with a number of schools to consider how the teaching of number is integral within subjects other than mathematics.

Each subject leader worked with their subject team to identify where maths concepts were being used as part of the learning process. Once this was achieved teachers discussed the techniques and methodologies they were using and whether it was clear that the learner was able to make connections between the maths skills they were developing in subjects other than maths and in their maths lessons. The conclusion drawn was that if connections are being made at all the process is explicit rather than implicit and more by accident than design in most cases.

The other significant outcome of this piece of work was the variation being used between different methodologies, the approach to teaching and the terminology being used.

This led to a focused look at how maths teachers and other teachers work together in a series of twilight CPD sessions to align schemes of work so that, at the very least, maths teachers and other subject teachers can point to where else learners will be learning and applying the numeracy skills they are using, allowing them to make connections that will aid learning and progression. In the longer term it is envisaged that maths teachers will support other subject teachers in developing techniques so that they can use a uniform approach to both methodology and terminology.

Outcome: To ensure all learners develop an unconscious grasp of numeracy and a good understanding of where it is applied across the curriculum in order to improve their ability in mathematics including raising achievement of GCSE scores and across all their learning.