Time to do some work
Let’s pause here again. Here’s what you need to do next:
- Download the worksheet for numeracy, or use the chart below to get started on mapping the big picture numeracy demands for your situation.
- As you did for literacy, say what each numeracy progression is in plain English and then rate it for importance for you. Justify your rating.
- Then if you’ve rated a progression as important, say which tasks, calculations or what kind of work is affected. This might include work in the classroom or more practical work in other kinds of environments.
This task is not assessed, but it will help with the first part of your assessment.
Again, make sure that you keep your notes. You’ll need them for when you write up your answers in the assessment.
Writing up the big picture numeracy demands
Make sure you keep your notes as you’ll want to refer to them when you write up your answers to the first part of Assessment 3.
In your assessment template, in section 3.2 you’ll need to identify the top two overall numeracy skill demands for your teaching.
Don’t forget that at this stage we are just interested in the strands and progressions that are relevant – in broad terms – to your teaching programme.
You’ll need to answer the following questions:
- Why are these numeracy skill areas so demanding?
- What does this affect?
- What does this mean for learners?
- What does this mean for teaching?
- What does this mean for programme design?
If you’ve done enough thinking about this and you want to skip ahead to the assessment module and get started on section 3.2 you can. Just make sure you download and save the assessment template. Then come back to here when you’re ready for the next stage.
Like last time, if you want a bit more time to think about this, you can download the questions and some prompts as a worksheet here. The questions are the same as in your assessment template in section 3.2. The worksheet looks like the image below.