2. Aims and Objectives Reviewing the importance of numeracy
What challenges does numeracy face in an SEN school?
How can these challenges be overcome?
Adapting the curriculum for all learners

3. Numeracy Definition
‘Numeracy is the ability to apply appropriate mathematical skills and knowledge in familiar and unfamiliar contexts and in a range of settings throughout life, including the workplace.’
(Count Read: Succeed, Every School a Good School)

4. Numeracy: A Life Skill?
We use maths in every aspect of our lives: at work, in practical everyday activities at home, and beyond. We use maths when we go shopping or plan a holiday, decide on a mortgage or decorate a room.
Good numeracy is essential to us:
as parents, helping our children to learn;
as patients, understanding health information; and
as citizens, making sense of statistics and economic news.
Our decisions in life are so often based on numerical information: in order to make the best choices, we need to be numerate.
(National Numeracy)

5. Life & Numeracy: The Statistics
Employment People with poor numeracy skills are more than twice as likely to be unemployed.
Wages Recent data by the OECD show a direct relationship between wage distribution and numeracy skills.
Health In OECD and UK basic skills reports, the correlation between poor numeracy and poor health is clear; data from the British Cohort Studies have shown that there is also a link between depression and poor numeracy.
(National Numeracy)

6. Life & Numeracy: The Statistics
Social, emotional and behavioural difficulties Children with these problems are more likely to struggle with numeracy, even taking into account factors such as home background and general ability.
School exclusions Pupils beginning secondary school with very low numeracy skills but good literacy skills have an exclusion rate which is twice that of pupils starting secondary school with good numeracy skills.
Truancy 14-year-olds who have poor maths skills at 11 are more than twice as likely to play truant.
Crime  A quarter of young people in custody have a numeracy level below that expected of a 7-year-old, and 65% of adult prisoners have numeracy skills at or below the level expected of an 11-year-old.

7. See the Value in Maths:
Why Numeracy Matters

8. Activity 1
‘Decisions in life are so often based on numerical information: to make the best choices, we need to be numerate.’
(National Numeracy)
It has been said that numeracy is a ‘life skill’, but is it a life skill for individuals with special educational needs?
Discuss, and provide examples to support your argument.

9. Numeracy in the NI Curriculum:
‘Numeracy is the development and application of mathematics across the curriculum and in real-life situations.
Skills in numeracy should help children to make informed and responsible choices and decisions throughout their lives.’
CCEA

10. The Big Picture at Key Stage 1 & 2

11. The Big Picture at Key Stage 3 & 4

12. The Curriculum Aim Remains Constant…
‘The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives.’
(The “Big Picture” of the Curriculum at Key Stages 1 & 2)
Life skills such as numeracy are critical to achieving this.

13. Numeracy at the Foundation Stage:
‘Children will acquire early mathematical concepts through activities that involve sorting, matching, comparing, classifying, and making patterns and sequences in a variety of contexts. These activities should involve children in playing, exploring and investigating, doing and observing, talking and listening and asking and answering questions. As the development of mathematical language is of fundamental importance, talking about work has a high priority in the early years.’ (CCEA)

14. Numeracy at Key Stage 1 & 2:
‘Numeracy is the development and application of mathematics across the curriculum and in real-life situations. Skills in numeracy should help children to make informed and responsible choices and decisions throughout their lives.
Throughout the primary school, children should engage in a wide range of purposeful activities which should involve them in different modes of mathematical learning, including playing, exploring and investigating, doing and observing, talking and listening, asking questions, reflecting, drafting, reading and recording.
The sections of the programme for Mathematics and Numeracy interrelate. Processes in Mathematics should pervade the entire programme, involving children in using and applying mathematics in practical tasks, real-life problems and within mathematics itself.’
(CCEA)

15. Numeracy at Key Stage 3
‘Mathematics is fundamental to life in the sense that its unique language and forms of notation help us to calculate, estimate and problem-solve. It also informs many of the choices and decisions we make about real-life issues and challenges and the actions that we subsequently take. Through engagement with issues which have current and future relevance to young people, teachers can help pupils to see the relevance of mathematics and financial capability to real life.’
(CCEA)

16. Activity 2
Discuss the barriers to learning which may be present when teaching numeracy in an SEN setting.
With your colleagues, discuss any means by which these barriers could be overcome.

17. The Disability Discrimination Act 1995
The Disability Discrimination Act (DDA) has substantial implications for everyone involved in planning and teaching the curriculum.
Schools have specific duties under the DDA to:
make reasonable adjustments to their policies and practice to prevent discrimination against disabled pupils;
increase access for disabled pupils, including access to the curriculum, through accessibility planning; and
promote disability equality and have a disability equality scheme showing how they will do so.

18. Adaptations for SEN Learners:
Watch a video of a numeracy lesson in Harberton Special School. This school uses a rotating task table during their numeracy hour.
General introduction (Start: 1 min 43 sec)
Numeracy task tables (4 min 5 secfinish)

19. Activity 3
List the advantages of this style of lesson for children with SEN.
List any potential limitations of this type of lesson.
Is this style of lesson suitable for all ages and all SEN?

20. Structure of Rotational Numeracy Hour:
The opening 15 mins is a shared activity. Examples include an interactive whiteboard activity and shared work on the carpet.
Learners will then begin rotational task tables (15 mins per table):
Table 1
Focus table
Lead by teacher
Table 3
Practice table
Lead by T.A.
Table 2
Independent table

21. Table 1: Focus Table
The focus table is led by the class teacher. At this table the teacher will introduce a new concept, and the pupils will work on it with the teacher. The pupils will learn new skills at this table.

22. Table 2: Independent Table
On this table the pupils will work on a PC, laptop or iPad using a game, app or program which has been preselected by the teacher to reinforce the new mathematical concept.

23. Table 3: Practice Table
The practice table is led by a teaching assistant. At this table the teaching assistant will work with the pupils on a task which reinforces the new mathematical concept.

24. Activity 4  Have a Go Yourself…
Create a lesson using the rotational task table structure.
Decide on a key stage area.
Decide on a mathematics area: Number, Measure, Shape & Space, or Handling Data.
Use the template provided to create a lesson plan.
Remember to include a shared starter activity and the three rotational task tables:
Focus Table
Independent Table
Practice Table

25. Further Adaptations for SLD and PMLD Learners
Multisensory This is helping a child to learn by using more than one sense. Instead of just using visual or auditory teaching techniques, the teacher can use the other senses to help engage the learner:

26. Further Adaptations for SLD and PMLD Learners
Music  The use of music and number songs can help to engage the learner, which helps them to remember mathematical concepts. It can also help the learner to relax before starting an activity such as ‘Primary Movement’.
Outdoor learning  The classroom environment can be loud and busy. It can be overwhelming for some children who have difficulties with sensory processing. An outdoor classroom area or garden can allow the learner to relax in the calming environment, which helps them to learn.

27. Further Adaptations for SLD and PMLD Learners
ICT  When learners use iPads and computers/laptops, they are using something that is interesting to them, and this helps them to engage in a numeracy lesson. It is useful for learners who have poor fine motor skills as the keyboard allows users to type numbers and so on, instead of handwriting. A sensory room is also an area where learning can take place as the learner will be stimulated by the equipment in the room.
Life-skill experiences  These experiences allow learners to take part in activities to help them develop the skills needed in their daily lives. Giving the learners the opportunity to practice these activities in school will equip the learners for life. Examples include shopping, measuring, and shape and space activities.

28. Final Activity  Looking Forward…
‘Principals need to ensure that literacy and numeracy are an essential part of school strategic planning by creating links between the School Development Plan, teachers’ professional development, including where appropriate Performance Review and Staff Development (PRSD) objectives, individual lesson plans, assessment techniques and data collection. In this way a literacy and numeracy “thread” will run through all aspects of the work of the school, ensuring it is viewed as a priority.’
(Count Read: Succeed, Every School a Good School)
Discuss with your colleagues how numeracy teaching could be enhanced. Take a note of any suggestions.
These suggestions will then be passed to the senior leadership of the school for consideration.

29. Useful Websites
CCEA Mathematics and Numeracy available at
National Numeracy Strategy  Teaching SLD and PMLD (PDF) available at
Department of Education and Skills  Literacy Numeracy Strategy (PDF) available at
TDA  Toolkit for including pupils with SEN and/or disabilities in primary mathematics (PDF) available at
Image Slide 27 (right) ©AndySmyStock / Alamy Stock Photo All other images © Thinkstockphotos.co.uk