NUMERACY. The Mathematics curriculum has been developed to allow students to acquire skills and knowledge in order to cope with daily life as competently and confidently as they are able. At all levels teachers draw on the students understanding of their world, to ensure that abstract ideas are linked to the familiar.
NUMERACY. The goal is for 90% of students in year 9 and 10 to move up at least two sub levels of the New Zealand Curriculum during the year.
NUMERACY. 2. The goal is for 90% of students in year 9 and 10 to move up at least two sub-levels of the NZ Curriculum during the year. NCEA
NUMERACY. The original (3-item) scale created by Xxxxxxxx & Xxxxxxxx was used and administered under observation to assess the patient’s ability to understand and use numeric information (5). These 3 items used fill-in-the-blank responses. To be considered numerate, one must answer all 3 questions correctly. Wake Forest Physician Trust Scale: This is a 10-item uni-dimensional scale (20). The measurement of scores of trust in physicians ranged from 1 to 5 for each item. The total score of ranged from 10 to 50 with a higher score indicating greater physician trust. Health-related quality of life: Both disease-specific and general health related quality of life tools were used. Hemophilia-specific health-related quality of life: The Haem-A-QoL is a validated tool that looks specifically at how hemophilia affects the quality of life in adults with hemophilia (21). This consisted of 46 items divided into 10 sections and a total score. The 10 sections included “physical health”, “feelings”, “view of yourself”, “sport and leisure”, “work and school”, “dealing with haemophilia”, “treatment”, “future”, “family planning”, “partnership and sexuality”. The total score ranged from 33-230 with a lower score indicating a higher quality of life. General health-related quality of life: The SF-12 is a 12-item questionnaire that was used to assess the patient’s view on their own general health status and how their health impacts their usual activities (22). The scores were divided into a physical health composite score and a mental health composite score which are computed using the score of the 12 questions and range from 0 to 100, where a zero score indicates the lowest level of health measured by the scale and 100 indicates the highest level of health. Both physical and mental health composite scales combine the 12 items in such a way that they compare to a national norm with a mean score of 50.0 and a standard deviation of 10.0. A positive difference between a person’s score and the mean score means the person is healthier than average; whereas, a negative score means a person is less healthy than average. General Self-Efficacy: Self-efficacy is the extent of one’s belief in one’s own ability to complete tasks and achieve goals. The General Self-Efficacy questionnaire is a 10-item scale used to assess a general sense of perceived self-efficacy with predicting how well patients cope with daily hassles and how they adapt to all kinds of stressful life events (23). The scores of self...
NUMERACY. 12 practitioners across 7 schools and 1 nursery have begun the CGI Numeracy Module. • Financial support has been provided for each practitioner to improve numeracy resources in their schools. • An audit/ self-evaluation tool is being developed to be used initially across 5 identified schools. Attainment Support Teachers: • 0.3 FTE Numeracy Attainment Support Teacher has been appointed and is to begin working in identified school from January 2016. • 1.0 FTE Literacy Attainment Support Teacher has been appointed and is to begin working in identified schools from January 2016. Emerging Practice Visit 19 November 2015 : • HT (or rep) from 13 establishments visited Castleview PS in Edinburgh. HT, Xxxxxxx Xxxx and her SMT delivered a presentation and provided opportunities for Clackmannanshire staff to see literacy in classrooms. Evidence: LN1: Database development work LN2: Learning Community Literacy Focus Event LN3: School Reading Self-evaluation LN4: Literacy Leader Day
NUMERACY. The goal is for 90% of students in year 9 and 10 to move up at least two sub levels of the New Zealand Curriculum during the year. Numeracy Year 9 - We aim to monitor student progress more personally and measure progress of Year 9 students using the curriculum level as an indicator. We will quantify the curriculum level of each student at the start of the year using entrance test data and comparing it to the curriculum level attained by the student at the end of year, obtained through the school examination result. During the year to monitor progress and provide support for improvement, we will collect data on the curriculum level through CAT tasks. We can observe progress over different strands. Numeracy Year 10 – Year 10 students sit two internally assessed standards: AS91026 Apply numeric reasoning in solving problems (4 credits) and AS91035 Investigate a given multivariate data set using the statistical enquiry cycle (4 credits). In 2015, 93.5% of students passed at least one standard. In 2016, we aim to increase by two percentage points to 95%.
NUMERACY. Like reading and writing, numeracy is an integral part of the entire curriculum. All students at Los Ositos will receive an academically rigorous, interdisciplinary mathematics curriculum that bridges experiences with the California Mathematics Content Framework and Standards and the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics. The primary goal of the numeracy program is for all students to gain a broad repertoire of mathematic techniques and strategies needed to apply quantitative skills in subtle and sophisticated contexts. The contextual nature of the mathematics program at Los Ositos will emphasize active learning, conceptual understanding, real world applications and the use of technology. By developing our students’ confidence and competence with numbers, supporting deep understanding of the number system, data collection and data representation, and promoting an inclination and ability to solve quantitative or spatial problems in a range of contexts, graduates will be able to use mathematics in socially useful ways. Throughout their K-12 experience, students will develop the disposition and the competence to confidently use mathematics to succeed in college, engage in meaningful careers, and participate in community and civic life. We believe that if students become aware of the mathematics in their everyday world and understand its relationship to school mathematics, they will appreciate its relevance. Recognizing our students’ cultural backgrounds, building on their existing knowledge (whether formal or informal), and giving students opportunities to construct their own meaning of mathematics using culturally aligned practices is integral to supporting their numerical literacy. Our students will come to school with a wide range of numerical abilities that evolved from social and cultural contexts. Teachers will leverage this informal knowledge to help students access the content standards in meaningful ways. For instance, a geometry unit might ask students to examine familiar textile patterns used by Native Americans and West Africans to learn geometric concepts such as perimeter, area, tessellation, pattern recognition, and symmetry. To develop their social studies and language arts fluency, students might explore the history of the Xxxxxxx Kingdom of Ghana, the development of the slave trade along the Ivory Coast, the opening of the Santa Fe Trail, or the building of the railroad in the Amer...
NUMERACY. Increase the number of students meeting or exceeding expectations in Numeracy according to the B.C. Performance Standards.
NUMERACY. Contains 196 items across a range of difficulty and across the curriculum in both Measurement and Geometry and Statistics and Probability.
NUMERACY. Contains 240 items across a range of difficulty and across the curriculum in Number and Algebra.
