Co-Requisites �Numeracy and Literacy

Numeracy

​

• Measured on three outcomes
• Formulate: Select an appropriate method (1 step)
• Use: Applying the right method correctly (2 steps)
• Explain: Use evidence to explain reasonableness of your answer
• Around 30 questions
• Need to get just over half, passing each section i.e. 5, 5, 6
• 60 mins (more if needed)
• Achieved or Not Achieved

​

​

Content

​

• Operations: Fractions, decimals, percentage
• Mathematical relationships: Linear relationships
• Spatial properties and representations: Symmetry, transformations, isometric drawings
• Location and navigation: Direction, describe a position
• Measurement: Perimeter, volume, area, mass, temperature
• Statistics and data: Time series, measures of spread
• Elements of Chance: Probability

​

​

Numeracy - Our Approach

​

• Co-curricular responsibility
• Weekly sharing across the whole school
• All students are entered
• Start in Y9
• Y10 Term 1 and Term 2 planning and course content is around preparing students
• Numeracy support classes in Y9 and Y10
• Resources: SmartLab for diagnostics and tutorials; Education Perfect for skills, Online past papers for practice, Numeracy workbook for in class and homework
• Explicate teaching and encouragement
• Belief in students, promoting “do something”
• Tracking of Y11 – Y13
• Y11 In class focus leading up to exam
• Y12 – Y13 Specific revision focussed lessons
• And a little bit of fear

​

​

Literacy - Reading

• 6-8 texts to read
• Non-fiction, including texts with graphic elements
• Continuous and non-continuous texts
• Three performance criteria:
• Read to make sense
• Read with critical awareness 
• Read different written texts for different purposes

​

​

Literacy – Writing

• Write two transactional texts (often letter, email, article, opinion)
• Performance criteria (all relate to purpose and audience):
• Content
• Structure
• Language
• Technical accuracy
• Multichoice questions on accuracy:
• Verb tense & form
• Spelling
• Punctuation
• Word choice
• Word endings

​

Literacy – Our Approach:

• Literacy curriculum integrated with English curriculum in Years 9 and 10.
• Cross-curricular: strategy sharing at Monday briefings; CPS proofreading code; Peer feedback tool for writing.
• Online tools: SmartLab for diagnostics and tutorials; Writer's Toolbox for Learning Support/Literacy classes.
• Literacy PD through the Cross-curricular literacy committee and sharing of good practice at staff briefings.

​

• Literacy Support classes at Year 9 as well as small-group interventions.
• Tracking and tutorials for seniors who have not yet passed.�
• All students sit the tests in Year 10, May sitting.

​

What Next:

• The role of oral reading fluency in success in the reading CAA, and how we can strengthen this through intervention and classroom pedagogy.
• Pedagogy for teaching writing skills:
• Explicit teaching of sentence structures (e.g. preposition-start sentence; compound sentence)
• Approaches to teaching planning and text structure.

Networking and Sharing

• Literacy
• Sharing of strategies to all staff helpful for all departments.
• Intermediate: structured approach, grammar, semantics, morphology, Writer’s Toolbox sentence types (TNIS).
• Social Studies (and other curriculum areas) – could tweak writing types required in subject tests to more align with CAAs (e.g. purpose and audience).
• Discussions to be had about inclusion of accuracy criteria in written work across the curriculum.
• Numeracy
• Teacher aides in Year 9 classes in T1 and 2 for identified need; then used more in Y10 classes in T3 and 4. Small group withdrawal for students identified to work on Co-requisites. Effective for some of the students with highest need. Encouragement!

Year 10 Literacy and Numeracy – Week 3, Term 2�Literacy: Summarising

Gist: the main point or part: the essence.

Tell the main idea in a text by creating a gist table.

How to ‘Get the Gist’

1. Read an informational text.
2. Differentiate between key information and additional detail (e.g. highlight / cross out).
3. Add key information to the table in note form.
4. Combine key information to construct a summary sentence.

�Modelling and guided practice are useful at each stage.