This article considers steps towards making a numeracy-across-the-curriculum policy. Numeracy means more than the kind of everyday arithmetic a person (a competent independent adult) needs to handle whole number (and simple decimal) calculations; e.g., money, time, and simple measurement. Importantly, aspects of numeracy arise in any everyday task or question which involves mathematical thinking, including logical reasoning, critical analysis, categorisation and sorting, and problem-solving. Numeracy also includes spatial thinking, visual representation, analysis of cause and effect and randomness in events, and data-handling, which arise in many seemingly non-mathematical parts of the school curriculum, the non-mathematics key learning areas such as Science, Social Sciences or Humanities, Arts, Technology, Physical Education, and Languages. In this article, the author presents the Erehwon (Secondary) School Numeracy-across-the-Curriculum Policy as an example. He discusses numeracy across a sample Key Learning Area (KLA) such as the Arts.