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Mathematics Policy
May 2015
Mathematics is important in everyday life. It is integral to all aspects of life and with this in mind we endeavour to ensure that children develop a healthy and enthusiastic attitude towards mathematics that will stay with them.
This policy outlines what we are aiming to achieve in respect of pupils mathematical education. It also describes our agreed approach to the planning, delivery and assessment of the mathematics curriculum.
The National Curriculum (2013) for mathematics describes what must be taught in each key stage. The mathematics taught and the methods used reflect both the statutory requirements and the non-statutory guidance and recommendations outlined in the following documents:
The Revised Statutory Framework for the EYFS (2012)
The Development Matters in the EYFS (2012)
Mathematics Programmes of Study: key stages 1 and 2 National Curriculum in England (2013)
Mathematics Planning National Curriculum documentation Lancashire County Council (2013)
This policy provides information and guidance for staff, governors and other interested persons.
Aims
Mathematics helps children to make sense of the world around them through developing their ability to calculate, to reason and to solve problems. It enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives. Through their growing knowledge and understanding, children learn to appreciate the contribution made by many cultures to the development and application of mathematics.
At St Leonards CE Primary School we aim to:
develop a positive attitude to mathematics as an interesting and attractive subject in which all children gain some success and pleasure;
develop mathematical understanding through systematic direct teaching of appropriate learning objectives;
encourage the effective use of mathematics as a tool in a wide range of activities within school and, subsequently, adult life;
develop an ability in the children to express themselves fluently, to talk about the subject with assurance, using correct mathematical language and vocabulary;
develop an appreciation of relationships within mathematics;
develop ability to think clearly and logically with independence of thought and flexibility of mind;
develop an appreciation of creative aspects of mathematics and awareness of its aesthetic appeal;
develop mathematical skills and knowledge and quick recall of basic facts
Teaching and Learning Style
The school uses a variety of teaching styles to cater for the different learning styles of pupils in mathematics lessons. Our principle aim is to develop childrens knowledge, skills and understanding in mathematics. We do this through a daily lesson that has a high proportion of whole-class and group-direct teaching. During these lessons we encourage children to ask as well as answer mathematical questions. They have the opportunity to use a wide range of resources such as number lines, number squares, digit cards and small apparatus to support their work. Children use ICT in mathematics lessons where it will enhance their learning, as in modelling ideas and methods. Although the programmes of study of the National Curriculum (2013) are organised into distinct domains we believe as the National Curriculum states that pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasing sophisticated problems (DFE, 2013:3) With this at the forefront of our teaching we ensure that using and applying is integrated into planning and teaching.
In all classes there are children of differing mathematical ability. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies in some lessons through differentiated group work, and in other lessons by organising the children to work in pairs on open-ended problems or games.
We use teaching assistants to provide appropriate support to individuals or to groups of pupils. Teaching assistants within St Leonards CE Primary School are viewed as an important asset to the school and, as such, are appropriately involved in the planning and delivery of the mathematics curriculum. Their knowledge, skills and understanding is constantly updated through involvement in school-based and LA led Inset.
Mathematics Curriculum Planning
Mathematics is a core subject in the National Curriculum, and we use the Mathematics Programmes of Study: key stages 1 and 2 National Curriculum in England (2013) and the Mathematics Planning National Curriculum documentation Lancashire County Council (2014) as the basis for implementing the statutory requirements of the programme of study for mathematics.
We carry out the curriculum planning in mathematics in line with the structures and recommendations outlined in the LCC medium term planning documentation. Our weekly plans list the specific learning objectives for each lesson and give details of how the lessons are to be taught.
The headteacher and mathematics subject leader are responsible for monitoring the mathematics planning within our school.
Assessment
Assessment has two main purposes:
assessment of learning (also known as summative assessment);
assessment for learning (also known as formative assessment).
Assessment of learning (AoL) summative assessment
Assessment of learning is any assessment that summarises where learners are at a given point in time it provides a snapshot of what has been learned. Within St Leonards Primary School AoL is used appropriately, e.g. to provide a Teacher Assessment level and grade at the end of KS1.
Assessment for learning (AfL) formative assessment
Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to get to and how best to get there.
Assessment Reform Group, 2002
At St Leonards CE Primary School we recognise that AfL lies at the heart of promoting learning and in raising standards of attainment. We further recognise that effective AfL depends crucially on actually using the information gained.
The school supports teacher assessment through the use of the Maths KLIPS (Lancashire Key Learning Indicators of Performance). Childrens attainment will be measured against age-related expectations. See KLIPS.
The assessment procedures within our school encompass:
Making ongoing assessments and responding appropriately to pupils during day-to-day teaching. These immediate responses are mainly verbal and are not normally recorded;
Using knowledge of pupils drawn from ongoing pupil tracking records and the progression document to inform prior learning at the beginning of each unit of work to guide our planning and teaching;
Adjusting planning and teaching within units in response to pupils performance;
Use of the assessment for learning questions within the assessment section of the Lancashire Interactive Planning tool (National Curriculum 2014) to check learning against the end of year objectives. If necessary future planning is adapted in response to assessment outcomes;
Use of ongoing teacher assessment and the KLIPS in order to identify gaps in attainment on a half termly basis and at the end of each full term using this information to assess a childs attainment using the Entering, Developing and Secure judgements within the KLIPS;
Use of information gained from statutory and optional tests. Analysis is done at both a quantitative and qualitative level. Information gained is used to set focused curricular targets (what to teach) and also to determine which strategies or methods are particularly effective in respect of specific areas of mathematics (the how and why).
The Foundation Stage
Work undertaken within the Foundation Stage is guided by the requirements and recommendations set out in the Revised Statutory Framework for the EYFS (2012) and the Development Matters in the EYFS (2012). We give all the children ample opportunity to develop their understanding of mathematics. We aim to do this through varied activities that allow them to use, enjoy, explore, practise and talk confidently about mathematics.
Contribution in Mathematics to Teaching in Other Curriculum Areas
At St Leonards CE Primary School we use the LPDS National Curriculum Support Materials to highlight creative learning opportunities and outcomes for mathematics across other subjects.
English
Mathematics contributes significantly to the teaching of English in our school by actively promoting the skills of reading, writing, speaking and listening.
ICT
The effective use of ICT can enhance the teaching and learning of mathematics when used appropriately. When considering its use, we take into account the following points:
ICT should enhance good mathematics teaching. It should be used in lessons only if it supports good practice in teaching mathematics;
Any decision about using ICT in a particular lesson or sequence of lessons must be directly related to the teaching and learning objectives for those lessons;
ICT should be used if the teacher and/or the children can achieve something more effectively with it than without it;
Science
Almost every scientific investigation or experiment is likely to require one or more of the mathematical skills of classifying, counting, measuring, calculating, estimating and recording in tables and graphs. In science pupils will for example order numbers, including decimals, calculate simple means and percentages, use negative numbers when taking temperatures, decide whether it is more appropriate to use a line graph or bar chart, and plot, interpret and predict from graphs.
Art, Design and Technology
Measurements are often needed in art and design and technology. Many patterns and constructions are based on spatial ideas and properties of shapes, including symmetry. Designs may need enlarging or reducing, introducing ideas of multiplication and ratio. When food is prepared a great deal of measurement occurs, including working out times and calculating cost; this may not be straightforward if only part of a packet of ingredients has been used.
History, Geography and Religious Education
In history and geography children will collect data by counting and measuring and make use of measurements of many kinds. The study of maps includes the use of co-ordinates and ideas of angle, direction, position, scale and ratio. The pattern of the days of the week, the calendar and recurring annual festivals all have a mathematical basis. For older children historical ideas require understanding of the passage of time, which can be illustrated on a time line, similar to the number line that they already know.
Physical Education and Music
Athletic activities require measurement of height, distance and time, while ideas of counting, time, symmetry, movement, position and direction are used extensively in music, dance, gymnastics and ball games.
Personal, Social and Health Education (PSHE) and Citizenship
Mathematics contributes to the teaching of personal, social and health education, and citizenship. The work that children do outside their normal lessons encourages independent study and helps them to become increasingly responsible for their own learning. The planned activities that children do within the classroom encourage them to work together and respect each others views.
Teaching Mathematics to Children with Special Needs
At St Leonards CE Primary School we aim to provide a broad and balanced education to all pupils. Quality First Teaching is considered an entitlement for all pupils. Effective pupil tracking enables identification of pupils who may benefit from early intervention at an appropriate level, i.e. Wave 2 or Wave 3.
We also recognise, and aim to make provision for, pupils who have a particular ability in mathematics.
Resources
There is a range of resources to support the teaching of mathematics across the school. Staff are encouraged to use practical and visual models to support childrens learning in mathematics. All classrooms have a wide range of appropriate practical apparatus. A range of audio visual aids are also available and a range of software is available to support mathematics work.
Responses to Childrens Work
We recognise the importance of responding to childrens work, whether orally or in writing. We seek to encourage children by acknowledging positive achievements. This could include praise for use of a viable method even if the end results were incorrect. Children are frequently provided with next steps to support and enhance their understanding and make links between previous and future learning. Children are given opportunities, and actively encouraged, to explain their work to others and to display their work when it seems appropriate. They are encouraged to value and respect the work of others. Please see Marking and Feedback Policy.
Monitoring and Review
Monitoring of the standards of childrens work and of quality of teaching in mathematics is the responsibility of the headteacher and link governor supported by the subject leader.
The work of the subject leader also involves supporting colleagues in the teaching of mathematics, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school.
This Policy was written on 21/05/15 and will be reviewed in May 2016.
L Toor
Maths Subject Leader
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