Model Mathematics Policy
Primary School including a Nursery Unit
Rationale
Why teach mathematics?
Mathematics is a powerful means of communication. It is used to provide the means by which we can convey thoughts and ideas. Information and concepts can be presented by the use of numbers, letters, drawings, charts and diagrams.
By using examples and applying logic, generalised principles can be deduced. This requires the need to check and make hypotheses. Mathematics can, therefore, be a useful tool to communicate information required in other subjects, in every day life and the world of work.
Mathematics has a fascination of its own for some people. The discovery of the infinite range of mathematically generated ideas gives pleasure to many children and adults.
Appreciating mathematical principles expressed in art, literature, music and the way things work adds another dimension to interpreting the world in which we live.
Aims
Our aim is to help each pupil develop as far as possible the knowledge, skills and understanding in mathematics which will be required in further study and adult life.
All staff have high expectations for all our pupils.
We also aim to engender a fascination with the subject and give all children the confidence to use their mathematical knowledge and understanding with fluency and accuracy.
Objectives
How do we intend to achieve these aims?
There are five main areas for development. These are facts, skills, concepts, processes and personal qualities.
For Example:
· Facts - number names and symbols, shape names
· Skills - use of mathematical instruments, calculators or mental agility
· Concepts - number, measurement
· Processes - developing strategies to solve mathematical problems, using mathematical ideas to solve everyday problems
· Personal qualities - working independently or sharing ideas with others sustaining interest in solving a problem
The National Curriculum for mathematics will be used as the basis for planning the programme. The subject will be taught as a combination of discrete teaching, contextual applications and specific developmental blocked units based on mathematical themes. For example - shape. The National Numeracy Strategy is the framework for all the mathematics taught to our pupils. It is our day to day reference point and enables us to set appropriately high expectations for all pupils in our school.
There is a commercially produced scheme used in this school alongside a wide range of other resources. See separate resources file.
The main emphasis throughout the school will be on numeracy and developing a range of mental and written strategies to solve problems and to know the appropriate strategy to apply in different situations.
A regular audit of resources is undertaken and a file of resources and guidance for use is available for inspection. Each member of staff has been issued with a copy for their own reference. As part of our 1999 Action Plan we have undertaken a detailed audit of our staff professional development needs as well as resourcing appropriately for the implementation of the Strategy from September 1999
Schemes of work
Our schemes of work are contained in our medium term plans based on the National Numeracy Strategy. We use this to divide up the teaching requirements for each year in the Early Years Unit, Key Stage1 and Key Stage 2. Each year group has developed more detailed plans including intended learning outcomes and take account of the key objectives set out in the National Numeracy Strategy for each year group. In line with the school’s assessment policy, assessment opportunities are identified and recorded using the whole school recording system. This forms the basis for setting personal targets, planning future lessons and writing our reports to parents. See Assessment Policy for more details.
Personnel
………..…………….. is the mathematics co-ordinator working closely with both the Key Stage 1 & 2 co-ordinators.
A cross phase working party was set up to review current practice and with the support of all staff this policy has been agreed and implemented. The policy will be reviewed in light of any curriculum and policy changes as required.
Special notes
1. Pre Key Stage 1 - Our nursery unit and reception classes have developed a scheme of work based on the National Numeracy Strategy and Desirable Outcomes issued by the DfEE 1995 which is part of our Early Years policy.
2. Equal opportunities are a fundamental principle in this school and the mathematics programme is in line with the school’s statement of equal opportunities for all our children as their right of entitlement.
3. Special Educational Needs are accounted for in the SEN policy. However, it should be noted that, as detailed in our School Development Plan SDP we are at present and will continue throughout the next year, to focus on the development of a programme of needs identification. We intend to prepare appropriate individual schemes for accelerating children for whom mathematics is a special strength and also produce programmes of support for those children for whom mathematics is a weakness.
4. There are after school mathematics clubs for children in Years 5/6 held after school once a week offering children additional opportunities to widen their interest and understanding of the subject through a range of stimuli from historical, artistic and musical perspectives.
5. In line with our home/school contract we set out of school activities linked to the National Numeracy Strategy programme. Pupils are set short and focused tasks that are varied, interesting and fun. The tasks are intended to stimulate learning and enhance a range of study skills.
6. The school has a stock of books and software identified for their mathematical interest. These are listed in the resources file. There is also a comprehensive mathematics section in both the school library and the staff reference library.
7. We set our pupils in Key Stage 2 for mathematics based on our school assessment policy, teacher assessment, Key Stage 1 results for mathematics and analysis of pupil targets set during the previous year.
Date
Model Mathematics Policy.doc