St Angela’s Primary

Numeracy and Mathematics Policy

Introduction:

Mathematics is central in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using Mathematics enables us to model real life situations, apply skills,and make connections and informed predictions. It equips us with the skills we need to gather, interpret and analyse information, simplify and solve problems,assess risk and make informed decisions.

Mathematics plays an important role in areas such as science of technologies, and is vital to research and development in such diverse fields as engineering, computing science,medicine and finance. Learning mathematics gives children and young people access to the wider curriculum to pursue further studies and interests.

To face the challenges of the 21st century, each young person needs to have confidence in using mathematical skills and Scotland needs a highly numerate population.

Building the curriculum 1

St Angela’s Primary School aims to

  • Take account of Curriculum for Excellence Numeracy and Mathematics Outcomes and Experiences.
  • Develop numeracy skills to help pupils to function responsibly in everyday life and contribute effectively to society.
  • Promote positive attitudes towards mathematics and enthusiasm for mathematics work in school.
  • Use mathematics to gather, analyse and communicate information in a variety of forms and contexts.
  • Develop mathematical understanding through practical tasks, enquiry and experiment.
  • Provide breadth and balance of mathematical activities for all children.
  • Create an awareness of the relevance of mathematics to whole curriculum.
  • Provide a differentiated mathematics curriculum to meet the needs of all the children through the continuity of experiences.
  • Ensure a progressive development of mathematical concepts, knowledge, skills and attitudes.
  • Build confidence and competence in using number with will allow individuals to solve problems, analyse information and make informed decisions based on calculations.

As in all schools there is a wide range of ability in St Angela’s primary. In every class we try to identify and provide for the need of all pupils.

We are committed to:

  • Providing appropriate numeracy and mathematical experiences for all pupils in the class.
  • Using assessment to monitor pupils’ progress and to inform future planning.
  • Early identification of learning difficulties.
  • Providing all pupils with opportunities to experience success and to be challenged to work at the limit of their capacity.

Currriculum Organisation:

In order to achieve these aims and objectives, the teaching of Numeracy and Mathematics is planned in line with Curriculum for Excellence Outcomes and Experiences.

The numeracy experiences and outcome organisers are shown below in italics

The mathematics experiences and outcomes are structured within three main organisers, each of which contains a number of subdivision:

Number, money and measure

  • Estimation and rounding
  • Number and number processes
  • Multiples, factors and primes
  • Powers and roots
  • Fractions, decimal fractions and percentages
  • Money
  • Time
  • Measurement
  • Mathematics – its impact on the world, past, present and future
  • Patterns and relationships
  • Expressions and equations

Shape, position and movement

  • Properties of 2D shapes and 3D objects
  • Angle, symmetry and transformation

Information handling

  • Data and analysis
  • Ideas of chance and uncertainty

The Mathematics framework as a whole includes a strong emphasis on the important part mathematics has played, and will continue to play, in the advancement of society, and the relevance it has for daily life.

Numeracy is a life skill which permeates and supports all areas of learning, allowing young people access to the wider curriculum.

Within the programmes of study, learning activities are sequenced to ensure progression. This may be by means of direct teaching to the class or small group, or by providing direct experiences in practical tasks through using a wise range of equipment and resources.

Scottish Heinemann Mathematics is used as a resource for the teaching of Mathematics particularly from Primary 1 to P.4. Maths In Action is also used in the upper school. These highly interactive schemes should be used as a flexible resource:

  • To support the teaching programme
  • As an assessment tool for Mathematics
  • To provide opportunities for consolidation, and if necessary, further practice.

Both schemes should be used to support Learning and Teaching. They should not be used as the sole measure of pupil progress.

Problem Solving strategies are introduced as the pupils progress from P1 to P7. Resources for problem solving are organised in folders for each year group, taking account of breadth, depth, progression and appropriate strategies.

Opportunities for mental mathematics are incorporated into the Mathematics programmes, which place a strong emphasis on mental strategies.

Teachers also use their own teacher-prepared materials and other resources as appropriate.

All children are set Numeracy and Mathematics homework relevant to their ability and stage.

Financial Education

Developing each individual’s financial capability, from early years through to 18, can enhance life chances and choices. It can help all young people achieve the four purposes of A Curriculum for Excellence, particularly in becoming responsible citizens and effective contributors to society and at work, with an informed sense of their roles in the world.

Scottish Exec, A Curriculum for Excellence: The Curriculum Review Group 2004

Financial Education should be delivered as part of a cross-curricular experience for children helping to prepare them for the financial challenges they will face now and in the future. Learning activities should include:

  • Identifying and tackling financial problems related to every day situations and issues
  • Engaging critically with economic, social and moral issues focusing on a variety of situations and scenarios.

Forward Planning:

Numeracy and Mathematics planning and assessment is incorporated in a yearly plan. This gives an overview of Numeracy and Mathematics work to be covered. Planning at different Curriculum for Excellence levels ensures continuity and progression with Numeracy and Mathematics.

Within the teachers’ daily plans Numeracy and mathematics are detailed. Opportunities for differentiation and focused assessment are also noted. Interdisciplinary opportunities are used to reinforce the concepts and skills in practical and meaningful activities.

Class Organisation and Teaching Style:

Class teachers are responsible for their own class organisation and teaching style in relation to Mathematics, but at the same time ensure these reflect the overall aims of the school. Before each lesson begins the teacher will share the learning outcome in an appropriate manner with the children.

The experiences and outcomes encourage learning and teaching approaches that challenge and stimulate children and young people and promote their enjoyment of mathematics. To achieve this, teachers will use a skilful mix of approaches, including:

  • Planned active learning which provides opportunities to observe, explore, investigate, experiment, play, discuss and reflect
  • Modelling and scaffolding the development of mathematical thinking skills learning collaboratively and independently
  • Opportunities for discussion, communication and explanation of thinking developing mental agility
  • Using relevant contexts and experiences, familiar to young people
  • Making links across the curriculum to show how mathematical concepts are applied in a wide range of contexts, such as those provided by science and social studies
  • Using technology in appropriate and effective ways
  • Building on the principles of Assessment is for learning, ensuring that young people understand the purpose and relevance of what they are learning
  • Developing problem-solving capabilities and critical thinking skills.

Mathematics can provide opportunities for teaching many of the cross-curricular themes: e.g.

  • Social Studies- collecting data, using charts and graphs
  • Health Education – timing after exercises – comparing results
  • Science – recording and interpreting data collected
  • Technologies have an important role to play in supporting the teaching and learning of Mathematics for all children.

Assessment:

For assessment, both formative and summative, to be effective, it must begin in the planning of the Mathematics programme, topics and blocks of teaching. Assessment will reflect the broad classroom approach to teaching and learning of Mathematics and provide positive stimulus for future development. Whenever learning difficulties are identified, the cycle begins again of planning, teaching, reporting and evaluating.

Mathematics can be assessed in a variety of ways:

  • Teachers’ professional judgement
  • Feedback (written and verbal)
  • Work in jotters/ workbooks
  • Self or Peer Assessment
  • Learning Logs/ Personal Learning Plans
  • Check Ups and Topic Assessments
  • Application of skills

These assessments:

  • Inform future planning
  • Provide information about individuals or groups
  • Provide summative information
  • Provide information for parents

Assessment of Numeracy

Assessment will focus on how children and young people can work with numbers and data and how well they can use them in their learning and lives, including preparation for future work.

Can they explain their thinking to show their understanding of a number process?

Can they apply the skills they have learned to problem solving?

Assessment of numeracy across learning, within and outside the classroom, offers children and young people opportunities to practise and extend their skills. Teachers will assess numeracy skills and understanding within other curricular, for example, within enterprise activities, social subjects, technologies and science.

Teachers and pupils also track progress using the numeracy and mathematics pathways which have developed for Early, First and Second levels of Curriculum for excellence.

Record Keeping

All pupils and staff will use St Angela’s pupil tracker sheets (these are in the form of ‘I can statements’).

Additional Support for Learning

All children should have equal access to a broad, balanced curriculum which includes Mathematics and should make the greatest progress possible. Provision for children with special needs in relation to Mathematics is the responsibility of the class teacher in collaboration with additional support for learning staff.

Monitoring and Review

Evaluation and review of the Mathematics and programmes of work take place during audits within the School Development Plan cycle. Monitoring of classroom practice is undertaken by a member of the Senior Leadership Team. The SLT will continue to monitor on a regular basis.

April 2011

Policy Review Date: September, 2013

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