DOWNS PARK SCHOOL
MATHEMATICS POLICY
The Nature of Mathematics
Mathematics should be enjoyable. It is learned by experimenting, questioning, discussing and observing the Maths that surrounds us in our everyday life. Practice will enable progress and progress, no matter how small, should be celebrated.
Pupils who find formal methods of learning difficult or unfulfilling may find stimulation in listening to sports results, the weather forecast, using a bus timetable or later in life checking wage slips.
Mathematics appeals to many people because it follows a logical progression and often reaches an answer that is unquestionably correct. Some of the maths happens without us realising that we are actually doing it. Counting up how many days before our birthday, how many weeks it will take to save enough money to buy the new computer game that we want or how much lemonade we need for the party.
As with all subjects pupils should not be afraid to make mistakes. The programs of study are progressive and although there are timeframes within it pupils may work faster or slower according to their need. Allowing the necessary time for effective learning to take place is vital and is summarized by the following:
‘Mathematics is effectively learned only be experimenting, questioning, reflecting, discovering, inventing and discussing… the more solutions and strategies that pupils see and discuss, the more likely they are to develop a real appreciation of mathematics at their own level’
The Aims of Mathematics at Downs Park School
· To encourage a positive attitude towards Mathematics and an atmosphere in which all pupils can succeed at their own level regardless of race, gender or ability.
· To develop an awareness of the uses of maths outside school in their everyday lives.
· To foster an understanding of maths through enquiry, experience and discovery.
· To enable each pupil to learn at their own pace
· To develop the ability to work individually, with adults and within a group.
· T o develop the ability of pupils to think logically and test any ideas or answers that they have.
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2. School Policy and the National Curriculum
All pupils follow the Programmes of Study at the appropriate level of the National Curriculum as stated in the National Curriculum Document
Objectives
Our pupils should be able to :
· use their mathematical knowledge in practical tasks, everyday life and in their maths work in school
· use number to work out, approximate and check in response to questions or problems
· recognise and use symbolic and graphical representation to express relationships
· recognise and use the properties of two dimensional and three dimensional shapes and use measurement, location and transformation in the study of space
· collect, process and interpret data and should understand, estimate and use probabilities
3. Pupils Mathematical Experiences and Activities
Pupils in Years 1 to 6 follow the National Numeracy Strategy. All lessons contain a warm up mental activity, a main activity involving whole class or group teaching and finally a group or plenary session. Years 7,8 and 9 have 45, or 90 minute lessons. The structure of these lessons will vary.
The content is dictated by the Key Stage 3 ‘Program of Study’. The teacher will choose the most appropriate teaching method for the work in Key Stage 3 and 4 and this may vary according to the needs and specific difficulties encountered by individual pupils.
Key Stage One
At Key Stage One pupils must be taught mathematics from the following attainment targets
Using and Applying Mathematics
Number
Shape, Space and Measures
· Since many of our pupils are functioning below level one the mathematical experiences will focus on the P level targets but this will be done through group and individual work.
Mathematical concepts should be developed through
· The National Numeracy Strategy
· play activities e.g. sand, water, shapes, beads, toys etc.
· finger rhymes, nursery rhymes, songs, counting games
· television programmes
· computer games
· matching and sorting
· teacher produced resources
· cross curricular themes
· maths games
Key Stage Two
The same sort of activities will be central to the work in Key Stage Two. Pupils may still be working towards, or around, level one. The work will continue at the pupil’s own level. At Key Stage two pupils will be taught using all four Attainment Targets.
Using and Applying Mathematics
Number
Shape, Space and Measures
Handling Data
Experiences will again be given through individual, small group and class activities. Concepts will be developed through:
· The National Numeracy Strategy
· The use of computers and calculators
· The use of mathematical equipment such as cubes and multibase
· The use of television programmes
· The use of teacher produced resources
· The use of any equipment that allows pupils to gain first hand experience
· The use of cross-curricular themes
· Maths games
Key Stage Three
At Key Stage Three pupils will still be functioning at a level that is well below their chronological age. They are extremely unlikely to have covered all the work from the Key Stage Two section of the National Numeracy Strategy. However, pupils are now beginning to mature and require tasks that are suitable to both their chronological age and their mathematical age.
The planning of work at this level must therefore be mindful of the gaps that exist in the pupil’s knowledge of the subject whilst looking to provide him/ her with a more mature approach. Many pupils will ultimately be working towards the ‘Entry Level Certificate’ in Key Stage four and the requirements of this course are quite different to the approach of the National Numeracy Strategy.
Work will be planned in blocks that may range from two to three weeks up to half termly. Each individual will have his own work review sheet which will list the following:
· A brief description of the topics to be covered
· Any opportunities for ICT or literacy links
· A reference to which ‘Attainment Target’ the work relates
· The levels that can be achieved from the tasks set
Key Stage Four
Again it must be remembered that many pupils will be functioning at Key Stage Three level, or below. The work at this stage must be appropriate for the age and ability of the individual pupil. Most pupils however will be working on the ‘Entry Level Certificate’ (WJEC) whilst some may be entered for the GCSE if this a realistic option. Pupils who are unable to complete the full requirement of the ELC may complete some parts of the ELC for which they can gain recognition. It may also be necessary to consider less academic options such as the ‘Unit Award Scheme’ through AQA if the population dictates that this is necessary.
Mathematical concepts may be introduced through such things as
· Investigations
· ICT
· The use of practical equipment
· Teacher produced resources
· Simulations such as a mock shop
4. Pupils Records of their Work
Pupils will record their work in various ways depending on the task and the targets concerned. Pupils will use computers or written methods of recording and will be encouraged to follow simple conventions such as:
· Using pencil to draw diagrams
· Using rulers to draw straight lines
· Labelling diagrams appropriately
· Using conventional signs, symbols and formulae
· Showing progression through a problem by showing all the stages
· Describing what they have found out in writing, using writing frames if necessary
· Discussing the work with peers
5. Cross-curricular Issues
Mathematics is taught as a discrete subject but also underpins much of the work done in other curriculum areas. Some examples of these are:
· Science Measurement, calculations, data handling, formulae
· ICT Logo, mathematical games and ITP’s
· Technology Measurement, estimating, shape, costing scale
· History Time
· PE Direction, time
· Geography Direction, time, scale, shape
The examples above illustrate the need for staff to work collaboratively and in planning to be prepared to assist other subject areas from time to time by preparing pupisl who will be drawing linge graphs in Science for example.
Since it is likely to be impossible to cover areas in such a way that will match the POS in Key Stages 3 if sufficient notice is received to assist other subject areas.
6. Assessment and Recording
Formal assessment
All students are assessed using the standard assessment tasks at the end of each Key Stage in years, 2, 6 and year 9.
Year ten will be working towards the ELC, or possibly towards the GCSE or on individual units of the ELC
Year 11 are assessed using the COEA or GCSE examination.
All pupils are tested on the Graded Arithmetic Test in November and June, giving them a ‘Maths age score’
Teacher Assessment should exist both formally and informally. Teachers make judgements in lessons that inform how to progress during that session. Questioning, getting pupils to re-explain points covered and getting pupils to help each other are all forms of informal assessment.
Records of short term objectives for each lesson will be in the teacher’s planner. These notes may be brief or detailed according to the teachers need. Medium term aims are contained within the topic planning sheets. The teacher may write these for each topic or each half term. These planning sheets should include:
· A brief description of the topics being covered
· A list of the objectives to be reached
· A space to record the level achieved in a given topic
· A space for noting possible opportunities for using ICT
· A space for commenting upon progress, difficulties, absences etc.
Long term planning is in the form of the Programme of Study.
7. Planning
Staff in years 1 to 6 use the National Numeracy Strategy as a basis for their planning. In Years 7 to 9 pupils are usually taught in three ability groups and there is some integration of the KS3 Autistic Unit group into the top ability group.
The top and middle ability groups in years 10 and 11 are normally taught by the secondary Maths co-ordinator.
The ‘Programmes of Study’ are broad. The teacher will select the work at the appropriate level for the individuals or groups. A topic such as solving equations, for example, can be covered at many levels.
Pupils in years 7 to 9 may use the National Numeracy Strategy to cover certain topics. The teacher will be aware of the approach used to teach a topic and will make a judgement about whether this approach is the best for his/her particular group.
Since Years 7 to 9 are a time for preparing to meet the demands of Key Stage 4 the teacher must start to adapt his approach and prepare pupils for more independent study.
8. Curriculum Co-ordination
Mathematics at Downs Park is co-ordinated by two members of staff, one for the primary and one for secondary department. They are responsible for monitoring the curriculum in two ways:
· By monitoring medium and long term planning
· By monitoring the teaching of Maths using the school based OFSTED model.
9. Individual Education Plans
Almost all pupils have Individual Educational Plans (IEPs). Pupils have at least one Maths target on their IEP. This target will inform planning. If pupils have additional generic targets teachers should consider if the work being done can address any of the aspects contained within the generic targets.
10. Staffing and Resources
· Staffing
At present all pupils in years 1 to 6 are taught by their class teachers. Years 7,8 and 9 are taught in three ability groups, there is also some integration from the KS3 Autistic unit into the top ability group.
The top and middle ability groups in Years 10 and 11 are normally taught by the Secondary maths Co-ordinator. The lower ability group is sometimes taught by other staff.
Resources
Each class has its own stock of basic equipment, rulers, cubes, plastic coins etc. In addition there is a small store cupboard in the Year 11 classroom. In the Primary Department ‘Breakaway’ maths is used. In the Secondary Department ‘Oxford Maths’ may be used, but this is supplemented by other texts, worksheets etc. to meet specific needs. Each classroom has at least one computer.
11. Special Educational Needs
Many pupils find abstract concepts difficult to grasp. It is important to support ideas with concrete examples. Games, puzzles, quizzes etc. may provide an opportunity to clarify ideas or make them more realistic. In addition if lessons are fun learning is more likely to take place. Pupils should be encouraged to do their best and expectations should be high. At the same time pupils should not be afraid of failing. Perseverance should be rewarded.
Some pupils will find any sort of formal maths difficult and may need to focus on life-skills maths. However, we should be ambitious for all pupils and most will be able to do some parts of the Entry Level Certificate. Other options such as the ‘Unit Award Scheme’ are being investigated at this time.
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Downs Park Maths Policy Updated July 2008
J Hough
Ratified 2008
Review Spring 2011