BELL FARM PRIMARY SCHOOL MATHEMATICS POLICY
January 2015
Bell Farm Primary School
MATHEMATICS POLICY
This policy should be read in conjunction with the school’s other policies such as Teaching and Learning, Equal Opportunities, Homework and Health and Safety.
The importance of Mathematics
“The special power of mathematics lies in its capacity not just to describe and explain but also to predict – to suggest possible answers to problems. It is not only taught because it is useful but it should also be a source of delight and wonder.” (National Curriculum Working Group)
As a school we want to enable the children to see that mathematics provides a way of viewing and making sense of the world. It can be used to analyse and communicate ideas and information effectively, and to tackle a range of practical tasks and real life problems.
quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, and a sense of enjoyment and curiosity about the subject.
Aims
Our aims in teaching Mathematics are that the children will:
Ø enjoy the subject and study it with a sense of curiosity;
Ø become fluent in the fundamentals of mathematics so that they have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems;
Ø use and apply these skills with confidence and understanding in real life problems and within Mathematics itself, including breaking down problems into a series of simpler steps and persevering in seeking solutions;
Ø develop persistence and resilency through tackling work over a period of time;
Ø Have an appreciation of mathematical patterns and relationships and develop their ability to think logically and reason mathematically by: following a line of enquiry; conjecturing relationships and generalisations; and developing arguments, justification or proof using mathematical language;
Ø Achieve a high standard in numeracy, gain a secure foundation of knowledge, skills and concepts and make at least expected progress each year.
Mathematics is a core National Curriculum subject and is categorised into the following attainment targets:
· Number, place value (and rounding in Year 3 upwards; and approximation and estimation in Year 5 upwards);
· Caluclation (comprising: addition and subtraction; multiplication and division);
· Fractions (and decimals in year 4 upwards; and percentages in year 5 upwards);
· Measures;
· Geometry (comprising properties of shape; position, direction and motion);
· Data (Year 2 upwards);
· Ratio and proportion (Year 6 upwards);
· Algebra (Year 6 upwards);
Opportunities for using and applying mathematics are embedded throughout the attainment targets.
The mathematics curriculum is organised as a discrete subject, yet there are many opportunities for rich cross-curricular links to be made, thus enableing pupils in develop their mathematical fluency and ability to reason in both routine and non-routine problems.
Mathematics is taught in mixed ability classes; within year groups, there may be additional opportunities for both able pupils and those with specific difficulties to work in separate groups.
The school follows the Programme of Study of the National Curriculum as set out in:
The 2014 Primary National Curroiculum in England, Key Stages 1 & 2 Framework (DfE,2013)
NB: In the academic year 2014-15 reference will still be given to the sub-levels in order to aid tracking of children’s progress.
And the guidance contained in:
The Primary Framework for Mathematics (DfEE, 2006)
Knowledge, Skills and Understanding:
Maths in the Early years Foundation Stage
Maths is a specific area of learing in the EYFS and counts towards the child’s ‘good level of development’ and the end of the stage. It is categorised into 2 sections:
Number: encompasses numerical awareness through play and structured activities and counting, using, recognising and beginning to form numbers to 20. The concepts of addition and subtraction are introduced and supported through focus tasks and child initiated learning.
Shape, Space and Measure: encompasses learning to recognise and use 2d and 3d shapes, developing awareness of weight and capacity, beginning to use language related to time and position.
Process for Learning about Maths
During the course of their time at Bell Farm Primary School, the children will be introduced to a range of knowledge, skills and understanding. Pupils will become familiar with a range of processes, through which they will learn mathematics. Processes will include:
Playing Investigating Analysing problems
Sorting Proving Using symbols
Matching Being systematic Convincing others
Reflecting Making conjectures Ordering
Making patterns Asking questions Generalising
Visualising
Strategies for teaching
Many lessons roughly follow a structure of:
· an oral and mental starter for 10 minutes
· an introduction and main activity for about 40 minutes
· the plenary session for approximately 10 minutes
However, this should be adapted to suit the needs of the learners in each class or set. Teachers should also make good use of assessment as learning strategies in line with the teaching and learning policy.
It is expected that children will have some form of work to begin as soon as they arrive in the classroom to maximise learning time whilst the transition between sessions takes place. This work may take the form of a problem or challenge, a maths game, a recap on previous learning, rehearsal of facts e.g. a times table tape or computer programme, or focused target work with an adult. As with all tasks, this should be differentiated to meet the needs of varying ability groups.
Mental arithmetic is a key feature, with children being taught a range of strategies to work out answers as well as demanding a quick recall of simple mathematical facts. The teacher gives demonstrations and explanations, with an emphasis on the use of appropriate mathematical language, and engages in whole class interactive teaching involving:
· Whole class and group discussions
· Practice to consolidate specific skills
· Problem solving and investigational activities in order to learn how to break down a problem
· Practical activities
· Mathematical games and puzzles
The use and application of mathematical principles underpins the whole of mathematical teaching and learning. Opportunities are given so that pupils can apply their knowledge to a wide range of real life situations. They need to be able to choose appropriate equipment and methods for the task and to enable them to communicate and justify their findings in a manner appropriate to their age and ability, showing increasing concern for clarity and accuracy of meaning.
Dimensions within Mathematics teaching
The full range of pupil attainment
All children have equal access to mathematical activities. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace but teachers will take into account pupils’ understanding and readiness to progress onto the next stage. Throughout the lesson, the teacher will respond to pupils’ emerging needs, directing questions and providing activities to cater for the range in abilities.
Able pupils
Able pupils will be challenged through rich and sophisticated problems rather than being accelerated through new content. This may be done by providing more demanding questions and investigations, often with a more open-ended approach.
Lower attaining pupils
Lower attaining pupils will normally work on the same topics as the rest of the class, but activities must be planned to enable them to succeed. They may at times be working from the objectives for the year below their peers as it is important that they consolidate understanding before moving on.
Special educational needs
Those children with an Individual Education Plan should have specific targets each term for mathematics where appropriate.
ICT
The use of ICT is an integral part of mathematics teaching and learning. For example, we use the Interactive Teaching Programmes and other software as a resource to enhance teaching and learning. Calculators should not be used as a substitute for good written and mental arithmetic but they will be introduced in KS2, for example, to allow pupils to explore complex number problems or to self-check ‘Race Around the Track’ or ‘Times Table Club’ activities.
Homework
Homework should be given as a consolidation or extension of work covered in school through worksheets, mathematical games and puzzles as appropriate. All mathematics homework is recorded in the mathematics homework book. Weekly games are sent home in Reception, some of which develop pupils’ mathematical skills; a weekly game based activity is sent home in Year 1; and a piece of homework is set weekly in Years 2-6 There is also an expectation that basic facts, such as times tables and number bonds, are rehearsed regularly at home.
Spiritual, Moral, Social and Cultural
There are many opportunities to develop a sense of wonder in mathematics, e.g. in structure and patterns of shape and number and in concepts such as probability and infinity. Teaching should also emphasise that the mathematics we know and use today is the result of human activity over a very long period of time and in many diverse cultures across the world.
Planning
There are medium term plans for each year group. Units of work are planned in blocks which allow children to apply a range of skills. We develop a learning journey which outlines the order in which objectives are taught with a clear end goal. Short term planning is completed using the school’s agreed format.
Assessment
The assessment of children’s work is on-going to ensure that understanding is being achieved and that progress is being made
Formative assessment is carried out informally during the course of teaching. It enables the teacher to identify a child’s understanding and progress in particular aspects, to inform their immediate teaching and to plan for their coming lessons. This can take the form of:
· Small group discussions in the context of a practical task
· Short tests given in oral or written form at the end of each unit of work
· Specific assignments for individual children
· Individual discussions with children to evaluate progress and to set new targets.
Medium term assessments are planned into the work as discrete assessment opportunities. They may take the form of short tests and serve to inform the teacher of the extent to which learning objectives have been met.
Summative assessment is carried out termly in KS2 using the end of key stage testing and the QCA optional tests and teacher assessment. The termly tests will support the teacher in this but the overall assessment is also based on other sources of evidence.
Tests are marked and stored in pupils’ assessment folders. Teachers will identify areas of strength and weakness across their class and use this to inform planning as well as to alert the the subject leader of areas of strength and weakness across the school.
Marking
Effective marking of pupils work identifies what they have done well and any misconceptions. It sees short term targets for what they need to do next and for improvement. Marking is to be completed inline with the school’s marking policy.
Feedback is given to the children as soon as possible.
· This aims to encourage and to give guidance for future work.
· The display of children’s mathematical work gives them pride in their achievements.
· Some marking will be immediate, depending on the activity and the age of the children.
Record keeping
Teachers should keep a record of the work they have done with the children by annotating a copy of the weekly planning.
Teachers should use an APP grid (displaying whole levels) for a sample group of children to represent each ability group within a class (NB: Gifted and talented individuals or those with special educational needs may require an individual record to be kept). The date when a skill has been applied independently should be dated to cross reference with their exercise book. This record keeping is intended to inform teacher assessments and aid teachers in identifying areas of weakness within a class. In addition to the grids, teachers will use level stampers to indicate the level of a piece of work within a child’s book (at least twice per half term) to inform their teacher assessment of an individual. Over the course of this academic year, teachers will trial the use of assessment without levels (AWL) as this is the final year when levels will be relevant for end of key stage results. The aim is that levels will replaced entirely by the start of the academic year 2015-16.
Target setting
All children will have a quantitative target for the national curriculum level they are expected to achieve by the end of the school year. This will be based on their current level and the level they are expected to attain by the end of the year / key stage. The sub-levelled targets identify some of the key skills which children are required to meet within each of the attainment targets. Planning should be pitched carefully to ensure that children are able to achieve these targets and pupils should take responsibility for indicating that they have met it within a piece of work. If a teacher agrees that this has been met independently, a ‘target achieved’ stamper should be used to evidence this.
The role of Teaching Assistants
· In the oral and mental starters the Teaching Assistant should work with an identified group of children and should model what the teacher is doing using similar or adapted resources. They may also be deployed to withdraw groups or individuals as appropriate to focus on key areas of weakness or misconception identified by prior assessment. Similarly, the TA may be used to work with more able children on more challenging work.
· In the main activity they should be teaching a targeted group of children using work planned by the teacher.
· In plenaries, they should further support pupils who have not achieved the objective / have exceeded the objective.
· All the children have an equal entitlement to teaching time from the teacher. Therefore the teaching assistant should not always work with the same group of pupils. It may be appropriate on some occasions for a group to be withdrawn with the teaching assistant during the main activity group work.
Times Table Club / Race Around the Track
‘Times Table Club’ and ‘Race Around the Track’ are used to improve the children’s rapid recall of times table facts / numer bonds. Both should be completed weekly with scores being recorded to track improvement.