Rights of the Child, Restorative Practice LNF

Grow, Learn, Succeed Together!

Llanrhidian Primary School

Calculation Policy

Endorsed by Governing Body December 2015

The United Nations Convention on the Rights of the Child (CRC) is at the heart of our school’s planning, policies, practice and ethos. As a rights-respecting school we not only teach about children’s rights but also model rights and respect in all relationships. Our belief in “restorative approaches” ensures that every child is listened to.

Within all subjects the teaching of numeracy and literacy is promoted. Using the Literacy and Numeracy Programme of Study, teachers are expected to plan and deliver objectives pitched appropriately to the learners. Lessons have success criteria which include numeracy and/or literacy objectives to ensure the learners are aware of the particular skills they are looking to develop within that lesson. Monitoring of books, lessons and listening to learners will ensure all staff are planning effectively to ensure the “every child can be the best they can be!”

Numeracy

Llanrihdian School teaches Numeracy throughout each day, from selling fruit to watching the time, from giving directions to celebrating birthdays and festivals, from counting children in a line to knowing the day of the week. We are always looking for opportunities to develop the children’s skills. Across the curriculum numeracy is valued – calculating someone’s age in a story; measuring some wood in design technology; creating a tally chart in science; learning the lines on a rugby pitch. We want our children to be numerate.

Maths lessons

In their 2010 report Estyn stated that “Numeracy is a proficiency with number that is acquired through being taught mathematics well”. The focus of maths lessons in Llanrhidian is to teach children the skills to be numerate. When teaching the subject of mathematics explicitly we teach through concrete resources – anything the children can handle, then using that understanding we teach them through visual means – using pictures and symbols, finally we help the children grasp that understanding in the abstract – the sum is put in number form, or the name of the shape is learnt. Every year group, from Nursery to Year 6, follows this approach and values using concrete resources before introducing abstract ideas.

In addition, adults are expected to encourage and question children to extend and deepen their understanding. They use an approach which encourages Higher Order Thinking Skills (HOTs) rather than a “More Of The Same” (MOTs ). This MOTs to HOTs approach ensures that children can transfer their skills to a range of contexts.

Calculation

Number and Calculation are the bedrock of maths. Children are taught to value a range of different strategies to work out number sentences and problems. Through questioning and discussion we would encourage children to find efficient methods; for example when adding 9 they might add 10 and take away 1.To solve 100-99 they might count on from 99 to 100. To find the difference between 7 and 15: they might know 7 and 3 is 10 and then adding 5 more would make 8. (Knowing number bonds to 10 is crucial.) There are countless mental strategies to use so throughout our teaching we are always asking children:

“How did you know?” or “Explain how you worked that out?” or “Does anyone have a different method?” or “Which method would be the most efficient?” “Why?” etc.

What we also recognise as a school though is the importance of building on children’s prior understanding to help them make maximum progress in the subject. So, when it comes to formal written methods we are consistent in our approach. This policy outlines our methodology to teaching the four operations: addition, subtraction, multiplication and division. It also brings out the vocabulary that the children will be learning as they progress.

This does not mean we tell children this is the only way we teach addition, and it does not mean we stop children using a method they might already be familiar with and are using effectively. It does mean though that children are not being confused by learning one method in one year and then having that all undone by another method being taught to them the next year.

This calculation policy has been produced to ensure consistency and progression in teaching throughout the school. It aims to give an overview of the key written calculation strategies that will be taught. The policy aims to identify the progression in each of the four operations that children will typically follow.

Each stage builds upon previous experience. It is not intended as a straightjacket, nor is it a scheme of work. It recognises that children will develop their mathematical skills at different rates and have their own individual learning styles.

Children will develop calculation skills through a combination of practical, oral and mental activities. Although the focus of this policy is on pencil and paper procedures, it is important to recognise that in every written method there is an element of mental processing. Written calculation strategies will therefore be taught alongside mental calculation strategies and should be seen as complementary to and not as separate from them.

Informal written recording will take place regularly and is an important part of learning and understanding. More formal written methods follow only when the child is able to use a wide range of mental calculation strategies. The emphasis of our teaching will always to be to facilitate understanding and not simply to arrive at a correct answer.

Children will always be encouraged to look at a calculation/problem and then decide which is the best method to choose. Our aim is for children to be able to select an efficient method of their choice (whether this be mental, written or using a calculator) that is appropriate for a given task. They will do this by always asking themselves:

• ‘Can I do this in my head?’

• ‘Can I do this in my head using drawings or jottings?’

• ‘Do I need to use a pencil and paper procedure?’

• ‘Do I need a calculator?’

The overall aim is that when children leave Llanrhidian, they:

• have a secure knowledge of number facts and a good understanding of the four operations;

• are able to use this knowledge and understanding to carry out calculations mentally and to apply appropriate strategies when using larger numbers;

• have an efficient, reliable, compact written method of calculation for each operation that children can apply with confidence when undertaking calculations that they cannot carry out mentally;

• use a calculator effectively, selecting the most appropriate operation and interpreting the result.

“Inspiring our children to be the best they can be!”

Vision Statement 2012

Grow, Learn, Succeed Together!

Llanrhidian Primary School

Calculation Policy

Endorsed by Governing Body December 2015