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Mathematics Policy
EMBED PaintShopPro
April 2015
Contents
Ethos
Mathematical Language
Mathematical Methods:
Lesson Organisation
Mathematics across the Curriculum
The Role of Calculators and IT
Special Needs and Gifted Learners
Equal Opportunities
Out of Class Work/Homework/Parental Involvement
Planning and Assessment/Marking/Record Keeping
1. Ethos
Mathematics equips pupils with the uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem solving skills and the ability to think in abstract ways.
Mathematics is important in everyday life. It is integral to all aspects of life and with this in mind we endeavour to ensure that pupils develop a healthy and enthusiastic attitude towards mathematics that will stay with them.
All teachers and support staff will foster a positive climate for good Mathematics learning. Positive relationships will support pupils in their endeavours and encourage them to take risks to further develop their understanding. Throughout the whole school and beyond there will be a culture of sharing good practice and celebrating achievement.
There is an expectation that all pupils will make expected progress. There will be consistently high quality teaching, at the appropriate level, throughout the school.
2. Mathematical Language
Pupils will be taught, and provided with opportunities, to use the correct mathematical language and notation, in order to discuss their mathematics and explain their thinking. For learners where English is their second language strategies will be put in place to ensure they can access the curriculum.
Mathematicalvocabulary should be consistently displayed in the classroom and referred to throughout the term. KS2 pupils should have easy access to a Mathematical dictionary in order to check vocabulary that they are unsure of.
3. Mathematical Methods:
Pupils will be encouraged to discuss their ideas and thinking and to use the most appropriate method to solve a problem, be it mental, written or calculator.
3.1 Mental Mathematics:
Mental methods will be emphasised from an early age. Pupils will
be directly taught and provided with regular opportunities to develop
the different skills involved. These skills include:
Remembering number facts (number bonds and times tables)
Using known facts to work out new facts
Developing a repertoire of mental strategies
(e.g. doubling and halving, or +9 = +10 -1, or x5 = x10 2, etc.)
Solving real-life and/or number problems
3.2 Written Work: (for more information please see Calculations Policy which can be found on the VLE under Policies)
Written recordings will be used to:
Informally support a mental calculation
Develop the skill of explaining the method used
Help someone else follow the method or assess the work
Practise writing and using the correct symbols and notation
Help remember or practise the recall of number facts
Carry out the working of a standard written method of calculation
3.3 Response Partners/Thinking Skills:
Response partners will be used regularly to encourage pupils to discuss their thinking and use appropriate mathematical vocabulary. Pupils will be encouraged to develop the thinking skills necessary to apply their knowledge in a range of contexts.
Lesson Organisation
All pupils will have access to an appropriate amount of Mathematics teaching, which enables them to make good progress. At Plat Douet, pupils will receive a minimum of five hours a week quality teaching of mathematics.
Pupils from Year 2 to Year 6 will be taught in Maths Sets. Currently the Maths Sets are organised separately for LKS2 and UKS2 and any changes have to be agreed in advance by the Headteacher.
There will be a good balance between whole-class work, group teaching and individual practice. There will be an appropriate balance of the main areas of Mathematics, with the aims of the Mathematics curriculum overarching and as an integral part of most lessons.
Teachers will use their professional judgment to determine the activities, timing and organisation of each part of the lesson to suit its objectives. There will therefore be considerable variety and creativity on different days.
Quality Mathematics teaching in the Early Years lays solid foundations for continued learning. Child initiated learning should include regular mathematical opportunities, which are planned for and support purposeful learning.
Once per year pupils will experience a mathematical based Critical Skills challenge.
Mathematics across the Curriculum
Opportunities will be used to draw mathematical experiences out of a range of activities in other subjects to provide opportunities to apply and use Mathematics in real life contexts. Mathematics will also contribute to other subjects in practical ways and learners should be encouraged to identify these links and use mathematics to support their learning.
Examples may include dealing with time and timelines in History, lengths and scales, including on maps in Geography, negative numbers (for temperature), measurements (of length, mass and capacity and time) and data handling (using tables, charts and graphs) in Science.
The Role of Calculators and IT
Pupils will apply and use mathematics in a variety of ways when they solve problems using IT. The use of computers and iPads in the daily mathematics lesson aims to support pupils activities and direct teaching strategies related to the learning objectives for the lesson.
Calculators will be used in the school as a teaching aid and as a calculating aid in all year groups. Here learners will be directly taught, and given opportunities to develop the technical skills involved, an understanding of the various functions and the correct vocabulary. They will also be taught to make decisions about when best to use a calculator.
Special Needs and Gifted Learners
The aim is to ensure that all learners make progress and gain positively from each mathematics lesson. Maths Booster groups will be provided for pupils deemed appropriate by the Headteacher (in consultation with the Maths Coordinator and using the Maths Tracking Grids).
Gifted Learners in Maths will be given differentiated activities. Maths Sets and differentiation will be used to ensure that they are working at an appropriate level for their needs. They may also be given the opportunity in Years 5 and 6 to take part in the G&T Maths Enrichment sessions organised the ESC Maths Advisor.
All teachers aim to:
Plan lessons so that all learners can be included and where appropriate extended.
Use a range of resources effectively to allow access to whole class or group work
Differentiate tasks or activities
Organise the class and deploy staff to support group or individual needs
For pupils with an identified special need in Mathematics, their targets will be included on an individual learning plan or provision map. These will be taken from the 2014 Jersey Curriculum or P-level targets.
The Maths Coordinator/LMT will track pupils attainment and the data collected will be used to create Maths Sets from Y2 upwards.
Pupils progress will be reviewed termly, and pupils may move between Maths Sets to meet their needs.
Pupils with special educational needs may require the additional support of a Teaching Assistant or the SENCO in order to make significant progress.
Equal Opportunities
It will be ensured that all learners will have equal access to quality teaching and learning of the full Mathematics curriculum. (See Teaching for Learning Policy)
Out of Class Work/Homework/Parental Involvement
Opportunities will be provided for learners to practise and consolidate their skills and knowledge, and to develop and extend their techniques and strategies, and to prepare for their future learning through out-of-class activities or homework. This may not always be written work, and it is aimed that it will be frequently given, short and focused, e.g. given weekly.
It will be varied, interesting and fun whilst still being enriching and challenging, so that the learners are motivated. It stimulates their learning and fosters different study skills. Whatever the nature of the work it is aimed that feedback will always be given.
Once per year, parents/carers are invited to attend a mathematics based Sharing Session.
In Reception and Y1, homework will mostly consist of maths games/activities that develop either a sense of number e.g. the order and size of numbers or knowledge of 2d shapes and their properties.
In Years 2, 3 and 4, homework will be a balance between maths games, practical tasks that provide concrete experiences (e.g. investigating volume on containers) and activities necessary to practise acquiring key skills, such as number bonds, times tables, and the four operations.
In UKS2, homework may require the use of a calculator for more complex problems.
10. Planning and Assessment/Marking/Record Keeping
At each level of planning it is aimed that a range of assessment tools are used to inform future planning. Long and medium term planning will be structured to ensure full coverage of the Jersey Curriculum Programmes of Study at the appropriate Key Stage. Short term planning will be on a weekly basis and will outline:
the learning intentions,
the main teaching (what the teacher will do);
differentiated pupil activities
The aims of the Mathematics curriculum will be an integral part of Mathematics teaching, and will be evident in planning. Pupils will be aware of where they are in their learning and what their next step should be through quality feedback.
The primary tool used by class teachers to assess the progress of pupils in the Foundation Stage will be Development Matters. In KS1 and KS2, the primary tool used by class teachers to assess the progress of pupils will be the agreed Maths Rubrics.
Teacher Assessments may be supported by a range of summative assessments, including Rising Star Progress Tests, Mental Maths Tests, Problem Solving and Reasoning Challenges and SATs style questions (and in UKS2 this may even include informal SATs tests.)
The Headteacher, Deputy Headteacher and/or the Maths Coordinator will review teacher assessments, marking and record keeping regularly.
P. Walker (April 2015)
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