POLICY STATEMENT FOR MATHEMATICS Mission Statement To develop a positive attitude to mathematics; providing children with a challenge, enjoyment and the skills and knowledge to be successful in mathematics.
Mathematics There is a daily mathematics lesson in each class lasting up to one hour depending on the age group (45 minutes increasing to 60 minutes at Key Stage 2). The lesson addresses the requirements of the National Curriculum for Mathematics and the contents of the Primary Framework for Mathematics. The key features of a lesson include: • Interactive whole class teaching – using AfL techniques set out in the Teaching & Learning policy • An emphasis on using mental methods first – leading to effective use of written methods • Broadening the children’s range of mathematical vocabulary • An effective pace • Manageable and effective differentiation The Structure of the Mathematics Lesson The lessons would normally have a common three part structure:• Oral work and mental calculation • The main teaching activity • Plenary. The mental/oral starter lasts around ten minutes and covers a range of objectives, including:• Giving the children a sense of what the lesson is about – delivering the ‘bigpicture’ to the children and how the current lesson fits in • Getting the children’s ‘maths thinking’ into gear • Helping children practise mental maths skills • Reinforcing ideas previously introduced. The main teaching is based around the model of whole class work followed by a time of guided practise – children working in small groups, pairs or individually with support. This will be interspersed with ‘learning pit-stops’ referring to the Learning Intentions/Objectives and Success Criteria and giving the opportunity to gauge their progress through the lesson.
The plenary lasting around five or ten minutes draws the lesson together and may include:• Feedback on how the lesson has gone • Consolidation of the Learning Intentions/Objectives • Helping children make links between different mathematical ideas and further lessons. In Reception our teaching is based on the objectives in the Early Years Foundation Stage. The children’s mathematical development arises out of daily experiences in a rich and interesting environment. As the year progresses we work towards a condensed daily maths lesson to ensure a smooth transition into Key Stage 1 of the National Curriculum. Schemes of Work The Abacus Evolve scheme can be used to support the Primary Framework for Mathematics. The scheme provides materials for:• Clear teaching targets • An interactive Teacher Planner that is organised in accordance with the Primary Framework and provides Short-Term lesson plans that can be adapted to the school’s needs. • Guided practice in the form of differentiated text books and appropriate worksheets • Independent practice • Home/school project material • Assessment activities • Interactive Teaching Resources (Interactive Whiteboards) Regular homework is given to children according to age and ability. This may include investigations, information gathering and skills practices. Mathematics is taught as a discreet subject as well as through a cross-curricular approach, wherever possible. Children will have opportunities to draw on their skills and knowledge of mathematics in other curriculum areas.
Planning and Assessment Long term plans are based on the Primary Framework. Teachers produce these and short term plans by using resources from Abacus Evolve or from the Primary Framework website/books. Assessment is embedded in these schemes and resources, and in the teaching and learning styles. Daily and termly plans are annotated (Abacus gives the opportunity for this to be done electronically) for future reference and as such the assessment is formative. The Classroom Monitor website is used to record and store up to date information on the assessment of the children by means of APP attainment targets. To ensure consistency of judgements across the school regular standardisation and moderation meetings are held. In addition, cluster meetings are held to ensure consistency of judgements between schools. In Year Two and Year Six, the children are assessed formally and the results and question papers are analysed. These findings are used in conjunction with APP to make the future learning effective and targets realistic. Special Needs Teaching assistants support children in each class during the mathematics lesson. Most lessons will have children working on the same activity but with different levels of difficulty and/or support. Individual Education Plans for children on the Special Needs register will identify the level of support needed (time available and group size) for children to reach achievable targets in mathematics. Equal Opportunities The daily mathematics lesson is appropriate for all pupils irrespective of gender, race or religion. We aim to fulfil the rights of every child so that ‘e ducation should develop each child's personality and talents to the full..." (Article 29, UNCRC).