Milton of Leys Primary School Maths Policy Web viewMathematics also plays an important role in...

…where the magic of learning comes alive

Milton of Leys Primary SchoolMaths Policy

November 2014

RATIONALEAs a school, we firmly believe that mathematics is extremely important in everyday life. It helps us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections. It gives us the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions.

Mathematics also plays an important role in other areas such as science, engineering, computer science, medicine and finance.

We strongly feel that learning mathematics gives children access to the wider curriculum and the opportunity to pursue further studies and interests.

Because mathematics can be rich and stimulating, it can engage and fascinate children of all ages, interests and abilities. Learning mathematics develops logical reasoning, analysis, problem-solving skills, creativity and the ability to think in abstract ways. It uses a universal language of numbers and symbols which allows us to communicate ideas in a consistent, clear way.

We believe that mathematics equips children with many of the skills required for life, learning and work. Understanding the part that mathematics plays in almost all aspects of life is so important. This reinforces the need for mathematics to play an integral part in lifelong learning and be appreciated for the richness it brings.

To face the challenges of the 21st century, each young person needs to have confidence in using mathematical skills, and Scotland needs both specialist mathematicians and a highly numerate population.Building the Curriculum 1

AIMSThrough our approach to the learning and teaching of Maths we aim to: develop skills which children require for life, learning and work develop a positive attitude to mathematics as an interesting, enjoyable,

useful and worthwhile subject. develop mental agility and problem solving capabilities provide all pupils with a range of meaningful contexts and activities,

which are practical, investigative, enjoyable and challenging work toward raising attainment in the area of numeracy and

mathematics develop an ability to think clearly, logically and imaginatively with

confidence, independence and flexibility.

OBJECTIVESThrough the development of these aims pupils should have: an awareness of the usefulness of maths in the world beyond the

classroom a variety of mathematical skills and knowledge accompanied by quick

recall of basic facts an appreciation of the value of sharing maths through discussion,

explanation and reporting an awareness of the need for perseverance and the ability to work

collaboratively an appreciation of the usefulness of science, technology and

information handling within a mathematical context confidence in using and applying mathematics in everyday situations

and enjoyment of its qualities.

Children’s experience of mathematics should enable them to develop: a secure understanding of the concepts and processes of mathematics the confidence to apply their skills in different contexts including the

world of work essential numeracy skills which will allow them to participate fully in

society an understanding of maths, its impact on our society, past and present

and its potential for the future an understanding that successful independent living requires financial

awareness, effective money management, using schedules and other related skills

an ability to interpret numerical information and appropriately use it to draw conclusions, assess risk, make reasoned evaluations and informed decisions

the confidence to apply their skills and understanding creatively and logically to solve problems, within a variety of contexts.

LEARNING AND TEACHINGIn accordance with the Highland Learning, Teaching and Assessment Policy, at Milton of Leys Primary School we believe that from the early stages onwards, children and young people should experience success in mathematics and develop the confidence to take risks, ask questions and explore alternative solutions without fear of being wrong. They should enjoy exploring and applying mathematical concepts to understand and solve problems, explaining their thinking and presenting their solutions to others in a variety of ways. At all stages, an emphasis on collaborative learning will encourage children to reason logically and creatively through discussion of mathematical ideas and concepts. Through use of effective questioning and discussion, teachers will use misconceptions and wrong answers as opportunities to improve and deepen children’s understanding of mathematical concepts.

The experiences and outcomes contained in a Curriculum for Excellence encourage learning and teaching approaches that challenge and stimulate children and young people and promote their enjoyment of mathematics. To achieve this, teachers will use a skilful mix of approaches, including: planned active learning which provides opportunities to observe,

explore, investigate, experiment, play, discuss and reflect modelling and scaffolding the development of mathematical thinking

skills learning collaboratively and independently opportunities for discussion, communication and explanation of

thinking developing mental agility using relevant contexts and experiences, familiar to young people making links across the curriculum to show how mathematical concepts

are applied in a wide range of contexts, such as those provided by science and social studies

using technology in appropriate and effective ways building on the principles of Assessment is for Learning, ensuring that

young people understand the purpose and relevance of what they are learning

developing problem-solving capabilities and critical thinking skills a teaching model that involves careful progression through a series of

steps involving using materials (to make abstract concepts more concrete), imaging (visualising the materials) and using number properties (applying the principles learnt to more complex problems without the support of imaging or materials)

the use of carefully selected materials from P1 all the way through to P7.

Activities should: be supported by a variety of teaching strategies. Approaches adopted

will be an appropriate balance between exposition, interactive, discussion and enquiry methods

be balanced between tasks which develop knowledge, skills and understanding and those which develop the ability to tackle practical problems and carry out mathematical investigations

be balanced between those which are short in duration and those which have scope for development over an extended time

involve independent as well as collaborative work, where appropriate develop pupils use of oral, mental and written forms of calculations provide opportunities for pupils to select and use a range of

mathematical resources with confidence be set in a variety of contexts where mathematical skills and

knowledge can be developed or practised within real-life situations.

ATTAINMENT OUTCOMESThe basis for learning and teaching in numeracy and mathematics in Milton of Leys Primary School will be the outcomes and experiences

outlined in A Curriculum for Excellence. These will provide a pathway to ensure individual children will achieve their potential. The school will provide meaningful experiences following the Seven Principles of Curriculum Design. These are: Challenge and Enjoyment Breadth Progression Depth Personalisation and Choice Coherence Relevance

Outcomes to be covered in the learning and teaching of mathematics are:

Number Money and Measure: Estimation and rounding Number and the number processes Multiple, factors and primes Powers and roots Fractions, decimal fractions and percentages Money, including financial awareness Time Measurement Mathematics – its impact on the world – past, present and future Patterns and relationships Expressions and equations

Shape, Position and Movement: Properties of 2D shapes and 3D objects Angles, symmetry and transformation

Information Handling: Data and analysis Ideas of chance and uncertainty

These outcomes provide the content, across the range of aspects of numeracy and mathematics, through which children will learn the skills and strategies required to approach problem solving and enquiry activities.

EQUAL OPPORTUNITIESAs a school we are fully committed to providing equal opportunities for all children and staff. Please refer to our Equal Opportunities Policy.

SUPPORT FOR LEARNINGIt is the duty of each class teacher to provide appropriate support for pupils who may have additional support needs. This could be through the

provision of differentiated materials/levels of expectation, scribing, supported reading of texts etc. At this level, a Form 1 will be completed by the class teacher to indicate what strategies are being used and monitor the effectiveness of these. Class teachers will share the concerns and Form 1 with parents.

If it is felt that a particular child’s needs cannot be addressed by the above through routine class procedures a referral form for Additional Support for Learning may be completed. These forms will be reviewed on a termly basis and support allocated according to resources available and the level of need. If deemed appropriate, a Child’s Plan may be devised in collaboration with the child, family, teacher and Support for Learning Teacher.

PLANNINGThe school has a Yearly Planning Overview which details which experiences and outcomes are to be taught and when. It also indicates the proportion of time which is to be spent on Numeracy and other organisers.

Year Group Numeracy Other Organisers (topic maths)

P1-2 80% 20%P3-4 70% 30%P5-7 60% 40%

A copy of our Yearly Planning Overview can be found in the Appendix - 1.

Weekly planning is influenced by: A range of formal and informal assessments Curriculum for Excellence Highland Numeracy Progression New Zealand Maths Numeracy Project Maths Recovery Collaborative discussions with colleagues to allow continuity and

progression The organisation of resources and Pupil Support Assistants in order to

achieve the best learning and teaching possible Making meaningful cross-curricular links wherever possible, including

the use of outdoor learning opportunities Using homework opportunities, in particular the learning of basic facts

and aspects of ‘topic’ maths which will help to keep parents informed and involved.

Teacher’s Weekly Plans are stored on the school server under ‘Planning’.

CLASSROOM ORGANISATIONThe classroom organisation employed throughout our school will take account of the aims for mathematics and supporting content and skills detailed within A Curriculum for Excellence. To achieve this, classroom organisation needs to remain flexible. This is achieved by: direct, interactive teaching of whole class, group and individuals. groupings for Numeracy are influenced by in-depth one to one oral

interviews (which take place in August and May) as well as day to day formative assessments

a range of activities which allow opportunities for group work, independent work, direct teaching, practice, development of knowledge and basic facts

plenary sessions where teachers and pupils have the opportunity to discuss learning and teaching

opportunities for discussion and practice of mathematical ideas pupils to access mathematics in a variety of contexts the adoption of relevant approaches in tackling/managing

mathematical contexts as independently as is possible, eg through mental processes and recording and presenting work clearly and with care

use of a variety of instruments to measure with accuracy, care and confidence

use of structured materials (which are easily accessible to the children), calculators and computing skills.

Every teacher will have Milton of Leys Maths Folder in which copies of the assessment activities are kept. From P3 onwards, a display of some or all of the basic facts progression will be evident.

RECORDING AND PRESENTINGChildren will be offered a variety of ways to record their work such as: using ICT models concrete materials jotters photographs video and audio recordings modelling books whiteboards orally displays within the classroom.

Written recording – calculations can be recorded in a range of ways, e.g. empty number lines, semi-formal recordings and formal algorithms. Written recording such as empty number lines can be used to record thinking when mental strategies are not yet secure and need to be written down. Written recording such as formal algorithms can also be used when the numbers get too large or difficult to calculate mentally.

Formal algorithms will be introduced once the children have a clear understanding of place value, have a wide range of mental strategies and can choose wisely, i.e. choose the most efficient strategy based on the numbers rather than simply using a formal written sum as the ‘default’ strategy. It is an extension of the semi-formal written method but is the next step to supporting children to understand why numbers are carried or borrowed.

For further details, please refer to ‘Supporting Your Child in Numeracy – Guide for Parents’ . This can be found on the shared server under ‘Numeracy’. This Guide can also be found on individual class Blogs, the school maths Blog as well as the school Blog.

THE USE OF ICTKey areas of maths are supported by the use of ICT.For example: Smartboards lap-tops and iPads graph drawing spreadsheets use of Programmable Toys e.g. Bee Bot learning of basic facts by using the game ‘Sumdog’ Interactive Maths (please ask the teacher for user name and log-in) N-Rich Shape Position Movement – pathways, routes etc. through the

programme Textease cameras.

CROSS-CURRICULAR LINKSWe celebrate the many opportunities to develop mathematical concepts in all other areas of the curriculum. Patterns and symmetry are fundamental to art and music; time, money and measure regularly occur in modern languages, design technology and various aspects of health and wellbeing; graphs and charts are regularly used in science and social studies; scale and proportion can be developed within social studies; formulae are used in areas including health and wellbeing, technologies and sciences; while shape, position and movement can be developed in all areas of the curriculum. Pupils will develop a deeper understanding of numeracy by transferring their skills to real life contexts across the curriculum and beyond.

MARKINGMarking is carried out in the following ways: specific feedback in jotters which may include questions and next steps

peer and self-assessment which could include ‘traffic lights’, comments, ticks, assessment grids linked to the learning intention

oral feedback stickers, stamps and house points parental feedback about work during open afternoons.

ASSESSMENT, RECORDING and REPORTING

‘ a young person’s progress should be assessed in ways and at times appropriate to that person’s learning needs. Judgements made about this learning should be based on evidence from a broad range of sources, both in and out of school and by reference to a learner’s progress over time, across a range of activities.’ Building the Curriculum 3

Assessment in the area of maths will involve evidence about the range and quality of pupil understanding and attainment. This knowledge will inform next steps for learning and teaching within the planning cycle. It is important to provide feedback to the pupils, the parents and other teaching staff on the progress.

Assessment ProceduresAt Milton of Leys Primary School, to ensure progression and continuity, we have adopted a range of assessment procedures including:

1. Formal assessments: diagnostic interviews which take place in August and May Assessment is for Learning (INCAS) from January onwards Individual Knowledge Assessment of Number (IKAN) where appropriate Maths Recovery Assessments if required

2. Informal assessments: weekly basic facts quizzes observation models modelling questioning / interviewing questionnaires feedback from Sumdog

3. Ongoing formative assessment, including: sharing learning intentions and success criteria effective questioning self and peer assessment feedback

4. Record keeping: diagnostic interviews grouping sheets basic facts progression sheet basic facts graphs forward planning staged assessment and intervention paperwork ( Form 1s and Child’s

Plans) hand on notes, in particular transition documents from class to class,

stage and school.

By giving children the opportunity to evidence their knowledge through what they say, write, make or do we are able to gain a better picture of what stage they are at in their learning.

REPORTING TO PARENTSWorking in partnership we aim to encourage parents to use their knowledge and skills for enhancement of learning and teaching by: fostering home/school links homework school, maths and class Blogs, formal and informal parental consultations workshops information evenings open afternoon/mornings the document ‘Supporting Your Child in Numeracy’.

TRAININGAs a school we are committed to ensure that all staff, both teaching and non-teaching, are fully trained in our approach to the learning and teaching of mathematics. This is done by: ongoing CPD held during INSET days, CAT sessions and informal ‘drop-

in’ sessions questionnaires attending relevant courses run by Highland Council and other bodies visiting other classes within the school visiting other schools personal research in-depth training of new teachers to the school in our approach to the

teaching of mathematics.

Equally as important, we welcome and support visits by colleagues from other schools. We are also actively involved in devising and implementing the Highland Numeracy Progression and training probationary teachers.

At present, four members of staff have received Maths Recovery training.

RESPONSIBILITIESThe Head Teacher and Principal Teacher with responsibility for maths will: support the policy by allocating time and resources review the policy regularly monitor the policy through established monitoring procedures.

Teachers will: plan for mathematics in accordance with school policy and guidelines teach maths in accordance with the programme set out in the

Appendix record, assess and evaluate individual, group and whole class progress

using school, authority and national guidelines share and discuss progress with pupils, parents, management and

other partner agencies.

MONITORING AND EVALUATIONThe responsibility for the implementation of this policy lies with all staff. However, promoted staff, in particular the Principal Teacher with responsibility for mathematics will, through routine quality assurance procedures, seek to ensure that it is put into practice. All staff will be involved in evaluating the effectiveness of this policy.

Date draft policy written

November 2014 Sarah Leakey/ Sue Bate

Date approved by staff and parents

January 2015

Next review date (annually)

December 2015

APPENDICES

Appendix 1 – Milton of Leys Yearly Planning Overview

Appendix 2 – basic facts progression

Milton of Leys Yearly Planning Overview

2014-15

Term One (8 wks) Term Two (8 wks) Term Three (12½ wks) Term Four (11 wks)P1

Numeracy 80%Other Organisers20 %Stage 0-4

Number/Money7 weeks

2W Assessment5W- Add/Sub

Other Organisers1 weeks

1W – Money

Number/Money6 weeks

4W – Add/Sub1W – Mult/Div1W - Fractions


1W – 2D & 3D Shape1W – Data & Analysis

Number/Money8½ weeks

6W – Add/Sub1½W- Mult/Div1W- Fractions


2W - Measure1W - Time

1W – Patterns and Relationships

Number/Money9 weeks

3W - Add/Sub 3W- Mult/Div

3W – Fractions

Organisers2 weeks

2W – Angle/Sym &

Transformation.

P2

Numeracy 80%Other Organisers20 %Stage 4

Number/Money7 weeks

2W Assessment5W- Add/Sub


1W – Money

Number/Money6 weeks





4W – Add/Sub3W- Mult/Div

2½W- Fractions


2W - Measure1W - Time

Number/Money7 weeks

3W - Add/Sub 3W- Mult/Div

1W – Fractions

Organisers4 weeks

1W - Chance & Uncertainty

1W – Angle/Sym &

Transformation.1W – Data &

Analysis1W – Patterns &

RelationshipsPosition & Movement and Time/Calendar work should be integrated into the curriculum. Estimation and Rounding across all organisers -Expressions and equations should be included throughout the number processes work.

P3 – P4

Numeracy 70 %Other Organisers 30%Stage 4-5

Number/Money7 weeks

2W Assessment 5W – Add/Sub & Expressions and

Equations (to include money)

Other Organisers 1 weeks

1W - Time

Number/Money6 weeks

2W – Fraction4W – Mult/Div


2W – Measures (Length and Area)

Children to use add/sub strategies from Term One as

appropriate as part of work on Measures.


3W – Add/Sub including

Expressions and Equations & Patterns and Relationships3W – Mult/Div

Expressions and Equations & Patterns and Relationships

3½W - Fractions


1W – Measures (Mass/weight)


Number/Money7 weeks


Organisers4 weeks

2W - Angle/Sym &

Transformation.1W - chance &

uncertainty1W – Measures (Vol & capacity)

The impact of mathematics on the world should be integrated into the curriculum. Estimation and Rounding across all organisers-Expressions and equations should be included throughout the number processes work.

P5-7

Numeracy 60%Other Organisers 40%Stage 6-7

Number/Money5 weeks

1½W - Assessment

3½W - Add/Sub


2W – Data & Analyisis.1W – Time

Number/Money5 weeks

3W – Mult./Div.2W - Fractions, Decimals and Percentages


3W - Angle/Sym & Transformation

(including negative numbers)

Number/Money7 weeks

2W - Add/Sub3W – Mult./Div2W – Fractions, Dec & Percent

Other Organisers5½ weeks

2W - Chance & Uncertainty

2½W – Measures(Length and Area)

1W – 2D & 3D Shape

Number/Money7 weeks

2W – Add/Sub3W – Fractions/Dec & Percent2W – Mult/Div

Organisers4 weeks

2W - Data & Analysis

2W – Measures (Weight/Vol. &

Capacity)

The impact of mathematics on the world should be integrated into the curriculum. Estimation and Rounding across all organisers-Expressions and equations should be included throughout the number processes work.

This long term plan shows a suggested percentage of time that should be spent on Number processes and Money within the Number, Money and Measures organiser in comparison with the two other organisers; Shape, Position and Movement and Information Handling and measures, which are mentioned specifically.

Multiplication and Division at P5-7 includes; Multiples, Factors & Primes.

Basic Facts Progress Chart Draft

Name

Reco

gnise

Patt

erns

to 5

Reco

gnise

Patt

ers t

o 10

Reca

ll ad

ditio

n fa

cts t

o 5

Reca

ll su

btra

ction

fact

s to

5

REV:

Rec

all a

dd/s

ub fa

cts t

o 5

Reca

ll do

uble

s to

10

Reca

ll ha

lves

of n

umbe

rs u

p to

10

REV:

Rec

all d

oubl

es a

nd h

alve

s to

/fro

m 1

0

Reca

ll fiv

e an

d fa

cts e

.g. 5

+4=9

Reca

ll ad

ditio

n fa

cts t

o 10

e.g

. 6

+4=1

0

Reca

ll ad

ditio

n fa

cts w

ithin

10

e.g.

4+3

= 7

Reca

ll su

btra

ction

for fi

ve a

nd fa

cts e

.g. 8

-5=3

or 8

-3 =

5

Reca

ll su

btra

ction

fact

s to

10

e.g.

10-

6 =

4

Reca

ll su

btra

ction

fact

s with

in 1

0 e.

g. 7

-3=4

Reca

ll do

uble

s to

20

Reca

ll ha

lves

of n

umbe

rs u

p to

20

Reca

ll ‘te

n an

d’ fa

cts a

ndCo

rres

pond

ing

subt

racti

on

Reca

ll m

ultip

les o

f 10

whi

chad

d to

100

Nam

es

Reca

ll 2

times

tabl

es

Reca

ll 10

tim

es ta

bles

Reca

ll 5

times

tabl

es

Reca

ll Di

visio

n Fa

cts f

or 2

x

tabl

e

Reca

ll Di

visio

n Fa

cts f

or 1

0 x

tabl

e

Reca

ll Di

visio

n Fa

cts f

or 5

x

tabl

e

REV:

Rec

all 2

, 5 a

nd 1

0 x

tabl

e an

d co

rres

pond

ing

divi

sion

fact

s

Reca

ll fiv

e an

d fa

cts w

ithin

14

e.g

5+7=

12 a

nd c

orre

spon

ding

subt

racti

on fa

cts e

.g. 1

2-7=

5

Reca

ll ad

ditio

n fa

cts t

o 20

e.g.

14+

6 =

20

Reca

ll su

btra

ction

fac

ts fr

om20

e.g

. 20-

17=3

Reca

ll ad

ditio

n fa

cts w

ithin

20

e.g.

8+9

=17

Reca

ll su

btra

ction

fact

s with

in 2

0 e.

g. 1

7-8=

9

REV:

Rec

all a

dditi

on a

nd

subt

racti

on fa

cts w

ithin

20

Reca

ll m

ultip

les o

f 100

that

add

to 1

000

Reca

ll 3

times

tabl

es

Reca

ll 4

times

tabl

es

Reca

ll Di

visio

n Fa

cts f

or 3

x

tabl

e

Reca

ll di

visio

n Fa

cts f

or 4

x

tabl

e

Reca

ll 6

times

tabl

es

Nam

es

Reca

ll 7

times

tabl

es

Reca

ll Di

visio

n Fa

cts f

or 6

x

tabl

e

Reca

ll Di

visio

n Fa

cts f

or 7

x

tabl

e

Reca

ll 8

times

tabl

es

Reca

ll 9

times

tabl

es

Reca

ll Di

visio

n Fa

cts f

or 8

x

tabl

e

Reca

ll Di

visio

n Fa

cts f

or 9

x

tabl

e

REV:

Rec

all M

ultip

licati

on

Fact

s up

to 1

0x10

at l

east

REV:

Rec

all D

ivisi

on F

acts

up

to

10 x

10

at le

ast

Reca

ll m

ultip

licati

on fa

cts w

ith

10’s

, 100

’s &

100

0’s.

Conv

ert f

racti

ons t

o de

cim

als

to p

erce

ntag

es (h

alve

s, th

irds,

qu

arte

rs, fi

fths a

nd te

nths

)

Conv

ert f

racti

ons t

o de

cim

als

to p

erce

ntag

es (e

ight

hs a

nd

twen

tieth

s)

Divi

sibili

ty ru

les f

or 2

,5, &

10

Divi

sibili

ty ru

les f

or 3

& 9

Squa

re n

umbe

r to

100

& ro

ots

Milton of Leys Primary School Maths Policy Web viewMathematics also plays an important role in...

Documents

Transcript of Milton of Leys Primary School Maths Policy Web viewMathematics also plays an important role in...