Fleetdown Primary School. Mathematics Policy. September 2016

Transcription

1 Fleetdown Primary School Mathematics Policy September 2016 Approved by Governors: 30 th November 2016

2 Mathematics Policy The Curriculum - The National Curriculum (including elements from the Draft Primary National Curriculum, which became compulsory in 2014), and the Maths No Problem approaches to Mastery in Maths. Key skills, knowledge and understanding in mathematics are taught according to the National Curriculum. The National Curriculum objectives for each year group have been used to create three Number PASS cards and three Shape and Measure PASS cards per year group plus Mastery cards. These PASS cards are used for planning and assessment. In Key Stage 1 and 2 teachers use the Maths No Problem text books, to support the National Curriculum requirements, to plan, teach and assess mathematics. In EYFS, teachers use Maths Makes Sense approaches to teaching, along with the hands on approaches promoted in the Maths No Problem textbooks. Every child is taught a daily maths lesson as well as regular investigation and mental maths work. Aims for Mathematics at Fleetdown We aim that each child should develop a positive attitude to mathematics, with a wide range of mathematical skills and concepts which they can apply with confidence and enthusiasm. Each child will gain experience of mental and written methods and identify when and how to use technology to assist their calculations and investigations. Each child will be taught mathematical skills through a concrete, pictorial and abstract approach. The National Curriculum for Mathematics states that all pupils: Become fundamentals of mathematics so that they are efficient in using and selecting the appropriate written algorithms and mental methods, underpinned by mathematical concepts Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios Reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language.

3 General age related objectives are detailed below: a. Aims for the Foundation Stage Children will learn to: - say number names in order; - recognise numerals 0 to 9 and order numbers up to 20; - count reliably up to 20 everyday objects; - relate addition to combining two groups and subtraction to taking away; - find one more or one less than a number from 1 to 20; - use developing mathematical ideas and methods to solve practical problems; - begin to use language of comparison. b. Aims for Key Stage One Children will learn to: - develop confidence and mental fluency with whole numbers, counting and place value. - work with numerals, words and the 4 operations, including with practical resources (for example, concrete objects and measuring tools). - develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. - use a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. - recall the number bonds to 20 and be precise in using and understanding place value. - read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1. c. Aims for Lower Key Stage Two Children will learn to: - become increasingly fluent with whole numbers and the 4 operations, including number facts and the concept of place value. - develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. - develop their ability to solve a range of problems, including with simple fractions and decimal place value. - draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. - measure instruments with accuracy and make connections between measure and number. - memorise their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. - read and spell mathematical vocabulary correctly and confidently, using their growing word-reading knowledge and their knowledge of spelling.

4 d. Aims for Upper Key Stage Two Children will learn to: - extend their understanding of the number system and place value to include larger integers. - develop the connections between multiplication and division with fractions, decimals, percentages and ratio. - develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. - use the language of algebra as a means for solving a variety of problems. - classify shapes with increasingly complex geometric properties and learn the vocabulary they need to describe them. - be fluent in written methods for all 4 operations, including long multiplication and division, and in working with fractions, decimals and percentages. - read, spell and pronounce mathematical vocabulary correctly. Early Years Foundation Stage The EYFS assessment profile is concerned with counting and recognising numbers, adding and subtracting and problem solving involving real life money. Also, with comparing and ordering measures, exploring pattern, shape and space, and reasoning about shapes. Opportunities for teaching mathematics are planned throughout the day during different activities, including the use of Maths Makes Sense and Maths No Problem approaches. Both of these schemes promote the use of apparatus to support and enhance the children s understanding of counting. For example, the use of cups and cubes to physically count out objects, as well as the use of tens frames and egg cups to promote making base 10. These sessions are either taught as a whole class or in differentiated groups. The majority of activities incorporate children s play, for example songs and rhyme. Maths activities are always present during child-initiated play. ICT is utilised including the use of various computer programs. The Beebots are used in the teaching of positional language and ICT equipment is used for problem solving. Recording is taught as a process of reflecting the activities undertaken and a natural way to recall them (e.g. number stories about an activity). When appropriate and when they have a firm foundation in mathematical concepts

5 Key Stage One (Years 1 and 2) Teaching of mathematics takes place either as a whole class or in small groups, led by teachers or teaching assistants. Children are not taught in ability groups, as each child is given the opportunity to access the same concept as their peers through carefully planned and resourced activities. Children that do struggle to access lessons are given extra interventions outside the mathematics lesson. During the start of the lesson, children rehearse, sharpen and develop mental and oral skills (for example through counting, chanting and problem solving activities) through the use of an Anchor Task. This task is linked to the main learning in the lesson and promotes independence and reasoning skills. During the main teaching time, mathematics is taught, consolidated and extended, in line with the Maths No Problem scheme. Each lesson contains an Anchor Task, Guided Practice and Independent Task. Children are encouraged to explore skills through apparatus, then pictures and then in their abstract form. New vocabulary is developed and concepts and skills are used and applied. Children are taught to master a skill before moving on this ensures deepened understanding. Children are given clear success criteria to allow them to understand how to make good progress in the lesson. Lessons are linked to the PASS cards suitable for their class and the teacher works with targeted groups, often varied during the week. During the plenary, children present and explain their work, and the teacher summarises what has been learnt linking this to the lesson objectives. Children are encouraged to self-assess verbally in Key Stage One, or to use a traffic light or smiley face rating system. This encourages children to reflect on their work from the lesson. Key Stage Two In Key Stage Two, lessons are based around the National Curriculum for Mathematics and incorporate teaching from the Maths No Problem scheme. Teachers adapt their planning and teaching to meet the needs of the individual children within their class; differentiating teaching, activities, input and support provided. In Years 3 and 4 pupils are taught in class groupings, whilst pupils in Years 5 and 6 are taught in ability sets. Children behind age expectations are identified on provision maps and are given extra interventions. These interventions work on PASS card targets appropriate to each individual. Personalised targets ensure every child makes progress, including those with an EHCP. In Year 6, teachers use a range of resources which they select to meet the aims and objectives of the National Mathematics Strategy and the needs of all children in the year. Children are set in ability groups and streamed, meaning children can work with peers of similar ability. Provision is also made for the lower and higher ability groups through, for example, adult support and differentiated work. Lessons in Key Stage Two follow the same routine as Key Stage One Anchor Task, Guided Practice and Independent Practice. Pupils are taught to be independent and to develop their reasoning skills. Teachers promote these skills by developing each skill through a concrete, pictorial and abstract approach.

6 Objectives are made clear to the children, and displayed on the board along with clear success criteria to allow them to understand how to make good progress in the lesson. Links with previous teaching are made, when appropriate, and pace is maintained by keeping all the children interested, motivated and on-task using differentiated questions and advanced questioning skills. Pupils are involved interactively through carefully planned questioning, discussion and encouraging the children to offer their methods and suggestions for discussion. Misunderstandings are identified and corrected, and mistakes are used as positive teaching points. Objectives are reinforced in the plenary and misconceptions are addressed. Questioning, marking and assessment inform planning for subsequent lessons. ICT Where possible and appropriate, mathematics is taught through ICT. Each class has an interactive whiteboard with numeracy resources and internet access. In addition to dedicated mathematics software (such as mymaths.co.uk), other ICT programs are used to reinforce cross-curricular learning, such as spreadsheets. The National Curriculum for Mathematics states: Calculators should not be used as a substitute for pupils having poor written and mental arithmetic. Calculators should therefore only be introduced near the end of primary, and only for those pupils who are secure in written and mental arithmetic to allow them to explore more complex problems. We follow this guidance and also believe that in some contexts children s understanding of number can be extended and broadened by being able to investigate and manipulate numbers with the use of calculators. Teachers will plan activities carefully to match the objectives being taught and to encourage strong mental calculation skills. Cross-Curricular Applications of Mathematics Mathematics is a key subject in a child s learning and development. As such, opportunities are given to expand and extend children s knowledge and experience of maths across the curriculum. An important element of this is experiencing real life, practical applications for maths; giving their learning purpose. This includes, but is not limited to; science - through measuring, graphs and handling data; PE - through timing and measuring; ICT - through the teaching of control topics; DT - through measuring and design (including angles) and art - through use of shape, space and position language. Inclusion and Differentiation The study of Mathematics will be planned to give pupils a suitable range of differentiated activities appropriate to their age and abilities. Tasks will be set which challenge all pupils, including the more able. Personalised PASS cards are in place for SEN pupils that are significantly below age expectations and other pupils have an appropriate PASS card for their ability. These PASS cards ensure children are working on targets appropriate for them and are used to inform planning, assessment and interventions highlighted on the year group s provision map.

7 Additional Education Needs For pupils with AEN the tasks will be adjusted or pupils may be given extra support. The Pirate Ship Children with hearing impairments (HI) are taught mathematics every day. This is either in the Pirate Ship, or in mainstream classrooms, depending on the needs of each child. Each child receives one to one support and follows a curriculum tailored to meet their varying needs. Personalised PASS card targets are given to each pupil. These PASS cards are worked on during curriculum time as well as interventions throughout the day. Assessments are on-going and carried out by the child s 1:1 adult as well as Mrs McGill, the Pirate Ship leader. Gifted and Talented Children who are working well above their expected level (identified as Gifted and Talented in numeracy) are encouraged to complete the Mastery PASS card for their year group before moving on to a higher year groups scheme of work. Teachers and pupils are inspired to broaden and deepen their knowledge before rushing on to the next thing. Gifted and talented children are given suitable challenges to allow them to think creatively as well as develop their independent learning skills. Activities given to gifted and talented children promote reasoning and logic skills and encourage children to transfer their skills to different contexts. Equal Opportunities Curriculum planning will ensure that all pupils have an equal opportunity to take part in all maths teaching regardless of gender, cultural background or disability. Assessment Children are assessed according to the PASS cards. These PASS cards summarise the main objectives for each year group and help teachers gauge whether or not each child is working at an emerging, expected or exceeding level, compared to their age related expectations. At the beginning of the school year and at the end of each halfterm, teachers record an assessment of the PASS card number attained for each child in mathematics. These assessments are made by class teachers using PASS card assessments and NFER assessments. Attainments are put directly onto Target Tracker, removing the need for excess paper and allowing staff to have an accurate and easyto-access record of mathematics achievement. This enables class teachers to identify the progress children are making and any gaps in children s learning. During lessons and subsequent marking, teachers make use of Assessment for Learning (A4L) to ensure that the children s needs and possible misunderstandings are quickly identified. The teacher may give further explanation, in the form of a miniplenary, or address concerns with individual children. Similarly, they may extend the class s learning further by adjusting the task set or offering extension questions. Statutory assessments are carried out at the end of Key Stages 1 and 2. In Reception, children are assessed against the Early Learning Goals for Mathematics and complete the government s Reception baseline assessments. All other year groups complete an NFER mathematics assessment at the end of each academic year. Information from teacher and statutory assessments are used to inform future planning and target setting arrangements.

8 Targets Teachers choose the appropriate Number PASS card and Shape and Measure PASS card for each child, (these are decided upon after a baseline assessment at the start of each academic year). The targets on these PASS cards are used for planning and assessment and children are involved in the self-assessment of their achievements. Children are expected to make at least 3 whole PASS cards in one academic year and at least 12 whole PASS cards across Key Stage Two. Homework Children complete weekly maths homework tasks (see Homework Policy). In KS1, these are selected by staff to match classroom learning. In KS2, each child works through a differentiated mental arithmetic booklet or from the MyMaths website, allowing staff to set regular on-line tasks, with the aim of making maths accessible, enjoyable and linked with ICT. Multiplication Tables The ability to immediately recall basic tables facts (to 12x12) forms a cornerstone of a child s mathematics ability. In KS1, children are expected to know their 2, 5 and 10 times tables. By the end of Year Four, all children should know their tables to 12x12 with instant recall. Therefore, all children from year 1 upwards practise tables and number bonds regularly. Teachers and children may agree on individual tables to practise and each child s tables progress is recorded on their times tables card in KS1 and lower KS2. Each classroom displays the progress the children are making with their times tables too. As children progress through their multiplication tables, they are awarded Bronze (x2, x5 and x10), Silver (as bronze plus x3, x4 and x8), Gold (as silver, plus x7, x6 and x9) & Platinum (all tables to 12x12) certificates. When children are confident that they know all of their tables up to 12x12, they can be tested by the head teacher and subsequently may be tested in assembly. Those children who pass may receive a 2.00 WHSmith voucher. Enrichment Events The maths team plan to continue organising events, such as puzzle days, to raise the profile of, and attainment in, mathematics amongst children and their parents and carers. An annual maths week takes place during Term 1 and allows children and parents to explore a particular element of maths across a whole week. Where possible, the Happy Puzzle Company helps raise the profile of maths during this week, offering workshops to pupils and a puzzle shop to parents after school. Megan Covey September 2016