> dfca h#bjbjڥڥ .:R\R\@'8,4pb00(XXX333aaaaaaa$^dgb33333bXX*b3^XXa3aZ`Xv]Na@b0pb]gg``ga$3333333bb333pb3333g333333333>J: St. Josephs Catholic School
Maths Policy
Introduction
This policy outlines the aims, organisation and management for the teaching and learning of mathematics at St. Josephs Catholic Primary School.
It is based on Excellence and Enjoyment, the National Curriculum (NC) programmes of study (PoS), and is supported by the Primary Framework for mathematics.
Adopted by Governors: January 2017
Review Date: January 2020
Aims
Mathematics is a life skill. It is an essential element of communication, widely used in society, both in everyday situations and in the world of work.
Our aims in teaching mathematics are:
To equip pupils with the mathematics they need to become numerate.
To develop their ability to apply mathematical skills with confidence and understanding when solving problems.
To enable pupils to express themselves and their ideas using the language of mathematics with assurance.
To develop positive attitudes to mathematics, recognising that mathematics can be both useful and enjoyable.
To nurture a fascination and excitement of mathematics
To be able to use and apply the skills in other curricular areas.
Teaching Mathematics
Organisation
A daily mathematics lesson of 45 60 minutes is taught in Year 1 6.
EYFS is being used for children at the foundation stage. At this stage pupils experience mathematics on a daily basis. This early introduction to mathematics will generally be practical through play and often in the context of a class theme, e.g. a particular story. Opportunities for mathematics should be developed through daily routines and all areas of learning.
Pupils are taught through adult-led and child initiated activities. Activities are planned according to individual needs and based around childrens interests within PSRN.
Cross-curricular skills acquired in the numeracy lesson are applied across the curriculum.
Teaching strategies
In order to provide the children with active and stimulating learning experiences, a variety of teaching and learning opportunities are adopted:-
Children may work individually on a task, in pairs or in a small group, depending on the nature of the activity.
Wherever possible practical real activities are used to introduce concepts and reinforce learning objectives.
Opportunities to transfer skills learnt, to real situations, are used whenever possible.
Activities are planned to encourage the full and active participation of all pupils.
Teachers differentiate tasks throughout the lesson in order to meet the needs of all abilities.
Teachers place a strong emphasis on correct use of mathematical language; this is supported by key vocabulary being displayed.
Teachers value pupils oral contributions and create an ethos in which all children feel they can contribute.
Curriculum Planning
Long term planning
Teachers follow the year-by-year progression as set out in the New Primary Maths Curriculum 2014.
Medium Term Planning
Staff follow a medium-term plan, devised by the staff in school based on the
year-by-year progression.
Short term planning
The St. Josephs School proforma is used by staff to plan learning over a series of lessons.
These plans include learning objectives, outline activities for the mental and oral starter, whole class teaching focus, guided group work, independent tasks, differentiation and key questions.
Planning clearly shows which group the teacher will be focusing on each day and which group will be supported by the additional adults.
Teachers evaluate units of work, making notes on pupils who have exceeded or not achieved expectations.
Teaching methods and approaches
In order to provide the children with active and stimulating learning experiences, a variety of teaching and learning opportunities, as recommended in the primary framework, are adopted:
Children may work individually on a task, in pairs or in a small group, depending on the nature of the activity.
A School Progression through calculation has been agreed. The mental and written methods taught are exemplified in the attached 'St. Josephs Computation Strategy' documentation.
ICT is used where appropriate by teachers and pupils to support teaching and learning in Mathematics.
The use of the calculator is introduced in year 4. The school adopts the guidance on their use as outlined in the New Maths Curriculum 2014.
Assessment, recording and reporting
Assessment takes place at three connected levels: short-term, medium-term and long-term. These assessments are used to inform teaching in a continuous cycle of planning, teaching and assessment.
Day-to-day assessments
As part of the ongoing teaching and learning process, teachers will assess children's understanding, achievement and progress in mathematics. Assessment may be based upon observation, questioning, informal testing and the marking and evaluation of work. This will inform day to day teaching and learning and provide feedback to children. Learners will also be taught to assess and evaluate their own achievements by recognising successes, learning from their own mistakes and identifying areas for improvement.
Periodic assessments
Take place at the end of a unit/at the end of two or three units / half termly. Teachers assess key ideas, End of Year Expectations, targets and areas of concern that have been covered during these units.
The outcomes of short and medium term assessments will be recorded on a class record sheet of Assessing Pupil Progress and through the highlighting of medium term plans.
Equal Opportunities
All pupils will have equal opportunity to reach their full potential across the mathematics curriculum regardless of their race, gender, cultural background, ability or physical disability.
Inclusion
The schools Equal Opportunities Policy applies to the teaching of mathematics as to all other subjects.
Environment
It is important that the classroom environment supports both the learning and teaching of mathematics.
The school aims to provide a mathematically stimulating environment:
through interactive displays that promote mathematical thinking and discussion
through displays of pupils work that celebrate achievement
by providing a good range of resources for teacher and pupil use.
In every classroom, resources such as number lines, hundred square, place value charts and multiplication squares are displayed as appropriate and used for whole class or individual work.
Homework
We recognise the importance of making links between home and school and encourage parental involvement with the learning of mathematics (through parents evenings, maths information evenings, parent workshops).
Homework provides opportunities for children
to practise and consolidate their skills and knowledge,
to develop and extend their techniques and strategies, and
to share their mathematical work with their family
to prepare for their future learning.
Adopted by Governors: January 2017
Due for Review: January 2020
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