Marsh Green Primary School
Marsh Green Primary School Mathematics Policy 2015/2016
Mathematics Policy Aims At Marsh Green Primary School we believe mathematics is a tool for everyday life and that problem solving is at the heart of mathematics. It is our aim to develop:
curiosity and a positive attitude towards mathematics fluency in mathematical knowledge and concepts and the skills to recall and apply knowledge rapidly and accurately an ability to work both independently and in cooperation with others mathematics in different contexts across the curriculum and in real life skills reasoning by recognising what it is the task requires, making and testing conjectures, choosing a strategy, explaining, justifying and evaluating solutions an ability to solve problems by working systematically, through trial and improvement, logical reasoning, spotting patterns, visualising, working backwards and conjecturing an ability to communicate mathematics using mathematical vocabulary in order to facilitate the ability to reason mathematically and present a mathematical justification, argument or proof.
Planning Our mathematics curriculum complies with The 2014 Primary National Curriculum in England. To ensure that there is adequate time for developing mathematic skills mathematics is taught for 1 hour per day as a discrete session. We also have a dedicated half hour session per day, focusing on problem solving, justifying and reasoning skills. Teachers ensure that other opportunities throughout the curriculum are provided to develop mathematical skills. The Early Years Foundation Stage Statutory Framework (2014) requires children to be taught mathematics within the mathematics area of learning. There are opportunities for mathematical learning within all areas of learning indoors and outdoors. Long Term Plans In EYFS plans are developed from the Statutory Framework for the Early Years Foundation Stage (2014) and Development Matters. In KS1 and KS2 plans are developed from The 2014 Primary National Curriculum in England, as well as the Abacus scheme of work to ensure appropriate coverage of the programmes of study across the year.
Planning Teachers use the Abacus published scheme plans to use as a basis for their weekly learning journeys. All teachers adapt the weeky and daily plans according to the needs and abilities within their class, ensuring that pupils reach their full potential. Year group planning sessions ensure that there is a consistent approach to planning throughout each year group and that teaching and learning activities are inspiring, engaging and motivational for all children and encourage their curiosity and thirst for learning. Activities are well planned and steps to success are written to demonstrate what the children need to do to reach the objective. There is a planning format that is used by all teachers. The weekly planning is monitored by the Senior Leadership Team and the mathematics coordinator. In early years plans are updated in accordance with the children’s interests and experiences. Teachers at Marsh Green Primary School aim to ensure that throughout the school children are given opportunities for:
practical activities and mathematical games problem solving investigations individual, paired, group and whole class discussions and activities open and closed tasks a range of methods of calculating working with computers as a mathematical tool
Reasoning and Justifying At Marsh Green Primary one of our priorities is to improve the pupil’s mathematical reasoning, problem solving and reasoning skills. Half an hour per day is dedicating to problem solving and reasoning tasks, in which a rich variety of activities are investigated by the pupils. Pupils are gaining vital experience in articulating and writing their thoughts and ideas to a problem.
Recorded Learning All children are encouraged to work tidily and neatly when recording their work. The children use the right page of their book to record their independent tasks. Teacher marking will occur on the left hand page so that the pupils can easily respond to their next steps and challenge questions. Children should use one square for each digit. Where children are completing practical learning teachers can use photographs and comments as evidence.
Inclusion – SEN and More Able Pupils’ needs are met through extensive differentiation. The pitch and expectation of lessons is supported through the Abacus maths scheme, Individual Education Plans, individual targets and the National Curriculum. The planning format explicitly ensures that pupils with significant different needs from the class, including those who are achieving significantly higher than age related expectations are individually named and planned for individually. It is also school expectation that
for each ‘stage’ of learning have planned extension activities. These are not ‘more of the same’ but challenging tasks with a problem solving focus. We believe in children being active learners and pupils are allowed to choose their task based on a self-assessment of their understanding and prior knowledge. This allows all pupils to achieve to the best of their ability. Assessment and Target Setting Pupil’s books are marked on a weekly basis. Each child will receive diagnostic next step comments which are supported by teacher models. Pupils need to respond to their next step, ensuring a strong dialogue between student and teacher. KS1 and KS2 pupils undertake half termly maths assessments, in which they will be provided with an emerging, expected, exceeding or mastery grade. These grades, along with teacher assessment informs future planning and teaching. Formative assessment Teachers use formative assessment throughout the session by asking a range of questions, listening to responses and observing pupils whilst they are learning. This formative assessment feeds into future planning and teaching. Resources Every class (year group appropriate) has a bank of resources (hundred squares, multiplication squares, counting equipment, metre stick, diennes equipment, 2d shapes, mirrors, protractors, compasses and calculators). All other maths resources are kept in the maths cupboard. Teachers are encouraged to give pupils as many ‘concrete’ experiences of maths to ensure that it is not taught in an abstract manner but pupils are able to engage with the mathematical concepts to ensure they are embedded and developed. Teachers are encouraged to use ICT in their lessons and have access to a variety of teaching tools through the Abacus maths scheme. Home Learning At Marsh Green Primary School we recognise the importance of parental involvement in their children’s learning and we encourage all parents/carers to help their children with their homework and learning of number bonds and timetables at home.Children are provided with one piece of homework per week which is carried out online via the Abacus website. Pupils who do not have access to the internet at home are able to attend weekly maths lunchtime clubs to complete their homework.
Mathematics Policy Aims At Marsh Green Primary School we believe mathematics is a tool for everyday life and that problem solving is at the heart of mathematics. It is our aim to develop:
curiosity and a positive attitude towards mathematics fluency in mathematical knowledge and concepts and the skills to recall and apply knowledge rapidly and accurately an ability to work both independently and in cooperation with others mathematics in different contexts across the curriculum and in real life skills reasoning by recognising what it is the task requires, making and testing conjectures, choosing a strategy, explaining, justifying and evaluating solutions an ability to solve problems by working systematically, through trial and improvement, logical reasoning, spotting patterns, visualising, working backwards and conjecturing an ability to communicate mathematics using mathematical vocabulary in order to facilitate the ability to reason mathematically and present a mathematical justification, argument or proof.
Planning Our mathematics curriculum complies with The 2014 Primary National Curriculum in England. To ensure that there is adequate time for developing mathematic skills mathematics is taught for 1 hour per day as a discrete session. We also have a dedicated half hour session per day, focusing on problem solving, justifying and reasoning skills. Teachers ensure that other opportunities throughout the curriculum are provided to develop mathematical skills. The Early Years Foundation Stage Statutory Framework (2014) requires children to be taught mathematics within the mathematics area of learning. There are opportunities for mathematical learning within all areas of learning indoors and outdoors. Long Term Plans In EYFS plans are developed from the Statutory Framework for the Early Years Foundation Stage (2014) and Development Matters. In KS1 and KS2 plans are developed from The 2014 Primary National Curriculum in England, as well as the Abacus scheme of work to ensure appropriate coverage of the programmes of study across the year.
Planning Teachers use the Abacus published scheme plans to use as a basis for their weekly learning journeys. All teachers adapt the weeky and daily plans according to the needs and abilities within their class, ensuring that pupils reach their full potential. Year group planning sessions ensure that there is a consistent approach to planning throughout each year group and that teaching and learning activities are inspiring, engaging and motivational for all children and encourage their curiosity and thirst for learning. Activities are well planned and steps to success are written to demonstrate what the children need to do to reach the objective. There is a planning format that is used by all teachers. The weekly planning is monitored by the Senior Leadership Team and the mathematics coordinator. In early years plans are updated in accordance with the children’s interests and experiences. Teachers at Marsh Green Primary School aim to ensure that throughout the school children are given opportunities for:
practical activities and mathematical games problem solving investigations individual, paired, group and whole class discussions and activities open and closed tasks a range of methods of calculating working with computers as a mathematical tool
Reasoning and Justifying At Marsh Green Primary one of our priorities is to improve the pupil’s mathematical reasoning, problem solving and reasoning skills. Half an hour per day is dedicating to problem solving and reasoning tasks, in which a rich variety of activities are investigated by the pupils. Pupils are gaining vital experience in articulating and writing their thoughts and ideas to a problem.
Recorded Learning All children are encouraged to work tidily and neatly when recording their work. The children use the right page of their book to record their independent tasks. Teacher marking will occur on the left hand page so that the pupils can easily respond to their next steps and challenge questions. Children should use one square for each digit. Where children are completing practical learning teachers can use photographs and comments as evidence.
Inclusion – SEN and More Able Pupils’ needs are met through extensive differentiation. The pitch and expectation of lessons is supported through the Abacus maths scheme, Individual Education Plans, individual targets and the National Curriculum. The planning format explicitly ensures that pupils with significant different needs from the class, including those who are achieving significantly higher than age related expectations are individually named and planned for individually. It is also school expectation that
for each ‘stage’ of learning have planned extension activities. These are not ‘more of the same’ but challenging tasks with a problem solving focus. We believe in children being active learners and pupils are allowed to choose their task based on a self-assessment of their understanding and prior knowledge. This allows all pupils to achieve to the best of their ability. Assessment and Target Setting Pupil’s books are marked on a weekly basis. Each child will receive diagnostic next step comments which are supported by teacher models. Pupils need to respond to their next step, ensuring a strong dialogue between student and teacher. KS1 and KS2 pupils undertake half termly maths assessments, in which they will be provided with an emerging, expected, exceeding or mastery grade. These grades, along with teacher assessment informs future planning and teaching. Formative assessment Teachers use formative assessment throughout the session by asking a range of questions, listening to responses and observing pupils whilst they are learning. This formative assessment feeds into future planning and teaching. Resources Every class (year group appropriate) has a bank of resources (hundred squares, multiplication squares, counting equipment, metre stick, diennes equipment, 2d shapes, mirrors, protractors, compasses and calculators). All other maths resources are kept in the maths cupboard. Teachers are encouraged to give pupils as many ‘concrete’ experiences of maths to ensure that it is not taught in an abstract manner but pupils are able to engage with the mathematical concepts to ensure they are embedded and developed. Teachers are encouraged to use ICT in their lessons and have access to a variety of teaching tools through the Abacus maths scheme. Home Learning At Marsh Green Primary School we recognise the importance of parental involvement in their children’s learning and we encourage all parents/carers to help their children with their homework and learning of number bonds and timetables at home.Children are provided with one piece of homework per week which is carried out online via the Abacus website. Pupils who do not have access to the internet at home are able to attend weekly maths lunchtime clubs to complete their homework.
