Woodside Primary School
Mathematics Policy
an essential element of communication which
is important to analyse and communicate information and ideas;
an important tool which can be used to enable things to be done which might otherwise be
impossible and should equip the children for adult life;
one way of teaching flexibility, initiative, accuracy, systematic logical thinking and is
a source of interest and fun.
At Woodside School we aim:
to implement the current legal requirements
of the National Curriculum and follow the Programmes of Study to fulfil the current
Statements of Attainment and Attainment Targets;
to ensure that each child will leave our school numerate and able to use and apply
Mathematics with confidence;
to pass on knowledge;
to teach skills;
to pass on values;
to develop understanding.
Learning of Mathematics
Mathematics is important because:
it is widely used in society, both in
everyday situations and in the world of work
it can be used to represent or communicate ideas, to predict, to explain and to verify
it is interesting and enjoyable providing intellectual challenge and aesthetic pleasure
Our teaching at all levels shall include opportunities for:
teacher exposition;
discussion techniques (pupil/pupil and pupil/teacher) appropriate practical work;
consolidation and practice of fundamental
skills and routines; problem solving;
the committing to memory and recall of a range of mathematical facts;
investigation work;
classwork, group work, individual work.
At Woodside School the Mathematics Curriculum is organised mainly on a subject basis outside the main topic framework of the curriculum (although topic work will often include mathematical activities).
Mathematics is taught in groups of equal ability, individually and sometimes as a whole class activity.
The formal teaching of tables begins in Year 3, but they are introduced through practical activities in Year 2. Homework is set when appropriate. Investigative work is set by individual teachers and also taught as set down in the mathematics schemes used by the school.
Planning Mathematics
We operate a planning procedure agreed by the whole teaching staff, based upon the Programmes of Study and Statements of Attainment.
Our medium and long term planning is informed by the Whole School curriculum Plan which maps our the mathematics curriculum for each year group and class.
We develop termly and weekly plans which give details of appropriate activities and outcomes.
The use and application of Mathematics to investigate and solve problems is integrated with work on number, algebra, shape, space, and handling data to ensure that we meet all legal requirements and to help the children think mathematically.
Resources
Each teaching area has its own resources,
however items used only occasionally are the responsibility of the mathematics
co-ordinator.
These include: bathroom scales, surveyors tapes, Newton (force) meters, clinometer, pairs
of compasses and timers.
Information Technology is used for problem solving, data handling, exploring space, shape and measures and investigational activities.
Calculators are used throughout the school to enable children to work on investigational activities without the need to focus on calculation. They are not a substitute for pencil and paper or mental methods of calculation which are also widely practised.
Commercially available schemes of work are used in mathematics to provide a framework which is supported by a variety of other activities. The principal schemes in use in the school are:
Heinemann SMPG and Peak workcards used in
years R to 3
Ginn used in years 3 to 6.
Supplementary schemes include
Hesse, Peak and Beta used in years 3 to 6.
Mathematical games take the place of a supplementary scheme in Years R to 2.
Equal Opportunities
The teaching of Mathematics will be in accordance with the present policy for Equal Opportunities.
We aim to provide equal access to mathematics for those children with Special Educational Needs and those pupils who are very able and require extension activities, through small group work and through the use of Classroom Assistants where available.
Assessment
Children's work will be marked according to the agreed school policy and their performance continually assessed in accordance with the National Curriculum by the class teacher. The teacher may also test children from time to time, as may the Headteacher. The teacher passes on relevant information to other teachers and the summative record, formative record and pupil profiles are regularly updated. Key Stage 1 and 2 SATs results are reported to Parents, LEA and DfEE as required by law. Staff hold regular parents meetings and written annual reports are forwarded to parents in the summer term. The summative sheet, record of achievement and portfolio are completed, along with records of achievement in other subjects to provide an overall picture of the child.
Formative assessment is used to guide the progress of individual pupils in mathematics. It involves identifying each child's progress in each aspect of the subject, determining what each child has learned and what therefore should be the next stage in his/her learning. Formative assessment is mostly carried out informally by teachers in the course of their teaching.
Suitable tasks for assessment include:
small group discussions perhaps in the context of a practical task
short tests in which the teacher gives questions orally and pupils write answers
specific assignments for individual pupils
individual discussions in which children are encouraged to appraise their own work and progress.
Ginn assessment sheets
Check up pages
Heinemann check up sheets and games
Tests to indicate National Curriculum levels (from September 1996)
A portfolio of the child's work in this and other subjects is maintained throughout the school.
Formal summative assessment is carried out at the end of each National Curriculum Key Stage (i.e. in Years 2 and 6) through the use of SATs and teacher assessment.
Reporting to parents is done through consultations and annually through a written report.
Reporting in mathematics will focus on each child's
attitudes to mathematics
competence in basic skills
ability to apply mathematical knowledge to new situations.
The Role of the Mathematics Co-ordinator
To purchase, organise and maintain teaching
resources.
To assist with diagnosis and remediation of learning difficulties.
To manage a delegated budget and keep spending within it.
To encourage and assist in-service training.
To keep up-to-date by attending courses and feedback sessions organised by LEA, Cluster
groups or other colleagues.
To provide guidance and support in implementing NC and schemes of work.
To offer specialist advice and knowledge for special needs and gifted pupils.
After consultation, to co-ordinate recording and presentation throughout the school.
To advise the Headteacher of action required (e.g. resources, standards).
The over-riding task must be to provide support for all who teach mathematics and so
improve the quality and continuity of mathematics teaching and learning throughout the
school.