Maths Non-negotiables

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1 Maths Non-negotiables Arithmetic must be taught on a daily basis. Its focus should be developing mental strategies fluency. Times tables should be a key mental maths focus in year 3 4. The new curriculum states that all tables must be learnt by the end of year 4. A different problem solving task should be planned once a week - Logic, word, finding all possibilities, finding patterns/rules, or spatial. All year 3 4 children must use equipment to support methods, as stated in the calculation policy. Children in 5 6 will develop their methods so they eventually visualise numbers, without using equipment. Children are able to use equipment during maths assessment tests in year 3,

2 MATHS POLICY September 2014 This policy has been to support the following statements: To encourage, value develop every child s contribution to the school the community. To recognise celebrate success in everyone. To provide a broad, balanced stimulating curriculum, that is relevant to children s needs interests. To encourage enable the continuous professional development of all staff. Aims Mathematics teaches children how to make sense of the world around them through developing their ability to calculate, reason solve problems. It enables children to underst relationships patterns in both number space in their everyday lives. Through their growing knowledge understing, children learn to appreciate the contribution made by many cultures to the development application of mathematics. The aims of teaching mathematics are:- To promote enjoyment of learning through practical activity, exploration discussion; To promote confidence competence with numbers the number system; To develop the ability to solve problems through decision-making reasoning in a range of contexts; To develop a practical understing of the ways in which information is gathered presented; To explore features of shape space, develop measuring skills in a range of contexts; To underst the importance of mathematics in everyday life. In February 2013, the new maths curriculum was published. Year 3, 4 5 will begin teaching it in September 2014 Year 6 in curriculum in September The National Curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied frequent practice with increasingly complex problems over time, so that pupils have conceptual understing are able to recall apply their knowledge rapidly accurately to problems reason mathematically by following a line of enquiry, conjecturing relationships generalisations, developing an argument, justification or proof using mathematical language can solve problems by applying their mathematics to a variety of routine non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps persevering in seeking solutions. 2

3 Teaching learning style The school uses a variety of teaching learning styles in mathematics. Our principal aim is to develop children s knowledge, skills understing. During our daily lessons we encourage children to ask as well as answer mathematical questions. They have the opportunity to use a wide range of resources, such as number lines, number squares, digit cards small apparatus to support their work. Our calculation policy is based around the use of Base 10 equipment. All children will use Base 10 equipment before using formal methods. ICT is used in mathematics lessons for modelling ideas methods. Wherever possible, we encourage the children to apply their learning to everyday situations. In all classes children have a wide range of mathematical abilities. We recognise this fact provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies in some lessons through differentiated group work, in other lessons by organising the children to work in pairs on open-ended problems or games. We use classroom assistants to support some children, to ensure that work is matched to the needs of individuals. Mathematics curriculum planning Mathematics is a core subject in the National Curriculum, we use the Primary Framework for Literacy Mathematics as the basis for implementing the statutory requirements of the programme of study for mathematics. We carry out the curriculum planning in mathematics in three phases (long-term), medium-term short-term). The Primary Framework for Literacy Mathematics gives a detailed outline of what we teach in the long term, while our school teaching programme identifies the units we teach on specific dates. Our plans are using the Lancashire Gird for Learning Maths scheme. They ensure an appropriate balance distribution of work throughout the year prepare the children well for the new SATs tests in It is the class teacher who completes the weekly plans for the teaching of mathematics. These weekly plans list the specific learning objectives expected outcomes for each lesson, give details of how the lessons are to be taught. Planning books are scrutinized on a regular basis to supple evidence for staff s Performance Management. Arithmetic The 2016 maths SATs test will not have a mental maths test but an arithmetic paper. To prepare our children for this, the first 10 minutes of every maths lesson will be dedicated to arithmetic. Contribution of mathematics to teaching in other curriculum areas 3

4 English The teaching of Mathematics contributes significantly to children s understing of English in our school by actively promoting the skills of reading, writing, speaking listening. For example, in mathematics lessons we expect children to read interpret problems, in order to identify the mathematics involved. They are also improving their comm of English when they explain present their work to others during plenary sessions. Personal, social health education (PSHE) citizenship Mathematics contributes to the teaching of PSHE citizenship. The work that children do outside their normal lessons encourages independent study helps them to become increasingly responsible for their own learning. The planned activities that children do within the classroom encourage them to work together respect each other s views. We present children with real-life situations in their mathematics work on the spending of money for example. Spiritual, moral, social cultural development The teaching of mathematics supports the social development of our children through the way we expect them to work with each other in lessons. We group children so that they work together, we give them the chance to discuss their ideas results. Mathematics ICT Information communication technology enhances the teaching of mathematics significantly, because ICT is particularly useful for mathematical tasks. It also offers ways of impacting on learning which are not possible with conventional methods. Teachers can use software to present information visually, dynamically interactively, so that children underst concepts more quickly. Younger children use ICT to communicate results with appropriate mathematical symbols. Older children use it to produce graphs tables when explaining their results, or when creating repeating patterns, such as tessellations. When working on control, children can use both stard non-stard measures for distance angle. They can also use simulations to identify patterns relationships. Mathematics inclusion At our school we teach mathematics to all children, whatever their ability individual needs. Mathematics forms part of the school curriculum policy to provide a broad balanced education to all children. Through our mathematics teaching we provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts talents those learning English as an additional language, we take all reasonable steps to achieve this. When progress falls significantly outside the expected range, the child may have special educational needs. Our assessment process looks at a range of factors classroom organisation, teaching materials, teaching style, differentiation so that we can take some additional or different action to enable the child to learn more effectively. Assessment against the National 4

5 Curriculum allows us to consider each child s attainment progress against expected levels. This ensures that our teaching is matched to the child s needs. Intervention through School Action Plus will lead to the creation of an Individual Plan (IEP) for children with special educational needs. The IEP may include, as appropriate, specific targets relating to mathematics. Every teacher has a Pupil Progress Plan (PPP) that highlights underachieving, special needs Pupil Premium children. It shows the support PPP children receive regularly ed by the class teacher. We enable all pupils to have access to the full range of activities involved in learning mathematics. Where children are to participate in activities outside the classroom we carry our risk assessment prior to the activity, to ensure that the activity is safe appropriate for all pupils. Assessment for learning Teachers will assess children s work in mathematics from three aspects (long-term, medium-term short-term). We use short-term assessments to help us adjust our daily plans. These shortterm assessments are closely matched to the teaching objectives. We make medium-term assessments to measure progress against the key objectives, to help us plan the next unit of work/measure attainment. We make long-term assessments in October, February June, (year 6 in May) we use these to assess progress against school national targets. We can then set targets for the next term make a summary of each child s progress before discussing it with parents. We pass this information on to the next teacher at the end of the year, so that s/he can plan for the new school year. We make the long-term assessments with the help of the end-of-year tests teacher assessments. We use the national test for children in Year 2 Year 6, plus the optional national tests for children at the end of Years 3,4 5. Resources All classes will have maths equipment available to support their learning throughout the whole of the lesson. Base 10 will be available for every child to support teaching of addition,, methods as described in the maths policy. A range of software is available to support work with the computers, all classrooms have interactive whiteboards. Monitoring Monitoring of the stards of children s work of the quality of teaching in mathematics is the responsibility of the subject leader. The work of the subject leader also involves supporting colleagues in their teaching, being informed about current developments in the subject, providing a strategic lead direction for mathematics in the school. The subject leader gives the weaknesses in the subject, indicates areas for further improvement. The headteacher allocates regular management time to the subject leader so that s/he can samples of children s work undertake lesson observations of mathematics teaching across the school. This policy will be ed at least every two years. 5

6 Year 3 Yearly Overview Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 1 Counting tables (3x, 4x) addition 2D 3D shape incl. sorting facts (measures) 2 mental calculation mental Addition Addition (measures) calculation 3 2D shape Length incl. perimeter mental Division (measures) 4 Statistics calculation Time Volume capacity Mass Position direction 2D shape incl. sorting 5 addition 3D shape incl. 8x table Time Decimals Addition (money) Statistics 6 (statistics, measures, money) week 3D shape incl. sorting week 6

7 Year 4 Yearly Overview 1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 incl. 6x 9x tables Roman numerals Counting incl. negative numbers incl. 7x 11x tables Counting sequences 2 - decimals decimals decimals (measures) Statistics 3 addition, decimals Addition 4 addition (problems inverse) Length incl. perimeter Position direction 2D shape position Volume/capacity mass 5 2D shape Statistics Area Addition Position area Shape 6 Time (statistics, measures, money) facts incl. 12x table time 7

8 Year 5 Yearly Overview 1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 x (factors, multiples) Roman numerals counting incl. negative numbers 2 (decimals) Division including problems Addition including problems 2D 3D shape incl. sorting calculations 3 + including problems (compare, order, equivalence) Calculating with fractions (time) statistics 4 (angles) measures (area) (length, mass capacity) (area volume) (mass, volume capacity) 5 measures (perimeter) Statistics measures (time) (reflection translation) Statistics measures Addition Area volume of shapes 6 Addition (angles) 8

9 Year 6 Yearly Overview To be used September 2015 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 1 incl. decimals, sequences coordinates addition, decimals fractions mass volume / capacity 2 addition, percentages, ratio proportion 2D shape, coordinates, translation reflection, ratio proportion calculation calculations 3 (time) - angles Statistics pie charts temperature, mean 2D 3D shape Calculating fractions, ratio proportion 4 2D 3D shape length, including perimeter mass Calculating with fractions Area, perimeter volume of shapes Coordinates, translation reflection decimals 5 area volume Statistics line graphs pie charts Algebra sequences 2D 3D shape 6 (length time) statistics - mean 9

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