Guidelines for using the Abacus Mathematics Programme. within the National Curriculum

Transcription

1 Guidelines for using the Abacus Mathematics Programme within the National Curriculum 1. The National Curriculum, NNS and Abacus The National Numeracy Strategy has provided a scheme of work to ensure that the NC PoS is not only covered through year group teaching, but highlights key aspects of numeracy that need to be revisited within a year for children to develop conceptual understanding and practice skills. Our main commercial scheme "Abacus" (together with Collins' "STEPS") provide essential activity based resourcing to support the teaching of mathematics throughout Key stages one and two. 2. Planning a. Long-term (Yearly) as a school we have adopted the NNS Framework for Teaching and Teaching programme as the basis of our annual plans for each year group (Appendix A for samples), the delivery of mathematics needs to be paced by the teacher to ensure that children are meeting challenging learning activities which match their needs, to this end the NNS framework s number of days per topic is to be used as reference rather than a stipulation. However it is essential that topics are not laboured at the expense of others since over the year all aspects will be returned to as part of the long term plan. Similarly the order in which units of work are to be covered within a half term will be determined by the teacher. b. Medium term (half termly) The framework for teaching maths will inform half termly planning and assessment. Half termly planning will be differentiated to indicate the needs of groups of children as identified through ongoing assessment. So a teacher may incorporate teaching objectives from the previous year group plan for children experiencing particular difficulties with a concept. The NNS planner (Appendix B) supports this planning stage. Our planning format (see Planning policy) from Year 1 onwards indicates who is being planned for the topic and key objectives in relation to the NNS Teaching Programme Abacus/STEPS references where appropriate a notion of time periods needed to cover each topic See Planning policy for foundation stage planning formats.

2 c. Short term planning (weekly) Mathematics is generally planned separately from the cross-curricular topic. Weekly plans (see Planning policy) need to indicate: the mental/oral arithmetic focus for the week key questions and new vocabulary to introduce main group tasks in relation to the key objectives set in the half term plan investigations/problems to be solved SEN teaching provision unless a child has IEP 3. Teaching mathematics at Ladybrook Mental/oral Maths At foundation stage mental/oral maths sessions are planned for as and when they are considered to be appropriate bearing in mind the requirements of the early Learning goals and developing personal/social skills of the children. They are phased into reception class teaching over the year. From Yr 1 onwards all children experience daily mental/oral maths sessions linked to NNS year group objectives. Main teaching activity The mental maths sessions may introduce a class maths session along the lines advocated by the NNS. However they may equally introduce a teaching session for part of the class whilst others work on different subject based tasks. In this case the teacher will focus on direct teaching of maths with the rest of the class later in the session or indeed the day. Our reason for adopting this flexible approach to the teaching of maths is to continue to use teaching strategies that best meet the needs of our pupils and best use the support staff and parents involved in classroom activities, rather than have a lesson structure dictate how we teach. The Plenary The plenary has a role in summarising key facts, ideas and what to remember as well as sorting out misconceptions that may have arisen from the main teaching activity. It also enables children to discuss what they are learning, providing examples for the class to consider. In the whole class sessions the plenary is useful and can be seen in operation at Ladybrook. Equally when maths is being taught as part of the integrated day, some kind of assessment of developing knowledge and skills is required as feedback for pupils, which will take the form of an informal plenary geared to the needs of a particular group. It is up to the Mathematics Co-ordinator to monitor, evaluate and review the effectiveness of our approach in the light of classroom observations and with reference to pupil attainment. 4. Resourcing (c.f. Appendix C) Mental Arithmetic For mental and oral sessions each class has basic practical resources plus a mental arithmetic pack. The Abacus scheme provides a wealth of mental/oral activities. Teachers need to choose activities to support pupil learning, considering both challenging and strengthening activities.

3 Topic resources Most of our topic related equipment is stored in the main stock room and must be returned by the teacher to the appropriate box and shelf. Further resources are stored in the area between Years 5 & 6, and again need to be returned to this area after use. ICT Our ICT PoS integrates mathematics based software to support learning form simple My World screens available in classrooms, to NNS programmes and the ENRICH maths club on the Internet in the ICT suite together with a variety of age appropriate data handling programmes. Abacus Each classroom is equipped with the appropriate Abacus handbooks and resource activity sheets. The following table indicates the National Curriculum levels predominating in year groups within Ladybrook, together with associated Abacus and subsidiary STEPS handbooks available in each classroom. Year group Main NC Abacus STEPS N Foundation Foundation - R Foundation L1 Reception Early steps/hb1 Yr 1 L1 2 1 HB 1/2 Yr 2 L2 3 2 HB 2/3A Yr 3 L3 consol 3 HB 3A/B Yr 4 L3 4 4 HB 3B/4A Yr 5 L4 consol 5 HB 4A/4B Yr 6 L4 5 6/7 HB 4A/B/5 Subsidiary resources Extra STEPS maths resource master files are available for levels 3-4 to offer further extension and practice activities. These are stored between yrs 5 & 6 Investigations Many of the extension activities in STEPS provide excellent short investigations. For longer investigations teachers should refer to our guidelines for AT1 and the wealth of resource

4 books available in the stockroom. Each class from Year 2 onwards also has a classroom investigation pack. 5. Assessment (c.f. ARR policy) Abacus provides at least one structured assessment activity per unit. It is essential to note those children who do not acquire a particular skill or grasp a concept, so that future (weekly) planning can incorporate their needs. Teachers should not overload themselves with either activities or assessments, but must decide when assessment is necessary and indicate with an asterisk on the weekly plan. Assessment, whether it is based on teacher judgement or formal activity, should be conducted on a small group or individual basis. 6. Recording As a staff we have agreed to continue recording progress through the STEPS scheme to provide a manageable interim and end of year record of group/class experience and attainment. Each teacher must include, in their planning files, the STEPS class records, updated regularly (at least half termly) as units from the NNS are taught and steps activities used. Previous STEPS records must be slotted behind the current ones. These travel with the class from reception through to year 6 to ensure continuity and progression in planning. Individual pupil targets and assessments are recorded and updated in the PUPPIE (from November 2000). The teacher s highlighted teaching programme showing objectives covered during the year by most children will be discussed with the receiving teacher who may take a copy to inform medium term planning particularly where a teacher has identified areas of group/class weakness. 7. The place of games and calculators Each classroom has a stock of games that are appropriate to the needs and interest levels of the children using them. These must be regularly checked for missing parts and the maths co-ordinator informed. Children need to be taught to play games before they are offered as independent activities. These together with class challenges, problems to solve and mental arithmetic activities provide further opportunities to reinforce key concepts of mathematical skills, as well as providing a context for strategy development in competition or co-operation with others. Calculators can play a vital role in games and their use should be encouraged. The use of calculators should be monitored by teachers, to ensure that children become confident and discerning users of these instruments. To this end children should have the opportunity to - become familiar with the number operations to be performed by calculators explore the way a calculator works through games develop confidence in selecting correct key sequences for various calculations use mental methods to estimate for expected answers, check for reasonableness and interpret results use calculators as a powerful means of exploring numbers and to extend this understanding of the nature of numbers and number relationships.

5 Children need to understand that - calculators should not be the first port of call for checking calculations calculators are only as accurate as the operator's fingers! and calculator calculations themselves may need to be checked! calculators can be useful tools in appropriate situations 8. Presentation of Written Maths Practical activity and discussion in which children crystallize their ideas are both central to the development of mathematical skills, concepts and understanding Foundation Stage Recording maths is a skill in itself. Careful presentation of work must be encouraged from the beginning. Recording of mathematical work by children is developed through model making, pictorial representation, and structured play activities. It is recognised that much of this recording is ephemeral. The correct formation of numerals is modeled and taught form nursery onwards. Key Stage 1 1. All children have an exercise book in which recorded mathematics is: Dated Marked Kept. 2. Resource masters and other paper-based activities are marked and stored in individual manila files. 3. In Year 2 children are gradually introduced to 1cm squared maths books. Key Stage 2 The following guidelines must be applied throughout Key Stage 2 1. Each new piece of work must have a title which is underlined with a ruler be dated be completed 2. Each piece of work should be marked and corrections attended to. 3. Pages should not be left blank 4. Textbook instructions should not be laboriously written out but answers to questions should be numbered/lettered by children. 5. Investigations/problems must be clearly outlined to enable the teacher to understand the child s line of thinking. 6. Children must write on the lines - not in between. 7. It is advised that children write decimal points on the vertical line in the centre to clearly discriminate between decimal points and full stops.

6 8. If children jot down calculations this should be done on a "Try Page" and entitled as such. These pages can provide diagnostic evidence of strategies used or calculating problems, but may look untidy hence the title. Where Try pages are not incorporated it will be assumed that the child has operated mentally. 9. Paper based activities must be stored in Maths files in an orderly fashion. Children must be taught to be responsible for their work. Appendices Appendix A- NNS programme of study (sample from NNS file) Appendix B NNS term planner (Sample from file/example of utilized planner) Appendix C mathematics resource currently available at Ladybrook October 2000 Review/Update May 2003 Review/Update

7 Maths Resources Appendix C Classroom resources Each classroom is equipped with a selection of day to day resources, materials and equipment. Our Nursery and Reception are equipped from a Foundation budget (2000 onwards). Reception Year 2 Numberlines (appropriate to year group) Washing line and pegs Multilink (cubes and prisms) Calculators Spinners/dice/counters Computer software (as appropriate see also software in Computer suite) Pattern blocks/attribute blocks Working clock Pegs and boards Dominoes Clixi (and Yr 3) Non-standard masses Threading equipment (Rec./Yr1) Metre sticks/tapes Various games/puzzles Number fans/digit cards Year 3 Year 6 Multilink Numberlines (appropriate to year groups Calculators Spinners/dice/counters Computer software (as appropriate) Rules/tapes/trundle wheels Metre sticks Variety of maths papers Clock faces Compasses Playing cards Multibase/Diennes Various games/puzzles Multilink (cubes and prisms) Stockroom resources There is a wide selection of teacher resources (and handbooks in the staffroom). Please abide by copyright guidelines (shown inside covers of most materials) before photocopying any pupil activities. Additional more expensive or less frequently used resources are stored in maths topic baskets on shelves in the stockroom. They are labelled for easy reference and staff, not children, are responsible for replacing these boxes and single items. Papers A3 maths papers, including tracing paper, are stored in the central art cupboard.

8 Abacus resources The following materials must be available in school during term time. Nursery Foundation 1 resource book Reception Year 1 - Year 2 - Year 3 - Reception Teacher cards Teachers book Mental warm-up activities Activity book Year 1 Teacher cards Teachers book Mental warm-up activities Activity book Number + SSM workbook samples in file for teacher use/development PCM masters Challenge book Support book Homework book Assessment book Yr 2 as for Yr 1 Plus:- Infant simmering activities Infant games pack Number textbook X 7 Teacher cards Teachers book Mental warm-up activities Activity book PCM masters Challenge book Support book Homework book Assessment book Number textbook 1X 17 Number textbook 2X 17 Shape, Data and Measures textbook X 17 Answer book Games pack Lower Junior simmering activities Year 4 - As for Year 3 Year 5 - Year 6 - As for Year 3, but Upper junior simmering activities instead of lower As for Year 5 plus:- Abacus 7 teacher cards Textbooks X 6 Teacher s resource book