Vision for Mathematics. Vision for teaching and learning Mathematics. Aims

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1 Vision for Mathematics Mathematics is a beautiful subject which has its own unique place in the curriculum at Heath Primary School. It provides learners with powerful ways to describe, analyse and change the world. Children can experience a sense of awe and wonder as they solve a problem for the first time, discover a more elegant solution and make links between different areas of mathematics. Mathematics is the means of looking at the patterns that make up our world and the intricate and beautiful ways in which they are constructed and realised. The language of mathematics is international. The subject transcends cultural boundaries and its importance is universally recognised. Mathematics helps us to understand and change the World. Mathematics makes a significant contribution to modern society; the basic skills of mathematics are vital for the life opportunities of our children; mathematics develops the mind and those highly valued cognitive skills. Learners at Heath Primary Schools study mathematics to become functioning adults who are able to think mathematically enabling them to reason, solve problems and assess risk in a range of contexts. Vision for teaching and learning Mathematics Good mathematics teaching is lively, engaging and involves a carefully planned blend of approaches that direct children s learning.the pitch and pace of the work is sensitive to the rate at which children learn while ensuring expectations are kept high and progress is made by all children (The Primary National Strategy) Aims To implement the current legal requirements of the Foundation Stage (FS) and the National Curriculum (NC), through the use of the Foundation Stage Curriculum Guidance and the Primary Framework for Mathematics. To foster positive attitudes, fascination and excitement of discovery through the teaching and learning of mathematical concepts. For our children to develop a can do attitude and perceive themselves as mathematicians. To broaden children s knowledge and understanding of how mathematics is used in the wider world. For our children to use and understand mathematical language and recognise it s importance as a language for communication and thinking. 1

2 Organisation of the teaching and learning Foundation Stage In the Foundation Stage (FS), Problem Solving, Reasoning and Numeracy is planned through adult supported teaching and learning. Daily opportunities to informally develop mathematical understanding through childinitiated activities and routines are capitalised upon. Key Stage 1 and 2 In Key Stage 1 (KS1) and 2 (KS2), teaching follows the Primary Framework for Mathematics and involves a daily mathematics lesson. Teaching and learning in all three key stages takes place in a range of environments. Planning Long Term Planning Long term teaching and learning is structured around the block and unit planning tool see fig (i) fig (i) - Long Term Planning Tool ~ The Block and Unit Structure Counting, partitioning and calculating Securing number facts & understanding shape Handling data and measures Calculating, measuring and understanding shape Securing number facts, rel ships and calculating Term 1 & 2 Term 3 & 4 Term 5 & 6 Progression through the year 2

3 Medium Term Planning The units in each of the blocks provide a structure for medium term planning across a year. The blocks can be taught in any order enabling flexibility in the teaching and the facility to link mathematical understanding with termly themes and half termly targets wherever possible. The units for 2 terms, from blocks A, B, C, D, and E are all taught to ensure coverage of the mathematical curriculum before moving on to the next set of units. Eg. In terms 1 & 2, is taught from blocks A, B,C, D, and E. A breakdown of the unit content illustrates how the seven strands of mathematical development ensure curriculum coverage for each year group. See fig (ii) fig (ii) Medium Term Planning Tool ~ Breakdown of the Units into the 7 strands Counting partitioning and calculating Counting and understanding number Calculating Securing number facts, understanding shape Knowing and using number facts Understanding shape Handling data and measures Measuring Handling Data Calculating, measuring and understanding shape Securing number facts, relationships and calculating Calculating Measuring Understanding shape Counting and understanding number Knowing and using number facts Calculating 3

4 Short Term Planning A short term plan outlines a teaching sequence, taking account of where pupils are in their learning, where they need to go and how they are going to get there A high proportion of the lesson time is devoted to direct teaching of whole class or groups. A variety of carefully-chosen resources are used to support teaching. Home /school partnership KS1 planned in line with termly targets and current teaching and learning. KS2 mental calculation and recall of +, -, x, and facts constitute one piece of homework. An additional piece is set to consolidate knowledge of the termly target and / or current teaching and learning. Levels of planning Planning Level Key Stage Guidance taken from Long Term Medium Term Short Term FS KS1 & KS2 FS KS1 & KS2 FS KS1 & KS2 EYFS Curriculum Guidance NNS / Block and Unit structure Electronic framework DVD ROM NC / NNS / Block and unit structure / Electronic framework DVD ROM EYFS Curriculum Guidance Units 1,2 and 3 from blocks A- E / Electronic framework DVD ROM NC / NNS /Block and unit structure / Electronic framework DVD ROM EYFS Curriculum Guidance Electronic framework DVD ROM NC / NNS /Electronic framework DVD ROM Resources Commercial resources to support the teaching and learning of mathematics Games Central resource / equipment cupboard (situated in the storeroom in the ICT suite on the first floor) Different environments ~ classrooms, outdoor learning spaces, gym, ICT suite, hall, music, art and D&T rooms A range ICT software to support the teaching of specific concepts The Primary Framework will be used to support teaching and learning in Heath Primary School. 4

5 Assessment Foundation Stage Transfer records from pre-school settings indicate progress using the Foundation Stage Curriculum Guidance. This is used in partnership with Reception Class practitioner s ongoing observational assessments made early in Autumn, Term 1 to ascertain a baseline which then informs subsequent teaching and learning for each child. Future attainment is noted using Activity Records, photographs and observational notes. Progress is recorded in each child s Learning Journey and the next steps to be taken are identified. Separate records for understanding numbers for labels and counting are also kept; progress is monitored termly. Statutory assessments are made on entry, mid-term and on exit of year 2 of the FS KS1 and KS2 In the daily mathematics lesson, formative assessments are made on a day-to-day basis, activity records are used to document individual progress and the short-term plans annotated. Practitioners observe, question and evaluate lesson outcomes to further determine progress made and the next steps in learning. Summative assessments are made at the end of each term to monitor children s knowledge and understanding of concepts taught. Commercial resources are also used to support the assessment process. During the Autumn, Spring and Summer terms, assessments are made against the current layered targets, progress is indicated on the Curriculum Target sheet and discussed at Pupil Progress Meetings. Pupil conferencing involves 6 tracker children from Year groups 1 6 who are interviewed during the Autumn, Spring and Summer terms by the maths subject leader. Statutory assessments are made at the end of each key stage. Teacher assessment / optional tests are completed at the end of Years 3, 4 and 5. Teacher assessments are completed at the end of Y1. Target setting Analysis of all assessment informs whole school layered target setting in order to raise attainment of all learners across each year group and address areas of mathematical strength and weakness. Differentiated activities are planned by the class teachers and delivered by classroom practitioners. In July, optional tests and SATs results are analysed and pupil s results inform the starting point for layered target setting in the next academic year. 5

6 Monitoring procedures The Head teacher, assessment co-ordinator and maths subject leader play a central role in the monitoring and evaluation of the quality of teaching and learning in the school. The monitoring strategy: 1. Children s work and medium term planning scrutinies are conducted in alternate terms 2. Annotated short term planning is submitted every week ~ timetabled focus 3. Pupil conferencing / progress meetings are held every two terms ~ tracker children / subject leader / SMT and class teachers / subject leaders / SMT. 4. Analysis of attainment against prior learning will be monitored at the end of a target focus. a. The monitoring outcomes will be documented and results used to inform future target setting. b. The relevant sections of the RAP will be reviewed and written; the monitoring outcomes will also feed into future development of the teaching and learning of mathematics at Heath Primary School. c. To audit / purchase resources d. To liaise with Local Authority Maths Consultant / network schools e. To inform the Governing Body on matters concerning the teaching and learning of mathematics at Heath Primary School f. To encourage parent partnership and community links Equal Opportunities We believe that all children, irrespective of background, race, gender or ability should have equal opportunity and access to the curriculum as stated in each curriculum policy. Evaluation Review: This is a draft policy and will be shared with and the statements agreed by all teaching staff Agreed: Review Date: 6