Scalloway Primary School Numeracy and Mathematics Policy

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1 Scalloway Primary School Numeracy and Mathematics Policy Introduction: Mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions. Mathematics plays an important role in areas such as science or technologies, and is vital to research and development in fields such as engineering, computing science, medicine and finance. Learning mathematics gives children and young people access to the wider curriculum and the opportunity to pursue further studies and interests. To face the challenges of the 21st century, each young person needs to have confidence in using mathematical skills, and Scotland needs both specialist mathematicians and a highly numerate population. (Building the Curriculum 1 ) All teachers have responsibility for promoting the development of Numeracy. With an increased emphasis upon Numeracy for all young people, teachers will need to plan to revisit and consolidate Numeracy skills throughout schooling. (Building the Curriculum 1 ) The curriculum is in two parts: Numeracy promotes the development of the number-based skills that are needed regularly by everyone in their lives and is a part of Mathematics. Mathematics is the study of properties, relationships and patterns in number and shape and the application of this knowledge to analyse, interpret, simplify and solve problems. Aims: To take account of Curriculum for Excellence Numeracy and Mathematics Outcomes and Experiences To develop numeracy skills to help pupils to function responsibly in everyday life and contribute effectively to society. To promote positive attitudes towards mathematics and an enthusiasm for mathematics work in school To use mathematics to analyse and communicate information

2 To develop mathematical understanding through practical tasks, enquiry and experiment To provide breadth and balance of mathematical activities for all children To create an awareness of the relevance of mathematics to the whole curriculum To provide a differentiated mathematics curriculum to meet the needs of all the children through the continuity of experiences To ensure a progressive development of mathematical concepts, knowledge, skills and attitudes To build confidence and competence in using number and other mathematical processes which will allow individuals to solve problems, analyse information and make informed decisions based on calculations. To raise and maintain levels of achievement and attainment in Numeracy and Maths among all learners. To promote progression and continuity at all stages and across areas of transition to ensure a seamless, coherent and relevant numeracy and maths curriculum for all. As in all schools, there is a wide range of ability in Scalloway School. In every class we try to identify and provide for the needs of all pupils. We are committed to: providing appropriate numeracy and mathematical experiences for all pupils in the class using assessment to monitor pupils' progress and to inform future planning the early identification of learning difficulties providing all pupils with opportunities to experience success and to be challenged to work to their full capacity. Curriculum Organisation: In order to achieve these aims, the teaching of Numeracy and Mathematics is planned in line with Curriculum for Excellence Outcomes and Experiences. These outcomes and experiences are: Number, money and measure. Estimation and rounding Number and number processes Multiples, factors and primes Powers and roots (3 rd 4 th level only) Fractions, decimal fractions and percentages

3 Money Time Measurement Mathematics its impact on the world, past, present and future Patterns and relationships Expressions and equations. Shape, position and movement. Properties of 2D shapes and 3D objects Angle, symmetry and transformation. Information handling. Data and analysis Ideas of chance and uncertainty. The Numeracy experiences and outcomes are shown in italics. Within the programmes of study, learning activities are sequenced to ensure progression. This may be by means of direct teaching to the class or small groups, or by providing direct experiences in practical tasks through using a wide range of equipment and resources. Scottish Heinemann Mathematics is used as a resource for the teaching of Mathematics. The highly interactive scheme should be used as a flexible resource, being used when the teachers feel it is necessary To support the teaching programme As a record of pupils work As an assessment tool for Mathematics To provide opportunities for consolidation, and if necessary, further practice. Problem Solving strategies are introduced as the pupils progress from P1 to P7. The main problem solving strategies taught are: - reason logically - make an organised list/table - draw/make a picture, diagram or model - work backwards - guess, check and improve. - try a simpler case - work together

4 - Act out the situation - Look for a pattern Opportunities for mental mathematics should be given daily and should be an inherent part of every Maths lesson. We place a strong emphasis on mental strategies, as does Scottish Heinemann Maths. All children are set Numeracy and Mathematics homework relevant to their ability and stage. Financial Education Developing each individual s financial capability, from early years through to 18, can enhance life chances and choices. It can help all young people achieve the four purposes of A Curriculum for Excellence, particularly in becoming responsible citizens and effective contributors to society and at work, with an informed sense of their roles in the world. (Scottish Exec, A Curriculum for Excellence: The Curriculum Review Group 2004) Financial Education should be delivered as part of a cross-curricular experience for children helping to prepare them for the financial challenges they will face now and in the future. Learning activities should include: identifying and tackling financial problems related to everyday situations and issues engaging critically with economic, social and moral issues focusing on a variety of situations and scenarios. A whole school Financial education week is held every two years giving the pupils a chance to take part in interactive activities based on the CfE outcomes and experiences. Maths and Numeracy Planning: Numeracy and Mathematics planning gives an overview of Numeracy and Mathematics work to be covered. Planning at the different Curriculum for Excellence levels ensures continuity and progression with Numeracy and Mathematics. Within the teachers daily plans, numeracy and mathematics activities are clearly stated. Opportunities for differentiation and focused assessment are

5 also noted. When appropriate, cross-curricular opportunities are used reinforce the concepts and skills in practical and meaningful activities. Children should get an opportunity to set individual learning targets for Maths and Numeracy in Terms 2-4 each year. This helps ensure personalisation of learning. These will be found in the PLPs or on children s pages on Radiowaves. (P5/6/7) Class Organisation and Teaching Style: Class teachers are responsible for their own class organisation and teaching style in relation to Mathematics, but at the same time ensure these reflect the overall aims of the school. One hour a day should be spent on Maths and Numeracy, with opportunities for around 10 minutes of mental Maths at the beginning of each lesson, when possible. At the beginning of the lesson the teacher will share the learning outcome in an appropriate manner with the children. The experiences and outcomes encourage learning and teaching approaches that challenge and stimulate children and young people and promote their enjoyment of mathematics. To achieve this, teachers will use a skilful mix of approaches, including: revisiting previous learning. planned active learning which provides opportunities to observe, explore, investigate, experiment, play, discuss and reflect modelling and scaffolding the development of mathematical thinking skills learning collaboratively and independently opportunities for discussion, communication and explanation of thinking developing mental agility using interactive approaches using relevant contexts and experiences, familiar to young people making links across the curriculum to show how mathematical concepts are applied in a wide range of contexts. using technology in appropriate and effective ways building on the principles of Assessment is for Learning, ensuring that young people understand the purpose and relevance of what they are learning developing problem-solving capabilities and critical thinking skills. Mathematics can provide opportunities for teaching many of the crosscurricular themes: e.g. Social Studies collecting data, using charts and graphs

6 Health Education timing after exercises comparing results Science- recording and interpreting data collected Technologies has an important role to play in supporting the teaching and learning of Mathematics for all children and should be used in all classes to support and enhance the learning experience. Assessment: Any assessment must begin with the planning of the Mathematics programme, topics and blocks of teaching. Mathematics can be assessed in a variety of ways: Observations of child or group on task Discussion with children about their task Work in books- last completed Maths jotter should be kept as evidence. Children s self assessment and peer assessment Check ups and Topic Assessments These assessments: Inform future planning Provide information about individuals or groups Provide summative and formative information Provide information for parents Record Keeping: Teachers keep records of assessments built in to the Scottish Heinemann Mathematics scheme as well as information relating to mental mathematics and problem solving and any other assessments given. This information should be used in forward planning and to inform parents of their child s progress. Teachers will track progress of groups of pupils or individuals using the Numeracy and Mathematics Pathways which have been developed for Early, First and Second Levels of Curriculum for Excellence. Additional Support for Learning: As Maths is generally taught in ability groups, children should have access to a Maths curriculum which is balanced and should be able to make the greatest

7 possible progress at his/her level. Provision for children with ASN is the responsibility of the class teacher in collaboration with ASN staff. Monitoring and Review: Evaluation and review of the policy for Mathematics take place during audits within the School Development Plan cycle. Teacher s forward planning and Tracking documents are monitored termly. Children s jotters, PLPs and Radiowaves are also monitored termly. Monitoring of classroom practice is undertaken by a member of the Senior Management Team. Date March 2013

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