KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015

Transcription

1 KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015 Review Date: February 2018

2 Contents 1 Introduction The Aims of Mathematics Entitlement Implementation Organisation of Learning Cross Curricular Links Inclusion Resources Target Setting Assessment Marking Monitoring and Evaluation Background Information APPENDIX A - Calculation Approach to calculation Routes through Calculation Using a Calculator Long term planning Medium term planning Short term planning APPENDIX D - Assessment Levels of Assessment Assessment Activities APPENDIX E - Marking Guidance for Mathematics Aims Purpose of marking Types of marking Frequency of marking Page 1

3 1 Introduction 1.1 This policy statement outlines the purpose, nature and management of the mathematics taught and learnt in Kineton Green Primary School. 1.2 This policy reflects the consensus of opinion of the teaching staff. It has been drawn up as a result of staff discussion and has been agreed by the Governing Body. 1.3 The implementation of this policy is the responsibility of all teaching staff and should be overseen and monitored by the Subject Leader and Head teacher. 2 The Aims of Mathematics 2.1 Mathematics aims to provide pupils with the skills and inclination to use and apply the mathematics they have learned to solve problems in the areas of number, calculation, geometry and statistics. They should have the opportunity to apply their knowledge in practical tasks, when solving real life problems, within mathematics itself to develop a mastery of maths. The development and use of correct mathematical language should be encouraged and children will be given real opportunities to talk about their mathematics. 2.2 We aim to develop in each pupil a positive attitude towards mathematics and an awareness of the fascinating, aesthetic and creative aspects of the subject. Pupils should be provided with the mathematical knowledge necessary for solving problems and have an appreciation of mathematical pattern and of the relationships within mathematics. 2.3 Mathematics should provide an opportunity to develop logical thinking, independence of mind, necessary skills and processes as well as mastery of maths that are required for later study. These include skills that can be applied in mathematics and in a large number of other curriculum areas, for example science, ICT, geography, DT and art. 2.4 We aim to enrich other areas of pupils learning by making links where appropriate with other curriculum areas. 2.5 We recognise the importance of making links between home and school and encourage parental involvement with the learning of mathematics. Ideas for mathematical enrichment are shared with parents. Page 2

4 2.6 Homework is set on a weekly basis in KS1 and KS2 and includes games, skills and investigations to be completed together at home. 3 Entitlement 3.1 The programme of study set out in the statutory order for mathematics forms the content of the school mathematics curriculum in the Foundation Stage, Key Stage 1 and Key Stage 2. It is the responsibility of all teachers who teach mathematics to ensure that all have access to the programme of study for mathematics at an appropriate level. The school has adopted the Mathematics programmes of study: key stages 1 and 2 National Curriculum in England (2014). The Statutory Framework for Early Years Foundation Years the Curriculum Guidance for the Foundation Stage (2014) and Development Matters in the Early Years Foundation Stage (EYFS) (2012). Range of Experiences: Through our delivery of the curriculum, we aim to ensure that throughout the school children are given opportunities in: 1. Practical activities and mathematical games 2. Problem solving and extended investigations 3. Individual, group and whole-class work 4. Working with ICT as a mathematical too. 4 Implementation In the Foundation Stage pupils will be able to choose to experience some mathematics on a daily basis. This early introduction to mathematics will generally be undertaken orally and practically and often in the context of a class theme e.g. a particular story or a nursery rhyme. Wherever possible opportunities for spontaneous mathematics should be exploited e.g. when counting equipment in and out, taking the register and so on. Foundation staff will liaise with the mathematics co-ordinator to ensure the necessary concepts and skills are introduced and that there is continuity and progression. This delivery will be supported by: The Statutory Framework for Early Years Foundation Years the Curriculum Guidance for the Foundation Stage (2014), Development Matters in the Early Years Foundation Stage (EYFS) (2012) and other available teaching resources. Page 3

5 4.1 In early Key Stage 1, practice will reflect that of the Foundation Key Stage, developing into a daily mathematics lesson of approximately 50 minutes. These lessons will mostly follow the lesson structure of 10 minutes mental/oral work, minutes main teaching activity, 10 minutes plenary. 4.2 All pupils in Key Stage 2 have a daily mathematics lesson of approximately one-hour. This lesson will mostly follow the lesson structure of 10 minutes mental/oral work, minutes main teaching activity, 10 minutes plenary. 4.3 As far as the whole school timetable allows mathematics lessons preference will be taught in the morning. 4.4 It is the responsibility of the mathematics co-ordinator to ensure that each teacher is provided with a long-term plan The Framework for Teaching Mathematics, which covers the breadth of the mathematics curriculum. Long and medium term plans by Bright Pi Education Consultancy will be used as guidance for KS 1 and KS 2 and will be adjusted. Each year group writes medium term plans for each half-term in the light of pupil progress and adjusts these if necessary to suit the children within their class. 4.5 Each class teacher is responsible for writing short-term plans for units of work in consultation and with guidance from the mathematics co-ordinator. At Kineton Green Primary School, school teachers are expected to plan using the guidance and objectives set out in the Mathematics programmes of study: key stages 1 and 2 National Curriculum in England and The Statutory Framework for Early Years Foundation Years the Curriculum Guidance for the Foundation Stage (2014) and Development Matters in the Early Years Foundation Stage (EYFS) (2012) alongside long and medium term plans by Bright Pi Education Consultancy. Teachers are expected to plan in detail, using the school s short term maths planning pro forma. This planning sheet should be saved on the school network a minimum of every two weeks. These plans will detail how the mathematics is to be taught, the resources used and the differentiated activities and opportunities that will be available to support learning. 5 Organisation of Learning 5.1 The activities that the pupils undertake are planned from the programmes of study. A unit of work should and must include regular opportunities for application and investigation. Pupils should be encouraged to make decisions, communicate, reason and develop a range of mathematical language. Page 4

6 5.2 All pupils in Key Stage 1 and Key Stage 2 should have regular opportunities to experience mental maths activities during morning registration (8:45 8:55) (Minimum of 3 mornings a week). 5.3 All pupils are taught in mixed ability class groups with the teacher using a range of questions, strategies and resources to develop mathematical thinking and provide differentiation. Pupils will be asked to explain their methods and check for reasonableness as this is an important part of the learning process. During the lesson, pupils may have opportunities to work in groups, pairs and individually. The activities on offer are varied in order to appeal to and cater for a wide range of learning styles. The plenary part of the lesson is carefully planned to give pupils the opportunity to review their work and to link it to the past and future work. It also provides teachers with the opportunity to carry out informal assessments, address misconceptions and reflect on the progress made in the lesson. Specific resources will be used as appropriate, to develop and extend children s mental imagery. 5.4 When appropriate, groups of pupils are given targeted support e.g. intervention groups are organised according to ability and need. Within each class they will also be grouped further by ability and suitably differentiated activities will be available. 5.5 Pupils are expected to take care with the presentation of their written work (see appendix c). 6 Cross Curricular Links 6.1 Throughout the curriculum, opportunities exist to extend and promote mathematics. Where appropriate, teachers will exploit the opportunity to reinforce mathematics concepts in other subjects e.g. bar charts science, measuring - DT All classes are equipped with interactive whiteboards. These are used regularly for a wide range of activities e.g. to provide a starting point, exploring number patterns, experimenting with properties of shape and handling data activities. ICT is also used by groups of pupils working independently within the classroom with programmes relating to the mathematical objectives being addressed. Teachers seek to take advantage of ICT opportunities in and out of the classroom as well as use of the ICT suite to support learning in mathematics. In addition teachers may use children s laptops, Ipads Page 5

7 recording devices, still and video cameras where appropriate to support learning and teaching. Calculators are used in mathematics for a range of purposes: Pupils in FS/KS1 are introduced to calculators and the patterns generated by them Pupils in KS2 are taught basic functions of a calculator Calculators are not used for basic calculation where a mental or written method is more appropriate but as a resource to check work, number pattern investigations or to perform calculations that are part of a larger problem. Calculators are used to support the teaching of mathematics where the aim is to focus on solving a problem rather than on the process of calculation Note: calculators have formally been removed from the Key Stage 2 end of year governmental tests. However, with children having exposure to calculators in everyday life, it is important that they understand how to use them and in doing so will still be part of the mathematics curriculum as stated above. Page 6

8 7 Inclusion 7.1 Activities are planned to encourage the full and active participation of all pupils irrespective of ability. Teachers use questioning techniques to involve pupils of all abilities during whole class work and differentiate tasks to suit individual needs during the main part of the lesson. Where appropriate, children will have mathematics targets on the Needs Based Plans and these targets will be met within and outside of the daily maths lesson. 7.2 Work in mathematics follows the whole school policy on equal opportunities. Lessons are planned with activities to appeal to both genders, all races, religions, cultures and abilities. Resources are chosen to promote genders, all races, religions, cultures and abilities. 8 Resources 8.1 Pupils have the opportunity to use a range of resources. Each class base also has a supply of some practical resources. Further resources are available in the maths resource area clearly labelled. In addition, classes will display a range of key mathematical vocabulary and key mathematical concepts on working walls. 8.2 The mathematics co-ordinator has the responsibility for managing and organising resources. In consultation with the teaching staff, the co-ordinator will purchase additional resources from yearly allocation of finances. It is each teacher s responsibility to ensure resources are returned to the mathematics resource area as soon as possible and that have been made are shown to the mathematics co-ordinator or key teacher for the year group before being put in the shared mathematics resource area. 9 Target Setting 9.1 Individual pupil targets linked with pupils National Curriculum Level will be located in the pupils book. The target will be shared with the pupil and actively used by both the pupil and teacher on an ongoing basis to inform pupils of their areas of progression and development and also to inform teachers assessments and future planning. 9.2 Data collected from each year group is analysed termly and yearly. This analysis will be used to inform learning and teaching as well as individual class teacher performance management targets where appropriate. Page 7

9 10 Assessment 10.1 At Kineton Green Primary School we understand that assessment must be integrated into all planning and cannot be solely addressed through periodic, isolated assessment lessons. As such, teachers are expected to identify (and plan for) opportunities to assess children in a variety of ways throughout each unit of work Each class teacher has the responsibility for assessing, recording and reporting pupils progress and attainment in mathematics. Formative and informal assessment will take place on a daily basis to inform short term planning. Notes may be kept on individuals whose progress is different from that of the majority of the class Teachers maintain an up-to-date record of attainment for each pupil using the school s Classroom Monitor programme pupil mark book grid for mathematics. This is updated after each unit or at least each term. The results of these assessments will help inform future planning and intervention Assessments (both tests and formative assessments) are periodically reviewed (termly) using the Classroom Monitor process. All teachers are expected to use this system in full to make an assessment judgement for all pupils Long term assessments will take place at the end of each year in the form of the QCA optional tests for Years 3, 4 and 5 and the Standard Assessment Tests (SATS) in Year 2 and 6. End of year Standard Assessment Tests (SATs) in Year 2 and 6 will be undertaken at the end of These tests will be changed for the 2016 cohort (further details to be updated when available). Teacher assessment and results from the Standard Assessment Tests will be considered when formulating end of year assessments for Year 2 and 6. Teacher assessments are used to reach judgements in Year 1, 3, 4 and 5. Profiles and teacher assessments is are used in FS to reach judgements. These provide a cumulative record for individuals as well as a starting point for the curriculum planning during the next academic year Each class teacher has the responsibility for analysis and tracking of individual and cohort assessments and termly targets through use of Classroom Monitor. Analysis will be shared with the SENCo / Intervention coordinator and assessment coordinator on a termly basis. Page 8

10 10.7 Annual reports to parents show pupil progress against the Year Group Objectives. They will report on pupils achievements and targets for development. For 2015 only, annual reports for Year 2 and 6 will report teacher assessed levels against National Curriculum level descriptors. From 2016, annual reports for Year 2 and 6 will come in line with Years 1, 3, 4 and 5. FS will report using the Development Matters Age Band Statements and Early Learning Goals to report pupil progress For further information on assessment, please consult the Assessment Policy. 11 Marking 11.1 At Kineton Green Primary School, there is an expectation that all work produced by children is responded to, and that misconceptions are identified and addressed. If this is a verbal response to a written piece of work, it is recorded as such using the school marking stamp. At least once a week children receive more detailed written feedback about their progress in maths, including an indication of where their learning will go next. (See marking policy) Staff will use stamps marked with Beginning, Developing, Secure and Exceeding connecting with the assessment on Classroom Monitor. 12 Monitoring and Evaluation 12.1 Monitoring of mathematics taught by each member of the teaching staff will take place as part of annual monitoring programme which forms part of ongoing school self evaluation linked to the school improvement plan. Copies of short term (weekly) and medium term plans are made available on the network for the subject coordinator and the senior leadership team. Short term plans should be saved on the network a minimum of bi-weekly. When appropriate, the co-ordinator will offer comment of individual teachers short term planning and offer guidance for improvement where necessary. Breadth and balance of the curriculum will be monitored throughout the year. Regular monitoring of a selection of pupils work will be undertaken against the schools identified areas of development and linked to the school improvement plan. Where appropriate a member of the Solihull Improvement and Advisory service will be asked to take part in the monitoring process. Page 9

11 Staff meetings will sometimes be devoted to the discussion of teaching and learning in mathematics This mathematics policy will be evaluated through discussions among the staff: whole staff; head teacher and co-ordinator. It will be reviewed in a three year cycle (or more often where appropriate) in the light of those discussions and also taking account of local and national policy. The mathematics co-ordinator will feedback to governors on a termly basis linked to the School Development Plan. 13 Background Information 13.1 This policy was informed by reference to Mathematics programmes of study: key stages 1 and 2 National Curriculum in England (2014), The Statutory Framework for Early Years Foundation Years the Curriculum Guidance for the Foundation Stage (2014),Development Matters in the Early Years Foundation Stage (EYFS) (2012), INSET materials produced by the Solihull LA and Bright Pi Education Consultancy guidance It is Head teacher s responsibility to enable the co-ordinator to attend termly LA meetings for mathematics and advise the Head teacher and governors on the areas in which the service can support the development of the subject. It is expected that the co-ordinator will advise teachers of forthcoming training from the LEA INSET programme that will support them in meeting the requirements of this policy and their work. Page 10

12 APPENDIX A - Calculation 1. Approach to calculation The National Curriculum for Maths (2014) approach to calculation is one of its key elements. The Framework provides teachers with a clear progression, starting by developing children's mental methods and then building on these to establish written methods. By the end of Key Stage 2 the aim is that not only should children have a written method for each of the four operations but that they should be able to choose and use the most appropriate method for a given calculation; mental, mental with jottings, written. In order that this is achieved children need to be taught not only mental methods and written methods, but when a particular method is most appropriate. 2. Routes through Calculation Within this document a number of suggested routes through each of the four operations are provided, from mental methods and jottings to a standard written method. It is important for the school to ensure that there is a consistency of approach to methods across the school and Key Stages following the methods set out in the Routes Through Calculation. 3. Using a Calculator Note: calculators have formally been removed from the Key Stage 2 end of year governmental tests. However, with children having exposure to calculators in everyday life, it is important that they understand how to use them and in doing so will still be part of the mathematics curriculum (see section 6.1). APPENDIX B - Planning 1. Long term planning The overview from guidance from Bright Pi Educational Consultancy is your long-term plan 2. Medium term planning The medium term planning is found in the guidance from Bright Pi Educational Consultancy. This should guide and inform short term planning. It may be necessary to include objectives from a previous or subsequent year according to the ability of the pupils. When selecting objectives it is important to consider relevant links between them. It may not be possible to cover all the objectives in the yearly teaching programme. If this is the case it is important to prioritise; it will be more effective to cover the majority of the objectives well than to skim over all of them. Page 11

13 The medium term planning grids give a suggested number of days/weeks for each unit of work. It is important to use these as a guide to ensure that the children are receiving a balanced mathematics curriculum and that topics are visited half term (KS1) or term (KS2). However, adjustments may need to be made following assessment of learning and children s needs. The medium term plans form a developmental scheme of work. There is no requirement to produce a separate scheme of work. 3. Short term planning Short term plans should be written by individual teachers using the school s short term maths planning proforma. These plans will detail of what and how the mathematics to be taught. They should show clear differentiation where it is appropriate and a variety of approaches, resources and activities throughout the week. APPENDIX C Presentation 1. Expectations for presentation in pupils books: The short date on the left hand side of the page using dashes not dots to separate the digits. On the same line as the date if using a text book to work from put the book number and page reference. Leave a line between the date and the WILF On the left hand side write the WILF:. (FS1, FS2, Year 1 and Year 2 may use pre-prepared labels with the WILF on. Start each piece of work on the first full square (from the left hand side of the book) Leave a line between each question. Question numbers: Year 1 do not use question numbers, Years 1 (when ready) and Year 2 to put the question number with a circle around it on the left hand side. Year 3 to use a circle until the Summer term when they should start margins. Years 4, 5 and 6 to use a margin. One number/sign should be used per square. Page 12

14 Where applicable Years 4, 5 and 6 should fold their page in half and use the right hand side for workings. Years 1, 2 and 3 should still encourage children to show their workings. When showing workings ensure the subsequent question on the left starts under the level of the workings of the previous question on the right hand side. To ensure pupils form their 1 and 7 as shown Remember to stick work sheets in pupil book so they are flat and do not stick out of the books. If necessary to fold a sheet please fold it once only. Worksheets can be reduced or trimmed to size. Page 13

15 APPENDIX D - Assessment 1. 3 Levels of Assessment Short Term: ongoing AfL is carried out on a daily basis, by checking through informal assessment what children can/cannot do. This level of assessment informs not only the plenary, but also the next lesson and the next time the topic is revisited. Short-term plans may be adjusted and/or annotated based on short-term assessment. At the end of a week (unit of work) it may be useful to highlight what children can/cannot do on the medium term plan and write it in next time the topic is revisited - assessment is clearly an essential to the planning process. Medium term: this level of assessment takes place at the end of each unit. The medium term plan may be highlighted to inform the next stage of planning. Assessments may be group/individual tasks. Of course it is important that all children are formally assessed at during the course of the year. This may be recorded on a class or individual pupil record sheet. Teachers maintain an up-to-date record of attainment for each pupil using the school s Classroom Monitor programme pupil mark book grid for mathematics. This is updated after each unit or at least each term. The results of these assessments will help inform future planning and intervention. Staff may use end of differentiated unit tests (Rising Stars Assessment Tests for Mathematics) to support medium term assessments. Long term: Long term assessments will take place at the end of each year in the form of the QCA optional tests for Years 3, 4 and 5 and the Standard Assessment Tests (SATS) in Year 2 and 6. End of year Standard Assessment Tests (SATs) in Year 2 and 6 will be undertaken at the end of These tests will be changed for the 2016 cohort (further details to be updated when available). Teacher assessment and results from the Standard Assessment Tests will be considered when formulating end of year assessments for Year 2 and 6. Teacher assessments are used to reach judgements in Year 1, 3, 4 and 5. Profiles and teacher assessments are used in FS to reach judgements. These provide a cumulative record for individuals as well as a starting point for the curriculum planning during the next academic year. It is useful to pass on a highlighted yearly teaching programme to the next teacher as well as individual or class EOY objective record sheets. 2. Assessment Activities It is important that regular opportunities are planned into weekly short term lesson planning. In any assessment task it is vital that the criteria they are being assessed against are clear to the children. Page 14

16 Teachers need to consider what the key skills are within a key year group objective. Activities may well be done as part of teaching programme or on assess and review days. Teachers need to ask probing questions when assessing children in order to clarify pupils' understanding. Page 15

17 APPENDIX E - Marking Guidance for Mathematics 1. Aims To address misconceptions and inform planning. 2. Purpose of marking To inform the teacher of a child s progress and needs for future planning. To provide feedback about current work. To demonstrate the value of a child s work. To allow for self-assessment where the child can recognise their difficulties and mistakes and encourage them to accept help/guidance from others. To provide next steps to learning. To provide opportunities for pupils the address their next steps to learning. 3. Types of marking See Marking Policy 4. Frequency of marking Work will be marked on a regular basis (see marking policy). At least once a week children should receive more detailed written feedback about their progress in maths including next steps to learning. Page 16