"Mathematics Department Handbook Literacy Policy"
NAME OF SCHOOL Literacy Policy Our aim is to ensure that all our pupils should: follow the school’s ‘Literacy across the curriculum’ policies. be competent at spelling appropriate mathematical vocabulary, as defined by the ‘Framework for teaching Mathematics: Years 7, 8 and 9’. be able to independently investigate MA1 problems, and write reports which will accurately convey mathematical concepts. regularly be reminded of key words, by - appropriate vocabulary being displayed on classroom walls - appropriate vocabulary being written on the board during the course of a lesson - occasional use of the ‘Vic Vocab’ diagrams when new vocabulary is taught. In order to extend pupils’ use and knowledge of mathematical vocabulary, pupils will be encouraged to give answers in informal language at first, and then both teacher and pupil to use appropriate formal language. How this will be achieved: By using ‘The Framework for Teaching Mathematics, Years 7, 8 and 9’ as our main guide to appropriate mathematical vocabulary. Increasing the amount of oral work in the lessons – where appropriate use of language will be reinforced. Starting lessons with a 10 minute ‘warm-up’ session of mental activities related to the main task Again, this will require the teacher to formalise the informal language used by the pupils. Increasing the number of mental arithmetic tests where aural skills are emphasised. Using plenary sessions to collaboratively solve written problems, and accustom pupils to the language used in formal assessment tests. Vocabulary to be displayed on classroom walls, and written on the board. Wherever possible, diagrams and practical equipment to be used to support pupils’ understanding of concepts, so that kinaesthetic learners have the opportunity to link language and picture together. The focus in literacy for 2002-2003 is speaking and listening. We aim to contribute to this by ensuring that students: Listen attentively to the teacher Listen attentively to their peers Ask questions using subject specific vocabulary Answer questions using subject specific vocabulary Are involved in pair work that encourages them to report back to the class Progress from simple to complex answers as they develop vocabulary and speaking skills.