MODEL MATHEMATICS POLICY

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					       Wigan Numeracy Centre


                   Mathematics Policy


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Written by:

Date policy agreed by Governing body:

Date for review:




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                          WIGAN NUMERACY TEAM – UPDATED SEPTEMBER 2004
                                             CONTENT

1. RATIONALE

2. AIMS

3. ROLE OF CO-ORDINATOR

4. ORGANISATION OF MATHEMATICS CURRICULUM
         A. Teaching and Learning styles
         B. Curriculum time
         C. Planning including mixed age classes
         D. Foundation Stage
         E. Cross curricular links
         F. Marking
         G. Presentation
         H. Resources

5. ASSESSMENT, RECORDING AND REPORTING

6. MONITORING AND EVALUATION

7. INCLUSION

8. HEALTH AND SAFETY

9. GOVERNING BODY

10.       APPENDICES
   I.       Progression from mental to written calculations guidelines
   II.      School’s planning formats
   III.     School’s monitoring formats
   IV.      Agreed guidelines for intervention programmes
   V.       Guidelines for use of calculators
   VI.      List of resources and where they are stored
   VII.     Useful website list
   VIII. Useful mathematical contacts

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                          WIGAN NUMERACY TEAM – UPDATED SEPTEMBER 2004
1. RATIONALE

Our mathematics policy reflects the principles identified in our whole school aims
and the essential part that mathematics plays in the education of our pupils.

All children are encouraged to enjoy mathematics and become more enthusiastic
mathematicians by developing their skills, knowledge and understanding through
practical experiences, which have relevance and purpose in everyday situations. It is
important that children develop the skills of Numeracy to become lifelong learners.
They should be able to apply the skills in different situations across the curriculum
and in daily living outside school.

2. AIMS

The aims of teaching mathematics in Wigan Numeracy Team are:

             to develop a numerate environment where mathematical risk-taking,
              creativity and logical thought are encouraged in order to develop
              independent learners;

             to promote confidence and competence with numbers and the number
              system;

             to develop the ability to solve problems through decision making and
              reasoning in a range of contexts;

             to develop a practical understanding of the ways in which information is
              gathered, presented and interpreted;

             to explore features of shape and space and develop measuring skills in a
              range of contexts;

             to develop mathematical communication through speaking and listening,
              practical activities and recording work.

3. ROLE OF THE CO-ORDINATOR

The school co-ordinator for mathematics will provide advice for individual teachers
about the implementation of this guidance, the use of the Numeracy Framework,
commercial schemes and resources. In-service training on mathematics may also be
provided throughout the year.
Further information is highlighted in the co-ordinator’s job description.




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                          WIGAN NUMERACY TEAM – UPDATED SEPTEMBER 2004
4. ORGANISATION

A. Learning and Teaching Styles

The school uses a variety of learning and teaching styles in mathematics and employ
strategies that cater for different types of learners - teacher exposition, use of
models and images, use of computer software, effective questioning, whole class
interaction, children asking and answering questions, explaining their thinking and
through pupil demonstration.
A range of suitable learning opportunities are planned and used to cater for
different abilities – differentiated group work, children working independently, in
pairs, groups and as a whole class. The use of open-ended investigations provides
excellent opportunities for differentiated outcomes. In Key Stage 2 children are set
into higher ability and lower ability class. Classroom assistants are used to support
identified children.

B. Curriculum Time

In line with national recommendations a daily three-part mathematics lesson is
planned and taught. Key Stage 1 and 2 teachers adhere respectively to the suggested
timings of 45 minutes and 1 hour.

There are also opportunities for cross-curricular links, which will provide work in
other areas of the curriculum to support and reinforce children's mathematical
learning.

C. Planning including mixed age classes

The National Numeracy Strategy is the basis for implementing the statutory
requirements of the programmes of study. It ensures progression across the full
range of mathematical skills and practices and that learning objectives are
systematically revisited from term to term.

There are three phrases of curriculum planning – long, medium and short term.
Long term planning is taken from the National Numeracy Strategy framework yearly
teaching programmes, which identify key objectives for each year group.
Medium term planning which is adopted from Wigan Medium Term Plans gives details
of the main teaching objectives for each term.
Short term planning is completed weekly by staff who follow an agreed school
format. Some staff plan, annotate and teach from Unit Plans provided by the NNS.

Parallel mixed-age classes are reorganised for mathematical lessons into year groups
or ability sets.

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                          WIGAN NUMERACY TEAM – UPDATED SEPTEMBER 2004
Classes of children from two year groups can follow the termly planning grid from
either of the year groups, as there is a balance of topics throughout the yearly
planning formats. During the main part of the lesson all the children in the class work
on the same topic at the same time but at different levels during differentiated
group work.
D. Foundation Stage

In Reception, work is related to mathematical development of the Early Learning
Goals. Children are presented with a practical mathematics experience with a firm
foundation in sorting, experience in measures, shape and space, pictorial
representation, number, problem solving and the growing use of both their own and
mathematical language. The work children undertake will often be integrated with
the other areas of learning.

E. Cross-curricular links

 The teaching of Mathematics contributes significantly to children’s understanding
of other curriculum areas. Links are planned and taught appropriately.

F. The marking of mathematics work

Children’s work is marked according to the agreed school's marking policy.

G. Presentation of work

Children’s work is presented according to the agreed school’s presentation policy.

H. Resources

Mathematical materials, equipment and basic resources are stored in each
classroom/central resource cupboard. The Mathematics Co-ordinator should be
informed when equipment needs replacing or supplementing. The children are shown
how to take care of equipment and resources and progressively encouraged to select
materials suitable for the task in which they are engaged.

5. ASSESSMENT, RECORDING AND REPORTING

Assessment takes place in line with the agreed school’s assessment policy.

Assessment is regarded as an integral part of learning and teaching and is a
continuous process. Teachers assess children’s work in the short, medium and long
term. Short-term assessments are matched to the teaching objective and help to
adjust daily plans.
Medium-term assessments measure progress against the key objectives and inform
future planning and teaching. Wigan Block assessments, Wigan Mental tests and NNS

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                          WIGAN NUMERACY TEAM – UPDATED SEPTEMBER 2004
Assess and Review lessons are used.
Long term assessments are used to assess progress against school and national
targets. National tests are used for Y2 and Y6 and the optional tests for Y3-Y5.
Annual assessments of children’s progress are measured against the level
descriptions of the National Curriculum. Targets are set for the next school year
and a summary of each child’s progress is reported to parents following statutory
guidance. Information is also passed onto the next teacher.

Teachers will set termly targets for their pupils based on teacher assessment and
testing. This progress will be monitored and reviewed. Class teachers will set short-
term targets orally or through comments in exercise books.

6. MONITORING AND EVALUATION

The teaching staff monitor their pupils through observation, discussion, teacher
assessment, marking work and testing.

The teaching of Numeracy is monitored through book trawls, lesson observations,
short and medium term planning, discussion during staff meetings and INSETs and
tracking children’s progress through testing. It is the responsibility of the co-
ordinator and headteacher to monitor.

7. INCLUSION

All children have equal access to the mathematics curriculum. Our school strives to
meet the needs of pupils with special educational needs, with disabilities, those who
are gifted and talented and those learning English as an additional language.

Links to multicultural aspects of mathematics are planned and taught.

Further guidance can be found in the school’s inclusion policy.

8. HEALTH AND SAFETY

Children are made aware of their responsibility regarding safe and sensible use of
equipment. All equipment used is of a suitable nature e.g. no glass jars for capacity
work. Any equipment such as compasses are stored away safely. A risk assessment is
carried out prior to children participating in a mathematical activity outside the
classroom.

9. GOVERNING BODY

The subject co-ordinator will encourage positive links with the Numeracy governor to
keep the governing body aware of all major issues related to mathematics in the
school.

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                          WIGAN NUMERACY TEAM – UPDATED SEPTEMBER 2004

				
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