moorings way infant scholl by lindash

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									Moorings Way Infants School                                    Mathematics policy

Rationale
We believe that Mathematics underpins every aspect of daily life and therefore a
good understanding of mathematics is vital. Through developing a child’s ability to
calculate, to reason and to solve problems, that child will be more able to make
sense of the world around them. Mathematics enables children to understand and
appreciate relationships and pattern in both number and space in their everyday
lives.

Principles
    to learn through practical activity, exploration and discussion
    to be confident with numbers and the number system
    to solve problems through decision-making and reasoning in            a range of
       contexts
    to use a variety of ways to gather and present information
    to learn the attributes of shape and space
    to acquire measuring skills in a range of contexts

Practice
Mathematics is a core subject in the National Curriculum, and we use the National
Numeracy Strategy as the basis for implementing the statutory requirements of the
programme of study for mathematics.

The school employs a variety of teaching and learning styles in lessons, the
main aim being the development of children’s knowledge, skills and understanding in
mathematics.

We do this through a daily lesson that has some whole-class and some group
teaching. The children are challenged to develop a variety of strategies to solve
mathematical questions and to formulate their own questions.

The children are taught in year groups, all classes having the same time provision,
whether year R, 1 or 2.

A variety of resources will be used in mathematics lessons, such as games, practical
apparatus, a variety of recording equipment and ICT. Children are encouraged to use
and apply their learning in other curriculum subjects.

Planning
We carry out the curriculum planning in mathematics in three phases (long-term,
medium-term and short-term). The National Numeracy Strategy Framework for
Teaching gives a detailed outline of what we teach in the long term and our medium-
term mathematics plans, which are adopted from the Framework and give details of
the main teaching objectives for each term, define what we teach. They ensure an
appropriate balance and distribution of work across each term. These plans are kept
by the class teacher and reviewed by the mathematics manager.

It is the class teacher who completes the weekly plans for the teaching of
mathematics. These weekly plans list the specific learning objectives for each lesson
and give details of how the lessons are to be taught.

As the reception class is part of the Foundation Stage of the National Curriculum, we
relate the mathematical aspects of the children’s work to the objectives set out in the
Early Learning Goals. All the children are given many opportunities to develop their
understanding of number, measurement, pattern, shape and space through a variety
of activities.

Teaching mathematics to children with special needs and relatively able
children
When creating short term plans, it is the responsibility of class teachers to take into
account the targets set in the Individual Education Plans (IEP’s) of children with
specific needs. Equally children who are gifted in mathematics should also be
identified and appropriately challenged.

Assessment and recording
Mathematics work is primarily assessed by the class teacher, in an informal way, as
the children are working. Recorded work is marked in accordance with the school’s
assessment policy.

At the end of a unit of work children will be assessed using the criteria of the National
Curriculum. These assessments will be kept up to date by the class teacher and are
available for monitoring by the Mathematics Manager and the Senior Management
Team. This data will be used to ensure progression of all children throughout the key
stages.

Each half term, class teachers make an assessment of each child’s progress in
mathematics, through a problem solving exercise. This checks both knowledge and
understanding. Work is regularly moderated by the teaching team to ensure
maintenance of standards.

Monitoring and review

The Mathematics manager is responsible for:

      Monitoring the standards of children’s work and the quality of teaching in
       Mathematics

      Supporting colleagues in the teaching of mathematics and for keeping up to
       date with current trends in mathematics education

      Reporting at least once a year, and as required, to the Governing body about
       mathematics in the school.

      Using non-contact time to fulfil management tasks.

      Will review this policy annually and make appropriate recommendations for
       Maths to the Governing Body.

Agreed by Governors, Headteacher & Staff

Signed………………………………………… Chair of Governors

Signed………………………………………… Headteacher

Dated………………………………….

Review Date………………………….

								
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