Maths Non-negotiables
Arithmetic must be taught on a daily basis. Its focus should be developing mental strategies and fluency.
Times tables should be a key mental maths focus in year 3 and 4. The new curriculum states that all tables must be learnt by the end of year 4.
A different problem solving task should be planned once a week - Logic, word, finding all possibilities, finding patterns/rules, or spatial.
All year 3 and 4 children must use equipment to support written methods, as stated in the calculation policy. Children in 5 and 6 will develop their written methods so they
eventually visualise numbers, without using equipment.
MATHS POLICY September 2014
This policy has been written to support the following statements:
To encourage, value and develop every child’s contribution to the school and the community.
To recognise and celebrate success in everyone.
To provide a broad, balanced and stimulating curriculum, that is relevant to children’s needs and interests.
To encourage and enable the continuous professional development of all staff.
Aims
Mathematics teaches children how to make sense of the world around them through developing their ability to calculate, reason and solve problems. It enables children to understand relationships and patterns in both number and space in their everyday lives. Through their growing knowledge and understanding, children learn to appreciate the contribution made by many cultures to the development and application of mathematics.
The aims of teaching mathematics are:-
To promote enjoyment of learning through practical activity, exploration and discussion;
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 and presented;
To explore features of shape and space, and develop measuring skills in a range of contexts;
To understand the importance of mathematics in everyday life.
In February 2013, the new maths curriculum was published. Year 3, 4 and 5 will begin teaching it in September 2014 and Year 6 in curriculum in September 2015.
The National Curriculum for mathematics aims to ensure that all pupils:
become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Teaching and learning style
The school uses a variety of teaching and learning styles in mathematics. Our principal aim is to develop children’s knowledge, skills and understanding. During our daily lessons we encourage children to ask as well as answer mathematical questions.
They have the opportunity to use a wide range of resources, such as number lines, number squares, digit cards and small apparatus to support their work. Our calculation policy is based around the use of Base 10 equipment. All children will use Base 10 equipment before using formal written methods.
ICT is used in mathematics lessons for modelling ideas and methods. Wherever possible, we encourage the children to apply their learning to everyday situations.
In all classes children have a wide range of mathematical abilities. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies – in some lessons through differentiated group work, and in other lessons by organising the children to work in pairs on open-ended problems or games. We use classroom assistants to support some children, and to ensure that work is matched to the needs of individuals.
Mathematics curriculum planning
Mathematics is a core subject in the National Curriculum, and we use the Primary Framework for Literacy and Mathematics as the basis for implementing the statutory requirements of the programme of study for mathematics.
We carry out the curriculum planning in mathematics in three phases (long-term), medium-term and short-term). The Primary Framework for Literacy and Mathematics gives a detailed outline of what we teach in the long term, while our school teaching programme identifies the units we teach on specific dates.
Our plans are written using the Lancashire Gird for Learning Maths scheme. They ensure an appropriate balance and distribution of work throughout the year and prepare the children well for the new SATs tests in 2016.
It is the class teacher who completes the weekly plans for the teaching of mathematics. These weekly plans list the specific learning objectives and expected outcomes for each lesson, and give details of how the lessons are to be taught. Planning and books are scrutinized on a regular basis to supple evidence for staff’s Performance Management.
Arithmetic
The 2016 maths SATs test will not have a mental maths test but an arithmetic paper. To prepare our children for this, the first 10 minutes of every maths lesson will be dedicated to arithmetic.
English
The teaching of Mathematics contributes significantly to children’s understanding of English in our school by actively promoting the skills of reading, writing, speaking and listening. For example, in mathematics lessons we expect children to read and interpret problems, in order to identify the mathematics involved. They are also improving their command of English when they explain and present their work to others during plenary sessions.
Personal, social and health education (PSHE) and citizenship
Mathematics contributes to the teaching of PSHE and citizenship. The work that children do outside their normal lessons encourages independent study and helps them to become increasingly responsible for their own learning. The planned activities that children do within the classroom encourage them to work together and respect each other’s views. We present children with real-life situations in their mathematics work on the spending of money for example.
Spiritual, moral, social and cultural development
The teaching of mathematics supports the social development of our children through the way we expect them to work with each other in lessons. We group children so that they work together, and we give them the chance to discuss their ideas and results.
Mathematics and ICT
Information and communication technology enhances the teaching of mathematics significantly, because ICT is particularly useful for mathematical tasks. It also offers ways of impacting on learning which are not possible with conventional methods. Teachers can use software to present information visually, dynamically and interactively, so that children understand concepts more quickly. Younger children use ICT to communicate results with appropriate mathematical symbols. Older children use it to produce graphs and tables when explaining their results, or when creating repeating patterns, such as tessellations. When working on control, children can use both standard and non-standard measures for distance and angle. They can also use simulations to identify patterns and relationships.
Mathematics and inclusion
At our school we teach mathematics to all children, whatever their ability and individual needs. Mathematics forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our mathematics teaching we provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts and talents and those learning English as an additional language, and we take all reasonable steps to achieve this.
When progress falls significantly outside the expected range, the child may have special educational needs. Our assessment process looks at a range of factors – classroom organisation, teaching materials, teaching style, differentiation – so that we can take some additional or different action to enable the child to learn more effectively. Assessment against the National
Curriculum allows us to consider each child’s attainment and progress against expected levels. This ensures that our teaching is matched to the child’s needs.
Intervention through School Action Plus will lead to the creation of an Individual Plan (IEP) for children with special educational needs. The IEP may include, as appropriate, specific targets relating to mathematics.
Every teacher has a Pupil Progress Plan (PPP) that highlights underachieving, special needs and Pupil Premium children. It shows the support PPP children receive and regularly reviewed by the class teacher.
We enable all pupils to have access to the full range of activities involved in learning mathematics. Where children are to participate in activities outside the classroom we carry our risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils.
Assessment for learning
Teachers will assess children’s work in mathematics from three aspects (long-term, medium-term and term). We use term assessments to help us adjust our daily plans. These short-term assessments are closely matched to the teaching objectives.
We make medium-term assessments to measure progress against the key objectives, and to help us plan the next unit of work/measure attainment.
We make long-term assessments in October, February and June, (year 6 in May) and we use these to assess progress against school and national targets. We can then set targets for the next term and make a summary of each child’s progress before discussing it with parents. We pass this information on to the next teacher at the end of the year, so that s/he can plan for the new school year. We make the long-term assessments with the help of the end-of-year tests and teacher assessments. We use the national test for children in Year 2 and Year 6, plus the optional national tests for children at the end of Years 3,4 and 5.
Resources
All classes will have maths equipment available to support their learning throughout the whole of the lesson. Base 10 will be available for every child to support teaching of addition, subtraction, division and multiplication written methods as described in the maths policy. A range of software is available to support work with the computers, and all classrooms have interactive whiteboards.
Monitoring and review
Monitoring of the standards of children’s work and of the quality of teaching in mathematics is the responsibility of the subject leader. The work of the subject leader also involves supporting colleagues in their teaching, being informed about current developments in the subject, and providing a strategic lead and direction for mathematics in the school. The subject leader gives the weaknesses in the subject, and indicates areas for further improvement. The headteacher allocates regular management time to the subject leader so that s/he can review samples of children’s work and undertake lesson observations of mathematics teaching across the school.
Year 3 Yearly Overview
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Week 1 Place value
Counting Multiplication tables (3x, 4x)
Place value Mental addition and
subtraction
2D and 3D shape incl. sorting
Multiplication facts (statistics)
Place value (measures)
Week 2
Place value and mental calculation
Written and mental multiplication
Fractions
Addition and subtraction
(statistics)
Addition and subtraction (measures)
Mental calculation
Week 3
2D shape Length incl.
perimeter
Written and mental division
Fractions
Division Fractions
Multiplication and division
(measures)
Fractions
Week 4
Statistics Mental calculation
Time
Volume and capacity
Mass
Position and direction
2D shape incl.
sorting Measures
Week 5 Written
addition 3D shape
Multiplication
incl. 8x table Time
Decimals Addition and
subtraction (money)
Statistics
Week 6 Written
subtraction
Assess and review week
Multiplication (statistics, measures, money)
Assess and review
week
3D shape incl. sorting
Assess and review
Year 4 Yearly Overview
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Week
1 Place value
Mental multiplication incl. 6x and 9x
tables Place value Roman numerals Counting incl. negative numbers Mental multiplication and written division incl. 7x and 11x
tables Counting and sequences (statistics) Place value Week 2 Place value - decimals Mental division Fractions and
decimals Place value
Fractions and decimals (measures) Statistics Week 3 Written addition and subtraction Written multiplication Fractions, decimals and division Written multiplication Fractions and written division Addition and subtraction (statistics) Week 4 Written addition and subtraction (problems and inverse) Length incl. perimeter Position and direction
2D shape and position Measures Volume/capacity and mass Multiplication and division Week
5 2D shape Statistics Area
Addition and subtraction
(statistics)
Position and
area Shape
Week
6 Time
Assess and review week Multiplication (statistics, measures, money) Assess and review week Multiplication facts incl. 12x table and time
Assess and review week
Year 5 Yearly Overview
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Week 1 Place value
Mental x and ÷ (factors, multiples) Place value Roman numerals counting incl. negative numbers Mental and written division
Place value Place value
Week 2 Place value
(decimals) Division including problems Addition and subtraction including problems
2D and 3D shape incl. sorting
Fractions Written
calculations Week 3 Written + and – including problems Fractions (compare, order, equivalence) Mental and written multiplication Calculating with fractions Measures (time) and statistics Fractions
Week 4 Geometry
(angles) Multiplication and measures (area) Measures (length, mass and capacity) Measures (area and volume) Geometry Measures (mass, volume and capacity) Week 5 Geometry and measures (perimeter) Statistics and measures (time) Geometry (reflection and translation) Statistics and measures Addition and subtraction Area and volume of shapes Week 6 Addition and subtraction (statistics) Assess and review Geometry (angles) Assess and review Multiplication and division Assess and review
Year 6 Yearly Overview To be used September 2015
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Week 1
Place value
incl. decimals Fractions
Place value, sequences and coordinates Mental and written addition and subtraction Place value, decimals and fractions Measurement – mass and
volume / capacity Week 2 Mental and written addition Fractions, percentages, ratio and proportion 2D shape, coordinates, translation and reflection Measurement, ratio and proportion Mental and written calculation Mental and written calculations Week 3 Mental and written multiplication (time) Geometry - angles Statistics – pie
charts
Measurement – temperature,
mean
2D and 3D shape Calculating fractions, ratio and proportion Fractions Week 4
2D and 3D shape Measurement – length, including perimeter and mass Calculating with fractions Area, perimeter and volume of shapes Coordinates, translation and reflection Place value and decimals Week 5 Mental and written subtraction Measurement – area and
volume
Mental and written division
Statistics – line graphs and pie
charts
Algebra and sequences
2D and 3D shape Week 6 Mental and written division Assess and review week Mental and written multiplication Assess and review week Measurement (length and time) and statistics - mean Assess and review week
