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MATHS POLICY
VISION STATEMENT:
At Idle CE (A) Primary School we celebrate being part of Gods family. We inspire our children with a love of learning in a safe, caring environment, which enables: All to discover and develop their God given gifts and talents and flourish in the fullness of life Jesus came to give (John 10 v 10).
PURPOSE OF STUDY:
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of historys most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
AIMS:
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 develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
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.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
MATHS & INFORMATION AND COMMUNICATION TECHNOLOGY (ICT):
Calculators should not be used as a substitute for good written and mental arithmetic. They should therefore only be introduced in UKS2 to support pupils conceptual understanding and exploration of more complex number problems, if written and mental arithmetic are secure. Teachers should use their judgement about when ICT tools should be used.
SPOKEN LANGUAGE:
The national curriculum for mathematics reflects the importance of spoken language in pupils development across the whole curriculum cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
SCHOOL CURRICULUM:
The programmes of study for mathematics are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage, if appropriate. All schools are also required to set out their school curriculum for mathematics on a year-by-year basis and make this information available online.
ATTAINMENT TARGETS:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
TEACHING AND LEARNING STYLE:
Maths is taught mainly through active learning; as demonstrated by the numerous investigations and problem solving that links with each programme of study. Learning is often interactive, first-hand, collaborative, active, discussion based, investigative and involving practical maths resources (see Teaching & Learning Policy)
PLANNING:
The long term plan outlines in detail the content covered in each programme of study and this is updated each year by the subject leaders.
PROGRAMMES OF STUDY (PoS)
The long term plan provides the overview of when and what programmes of study are covered to ensure continuity and progression; resulting in broader understanding, reasoning and thinking skills, as the PoS are addressed and developed year on year.
EQUAL OPPORTUNITIES:
The Equalities Act gives all children entitlement to all areas of the National Curriculum, including Maths.
Sanctions should therefore not be used which would affect a childs participation in this subject. However, if a childs behaviour or action is considered by staff to be a danger to either themselves or others then, for reasons of safety, that child may be withdrawn.
ASSESSMENT:
Assessment for learning is on-going and includes half termly assessments, often in the form of mini tests and problem solving questions to evaluate the pupils application, retention and recall of maths concepts. Pupils are graded at the end of each unit which contributes towards the end of year report to parents.
MONITORING AND EVALUATION
It is the responsibility of the governors to monitor the policy through discussions with the Headteacher who oversees and meets with the subject leader as required. Evidence of collaborative work is displayed in classrooms and work completed by pupils maths books.
IDLE CE (A) PRIMARY SCHOOL MATHS PROGRAMMES OF STUDY
KEY STAGE 1:
The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [e.g. concrete objects and measuring tools].
At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.
Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.
LOWER KEY STAGE 2:
The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.
By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.
Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.
UPPER KEY STAGE 2:
The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
Pupils should read, spell and pronounce mathematical vocabulary correctly.
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