AIM HIGH ACADEMY TRUST
NEWBOTTLE PRIMARY ACADEMY
Mathematics Policy
September 2014
“Tell me and I might hear you, show me
and I might see, involve me and I will
understand.”
RATIONALE
Mathematics provides a way of making
sense of the world. It can be used to
analyse and communicate ideas and to
tackle problems. It can be an enjoyable
and satisfying activity in itself.
Ethos
• Every pupil has the right fulfill their full
potential, to a broad, balanced and relevant
Mathematics curriculum that reflects the use
of Mathematics in every day life.
• In teaching mathematics we aim to provide
children with skills required for the routines
of life and develop pupil’s ability to question
and explore mathematical problem and puzzles.
We believe that Mathematics trains young
people to make sense of the world in an
increasingly technological society.
Aims:
• We aim 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.
Aims
To enable each child to:
• Become as numerate as possible.
• Calculate mentally, in written form or accompanied
by quick recall of basic number facts.
• Become aware of the importance of mathematics in
other curriculum areas and in real life situations.
• Develop the use of mathematical language.
• Know about shape, develop measuring skills and to
be able to collect, record, display and analyse data.
• Recognise and use mathematical patterns and
relationships.
• Use ICT and be aware of its uses in everyday
situations.
Essential Characteristics
• An understanding of the important concepts and an ability to
make connections within mathematics.
• A broad range of skills in using and applying mathematics.
• Fluent knowledge and recall of number facts and the number
system.
• The ability to show initiative in solving problems in a wide range
of contexts, including the new and the unusual.
• The ability to think independently and to persevere when faced
with challenges, showing a confidence of success.
• The ability to embrace the value of learning from mistakes and
false starts.
• The ability to reason, generalize and make sense of solutions.
• Fluency in performing written and mental calculations and
mathematical techniques.
• A wide range of mathematical vocabulary.
• A commitment to and passion for the subject.
Essential Learning Objectives
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To know and use numbers
To add and subtract
To multiply and divide
To use fractions
To understand the properties of shapes
To describe position, direction and movement
To use measures
To use statistics
To use algebra
Essential Opportunities
Key Stage 1
Key Stage 2
 Count and calculate in a range of practical
contexts
 Use and apply mathematics in everyday
activities and across the curriculum
 Repeat key concepts in many different
practical ways to secure retention
 Explore numbers and place value up to at
least 100
 Add and subtract using mental and formal
written methods in practical contexts
 Explore the properties of shapes
 Use language to describe position, direction
and movement
 Use and apply in practical contexts a range
of measures, including time
 Handle data in practical contexts
 Count and calculate in increasingly complex
contexts, including those that cannot be
experienced first hand
 Rigorously apply mathematical knowledge
across the curriculum, in particular science,
technology and computing
 Deepen conceptual understanding of
mathematics by frequent repetition and
extension of key concepts in a range of
engaging and purposeful contexts
 Explore number and place value so as to read
and understand the value of all numbers
 Add and subtract using efficient mental and
formal written methods
 Multiply and divide using efficient mental
and formal written methods
 Use the properties of shapes and angles in
increasingly complex and practical contexts,
including in construction and engineering
contexts
 Describe position, direction and movement in
increasingly precise ways
 Use and apply measures to increasingly
complex contexts
 Gather, organize and interpret data
 Understand the practical value of using
algebra
TEACHING METHODS
The emphasis is on whole class interactive teaching with
differentiation during the main part of the lesson. This
type of whole class teaching is not the same as a
teacher talking to the whole class and writing ideas on
the board then asking children questions to check their
understanding, but a type of teaching which encourages
each child to interact with the teacher.
Mathematics will increase child’s ownership of their
learning and has been shown to dramatically improve
children’s maths understanding. Learning objectives are
taught to the children in teaching activities based on
teachers’ own ideas or ideas from the teachers’
handbooks before the children consolidate this learning in
workbook, textbook or investigative activities.
How we teach
• A variety of teaching and learning styles are
used to teach Mathematics. Where possible
lessons are presented in a practical hands-on
way and are linked to real/everyday situations
using outdoor areas and the local environment.
• Lessons may be taught through whole class or
group teaching and efforts to make links with
ICT and other curriculum areas are made
where possible (Indoor and outdoor).
• Curriculum planning is carried out through long,
medium and short term planning and are the
responsibility of the individual teacher; with
the aim to consistency and progression for all
pupils.
SEND/Equal Opportunities
• The development of pupil’s mathematical skills would need
to include varied teaching approaches and use of resources
to support a child’s learning and progression. Planning for
these groups of children, with consideration to the
resources and teaching approaches, should ensure that the
activities have been suitably matched to individual needs.
• We believe that all children, irrespective of background,
race, gender or ability should have equal opportunity and
access to the curriculum.
• Guided group teaching is particularly powerful across the
whole curriculum. Pupils work with an adult who guides
their learning through a planned sequence of tasks and
discussions. There are opportunities for focused teaching
and assessments. Each child will have a guided group
session with a class teacher every week and a second with
a TA where available.
Assessment
• Work is quality marked against the Learning and
constructive feedback is completed with one third of
the class per day.
• Pupils act upon and respond to marking next day.
(Challenge, corrections, improvements, next step to
learning)
• Pupils have opportunities to self and peer-assess their
work.
• Teacher Assessment used in lesson to inform next
step to learning and overcoming barriers.
• Assessment is collated three times a year for SLT
(Level 4+, two levels, APS, Standardised Score,
Percentage against Expectation and intervention)
Five Key Principles
1.
2.
3.
4.
5.
Pupils become numerate
Practice core numeracy – basic skills
Chronology of number
Daily, structured approach to number
Continuity - same steps to learning
journey.
Mental Strategies
It is essential that rapid recall of key
number facts is embedded prior to
written calculations being taught. This
is necessary as written calculations rely
on mental strategies to process
numbers
efficiently
and
with
confidence. The aim is to work on key
rapid recall facts appropriate for your
year group.
Provision/Assessment
All classes from reception to year 6 are taught one maths lesson
every day and a 15 minute basic skills activity (Core Numeracy). The
general format is as follows:
5 – 10 minutes mental and oral activities with the whole class.
30-40 minutes main whole class, group or paired work with
independent and guided work (a simplified task and an extension
task may be required where appropriate).
10-15 minutes plenary with the whole class.
Format may change according to the lesson needs.
15 minutes Basic Skills session on ‘Core Numeracy’.
Pupils will be assessed three times a year using teacher assessment
(AfL, APP, standardised score) and formalised test.
Parents/carers will have a consultation meeting three times a year
and one report at then end of the summer Term.
Progress meeting with staff will occur at the beginning of every term
to discuss progress, intervention and provision.
Language
• The importance of spoken language in pupils’
development across the whole curriculum – cognitively,
socially and linguistically is essential to the quality of
learning within mathematics. 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.
• Pupils 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.
• Pupils should read and spell mathematical vocabulary
correctly and confidently, using their growing word
reading knowledge and their knowledge of spelling.
LINKS BETWEEN MATHS AND OTHER
SUBJECTS
It is important to use and discuss the use of maths in other subject
areas since it allows the child to see a further value in their
mathematical skills and knowledge and can reinforce pupils’ learning
in real contexts.
Teachers identify and annotate on their medium term plans for all
other subjects any opportunities to use Mathematics knowledge,
skills and concepts. There are countless areas in which mathematics
can be used, a few examples follow:
Science-investigations, number, measures, shape and data
Art-shape, pattern and measures
Geography-location, number, co-ordinates, area and data
History-number, numerals, time and data
Technology-number, shape, measures and data
P.E- area, angle, shape, data and measures
I.T- data and spreadsheets
Music-pattern and notation
Computing
This includes the use of interactive whiteboards,
calculators, OHT, video, audiotape as well as computers
(Laptops in classroom). Computer software is used in
maths lessons where it is the most efficient and
effective way to meet lesson objectives.
Individual use of computer programs is usually
inappropriate in the daily lesson, except where pupils
have profound special needs. Use of clips of video and
audiotape is made only where it is the most efficient
and effective way to meet lesson objectives.
Teachers pre-view video and may, for example, select a
5 or 10-minute section from an hour long video.