Introduction

• This is a statement of the aims, principles and strategies for teaching and learning of Mathematics at Manor Junior School.
• It was developed during the Summer of 1998 through a process of consultation with teaching staff.
• It was approved by the governing body in the Summer of 1998
• This policy will be reviewed annually.

What is mathematics?
Mathematics is a body of knowledge which provides a way of viewing and making sense of the world. It is used to analyse and communicate information and ideas and to tackle a range of practical tasks and real life problems. Mathematics also provides the means for creating new imaginative worlds to explore, and it is through this exploration that new mathematics is created and current ideas are modified and extended.

Aims
Manor Junior School aims that all children will

• enjoy mathematics and study it with confidence and a sense of achievement
• achieve a high standard in numeracy and a range of other mathematical skills
• apply these skills with confidence and understanding when solving problems.

Principles of the Teaching and Learning of Mathematics
Mathematics is important because

• it is widely used in society, both in everyday situations and in the world of work
• it can be used to represent or communicate ideas, to predict, to explain and to verify
• it is interesting and enjoyable, providing intellectual challenge and aesthetic pleasure.

Mathematics is a core subject in the National Curriculum. The fundamental skills, knowledge and concepts of the subject are set out in "Mathematics in the National Curriculum" where they are categorised into 4 attainment targets

1. using and applying mathematics
2. number and algebra
3. shape, space and measures
4. handling data

The National Numeracy Framework and the Barking and Dagenham Initiative for Primary Mathematics (IPM) form the basis of study in the school. 1998 year 3. 1999 years 3 & 4. 2000 years 5 & 6. 2001 all year groups.

Strategies for the Teaching of Mathematics

The mathematics curriculum is organised on a subject basis as part of the timetabled week. Mathematics is taught

• for approximately 5 hours per week approached as at least one hour each day.
• with mixed ability groups in year 3.
• predominantly ability groups (setting) within the remaining years.
• setting enables pace to be varied not content. Classes to follow IPM model of not differentiating children ‘out’ of the curriculum.

Modes of working in mathematics are through class teaching although group work and individual work are used where appropriate. Each week mathematics lessons include opportunities for

• demonstration, explanation and instruction by the teacher to the whole class, groups and individuals
• whole class and group discussions
• practical activities to produce meaningful context
• practical activities to consolidate skills which have been learned
• the use of mental mathematics involving quick recall of simple mathematical facts, problem solving and investigation activities
• Opportunities for high pace individual oral responses to questioning and opportunities for oral explanations for answer given by children.

Classroom helpers are used in mathematics to assist

• in providing extra help for children with particular needs
• with cooking activities (e.g. voluntary parent helpers).

Commercially available schemes of work are used in mathematics to provide a framework which is supported by a variety of other activities planned by teachers. The principal scheme in use in the school is

• Nelson Mathematics

Pupils with special needs in mathematics may receive extra support in the classroom from a non-teaching assistant. They include

• pupils with difficulties in learning mathematics who are given extra opportunities for sequencing, pattern making and constructional activities
• pupils with particular ability and flair for mathematics who work more quickly through the levels of the National Curriculum and are extended through the use of harder puzzles, problems and investigations.

Homework is used to support mathematics through tasks such as

• the learning of tables
• specific tasks set periodically by teachers which may involve gathering data or completing work started at school

The emphasis in our teaching of mathematics is on AT1 of the National Curriculum (Using and Applying Mathematics). Thus

• a majority of the time in class focuses on the statements of attainment in AT1 but providing a context for the use of concepts and skills outlined in other ATs
• schemes of work for each half term include activities within the three remaining attainment targets
• opportunities are provided for extended study which may exceed the daily hour allocation

Excellence in mathematics is celebrated in display including

• mathematical constructions
• geometric patterns with a multicultural emphasis
• graphs and charts based on data handling activities
• opportunities to share mathematical discovery with the school

Strategies for Ensuring Progress and Continuity

Planning in mathematics is a process in which all teachers are involved, wherein the foundation for curricular planning is the Scheme developed through a process of collaboration between staff, Borough Advisors and reference to the Borough Guidelines. schemes of work for Mathematics are developed by the subject leader (in collaboration with the whole staff) and Borough Advisors.

The role of the mathematics leader is to

• work with the Deputy Headteacher in charge of Curriculum - monitoring, planning and developing the subject to allow for progression and continuity in mathematics throughout the school
• support colleagues in their development of work plans and assessment and record keeping
• monitor progress in mathematics and highlight action needed
• take responsibility for the organisation of central mathematical resources
• keep up-to-date with developments in mathematics education and disseminating information to colleagues as appropriate.

Feedback to pupils about their own progress in mathematics is achieved through the marking of work. Effective marking

• aims to be encouraging and supportive
• includes ticks and written comments with errors clearly indicated. (excessive crosses are avoided).
• is often done while a task is being carried out through discussion between child and teacher
• may occasionally be done by pupils marking their own work, although this is not the regular pattern.

Formative assessment is used to guide the progress of individual pupils in mathematics. It involved identifying each child's progress in each aspect of the subject, determining what each child has learned and what therefore should be the next stage in his-her learning. This is mostly carried out informally by teachers in the course of their teaching. Tasks for this include:

1. small group discussions perhaps in the context of a practical task.
2. short tests in which the teacher gives questions orally and pupils write answers
3. specific assignments for individual pupils
4. individual discussions in which children are encouraged to talk about their own work and progress.
5. a Baseline Assessment at the beginning of each year
6. assessment criteria set out in the programme of study to inform the teacher for the next stage of learning.

(See Assessment Policy)

Strategies for Recording and Reporting

Records of progress in mathematics kept for each child contain

• a record of progress in each attainment target
• samples of work which show achievement and progress

Reporting to parents is on a termly basis through interviews and annually through a written report. Reporting in mathematics will focus on each child's

• attitudes to mathematics
• competence in basic skills
• ability to apply mathematical knowledge to new situations

Formal assessment is carried out at the end of each National Curriculum Key Stage (i.e. in Years 2 and 6) through the use of SATs and Teacher Assessment.

Strategies for the Use of Resources

Classroom resources in mathematics include

• blackboard rulers, compasses protractors, Metre sticks
• base 10 apparatus, rulers, multi-link cubes, money coins, maths games, dice

Central resources in Mathematics are the responsibility of the mathematics Leader. They include

• Nelson levels 3 and 4 games and resources,
• Cuisenaire rods, decimal abaci, fraction boards, unifix cubes, calculators, money, stamps
• weights, weighing scales, balances, tape measures, volume/capacity apparatus, clock faces
• 2D 3D shapes, polyblocs, polydrons, probability packs

Information Communication Technology is a major resources which is used in mathematics for

• data handling (use of databases, spreadsheets and graph drawing packages)
• modelling (logo activities)
• a practice of basic skills in a game context for individual pupils who are in need of special support or motivation
• problem solving and investigational activities.

Health and safety issues in mathematics include

• special care of some apparatus such as scissors and compasses - sets are stored safely counted and returned after use
• use of aprons for messy work
• close supervision of all cooking activities by an adult