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MASTERY IN MATHEMATICS POLICY
Mastery To acquire or display a great skill or technique.
Our school vision for mathematics
Mastery in mathematics is the securing of tools and skills, which equip children to practise fluently, reason, problem-solve and be challenged. Becoming a Master of Mathematics does require time; however, children are able to develop a strong understanding of relationships between mathematical concepts in their daily lives. To help develop mastery in mathematics, it is important activities are made purposeful and relate to a variety of contexts faced in real life. The aims of our school vision are to maintain a positive attitude towards the subject and develop resilience to overcome challenges. To work collaboratively to build a foundation of number fluency from EYFS through to Year 6, combined with additional mathematical concepts and knowledge. In addition, children are to be given the opportunity to work independently and in co-operation with their peers to reason, think logically, use mathematical language and work systematically to solve problems, as presented in a range of real life contexts.
Each class teacher is responsible for the mathematics learning in their class, in consultation with the Mathematics Co-ordinator:
Planning
Using the S planning format, class teachers are to use the National Curriculum, Programmes of Study, to break down learning objectives, for the children to master. By presenting it in a S shape, this enables the breaking down of objectives, match suitable activities to master the skills required and provide greater depth challenges. This will be displayed in the classroom, as part of the mathematic working wall, for the children to be aware of their mathematical journey at all times and to be used as a continuous tool for teachers to assess when children are ready to move onto the next stage and if the activities were suitable.
The S planning is to be used to inform daily planning, either by using the schools pro forma or the teachers preferred choice of lesson planning.
Teaching and Learning
The combination of planning and teaching will contribute to the delivery of quality first teaching in mathematics. Mathematic lessons are to be taught in a combination of daily discrete lessons and the use of cross-curricular opportunities. To achieve mastery mathematics is to use the following approach:
Concrete Pictorial Abstract
Concrete: An opportunity for mathematical concepts to be introduced practically and through hands-on experience, this is most common for young children, who may require manipulatives. However, older children may use this stage, when introduced to a new skill.
Pictorial: This approach allows for children to visualise the concept by representing it in a pictorial format, for example bar models. This supports the solving of challenging word problems or contributes to developing logical thinking.
Abstract: The final stage of the approach is used for abstract numbers and symbols, after having had the context to understand the concept, this does not require concrete objects or pictorial representations.
All children are encouraged to work tidily and neatly in pencil when recording their work. When using squares, one square should be used for each digit; a ruler should be used in written calculation.
In the Foundation Stage, teaching is based on objectives in the Early Years Foundation Stage document; this ensures that they are working towards the Early Learning Goals for Mathematical Development. In addition further objectives are to be covered, which will bridge the gap and support the transition from Early Years to Year 1:
Beginning to know place value, by using resources/ representations for numbers up to 20.
Count, read and write numbers in numerical form up to 100.
Solve simple 1-step problems, using quantities and objects.
Begin to introduce mathematical symbols/ signs, for example (+), (-), (=)
Introduce the vocabulary for equal sharing, for example odd/ even.
Begin to introduce practical fractions, for example Teddy has a cake to share with a friend, they will get half each.
Know the 2D and basic 3D shapes, beginning to describe their properties.
Use of specific vocabulary, for example taller/ shorter, biggest/ smallest.
Begin to play time games, What is the time Mr. Wolf?
Resources
As a school we recognise the needs of our pupils and therefore have access to a variety of resources to select accordingly and support the planning and teaching of mathematics. We use a combination of the following: White Rose, My Maths, Power Maths, Maths No Problem/ Power Maths textbooks. In addition to resources to support the teaching and learning: Numicon, Place Value counters/ charts, counters, Cuisenaire rods, bead strings, dice, base 10 and number lines.
Assessment
Mathematics provides opportunities to assess the children verbally or in a formative and summative manner. Childrens work is to be marked using the schools Marking Policy, which requires positive comments in pink ink and next steps in green. If there are errors in the work, this is to have a dot next to it, so the child can recognise the error and correct it.
Before each concept is to be introduced, a pre and post assessment will be completed by the child, so the teacher is able to adapt the lessons accordingly and show the progress the child has made.
There is to be a summative assessment at least once a term, a half termly assessment can be completed if desired by the class teacher. The results of the summative assessment are to be updated on Classroom Monitor.
Special Educational Needs/Gifted and Talented
Children with special educational needs are taught within the daily mathematics lesson through suitably differentiated work and depending on the childrens Individual Education Plans.
Within the daily mathematics lesson, greater depth activities are provided as an appropriate challenge for children who are high achievers in mathematics. In addition, the school takes advantage of such events as Gifted and Talented Mathematician days organised by Queen Elizabeths Grammar School.
Reporting to parents
Throughout the year, parents are provided with a termly reports to update them on the childs attainment and set targets. Formal reports are completed before the end of the summer term. There is also an opportunity to discuss the childs progress in mathematics, in an Open Afternoon and a Parents Evening. Parents are encouraged to discuss any concerns with the class teacher as they arise rather than wait for a formal interview. Any updates to the curriculum or the teaching and learning of mathematics, ensures we are to inform parents by inviting them to a meeting.
Homework
On an occasional basis, or for revision purposes, children may be asked to complete some formal exercises as homework. Children in Year 6 will sometimes receive additional homework to help them prepare for the end of Key Stage tests (SATs). Children in other year groups may be given other homework from time to time to practice and reinforce skills.
The following is a minimum requirement:
Year 1 2, 5 & 10 x
Year 2 as above plus 3 & 4 x
Year 3 as above plus 6, 7, 8 & 9 x
Year 4 as above plus 11 & 12 x
Monitoring and Evaluation
The Mathematics Co-ordinator is given release time to work alongside other teachers. This time is used to monitor and evaluate the quality and standards of mathematics throughout the school and enables the co-ordinator to support teachers in their own classrooms. This is approached through book scrutinises, formal observations and learning walks.
Opportunities for teachers to review the scheme, policy and published materials are given on a regular basis during staff meetings.
An action plan for the development of Mathematics across the school is updated on a yearly basis.
The mathematics co-ordinator, Miss Natalie Stone, has been attending a TRG Maths Hub on Teaching for Mastery Specialist programme, which connects schools together to discuss the best practices for mastery mathematics.
Relevant employees of Derbyshire Dale Federation must have sight of a copy of this policy and sign the cover sheet in the staffroom file to acknowledge that they have read and understood the information supplied and agree to abide by it.
Signed:
Mrs Alison Cresswell
Chair of Governors
Dated: 20th May 2018
To Be Reviewed Every Two Years
Next Review: March 2020
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