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Policy document
MATHEMATICS POLICY DOCUMENT
Spring Term 2014
The Background Mathematics
Our pupils are entitled to a broad and balanced curriculum. The School recognises
that mathematics provides a way of viewing and making sense of the world. It
enables pupils to analyse and communicate information and ideas and provides a
means of tackling a range of practical tasks and problems met in everyday life.
The School endeavours to teach Mathematics in a context that has purpose and
meaning. Whilst we emphasise the need to develop practical and social skills within
Mathematics we also recognise the need for opportunities to explore and
appreciate the structure of Mathematics itself.
The skills that are acquired in Mathematics are necessary in many other areas of the
curriculum as well as life in general.
Curriculum
The school uses the National Numeracy Curriculum Framework as the basis for the
teaching of Mathematics throughout the school. Whilst recognising the entitlement
of all our pupils to the National Curriculum, we must also take into account their
strengths and their specific individual special needs, thus it is necessary to
differentiate the work according to the pupil’s ability rather than their chronological
age. The content of our teaching is as prescribed in the long and medium term
plans.
Emphasis is placed on the development of strategies for mental calculations as well
as pupils being given the opportunities to explore and investigate in order to acquire
necessary knowledge, skills and understanding. In carrying out investigations, they
are encouraged to combine mathematical, linguistic and social skills.
In the Upper School some pupils will study an Entry Level course in Mathematics.
Learning Experiences and Activities
Mathematics is a set of inter-related ideas, not separate elements taught in isolation.
There should be a balance between different modes of learning; doing, observing,
talking and listening, reflecting, drafting, reading and writing.
For all pupils emphasis is placed on the development of mathematical language
and the application to everyday life. To support learning, pupils and staff are
encouraged to use a sign supported means of communication based on the
Signalong system.
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In the static classes Mathematics is taught by the Class Teacher. In the rest of the
classes in the Middle and Upper School, pupils are in mixed age and ability groups
taught by the Mathematics teachers.
At Parkside School we try to strike a balance between those mathematical tasks
which develop knowledge, skills and understanding and those which develop the
ability to solve practical problems. Tasks are included which have an exact result or
many different solutions. Activities include, where appropriate, both independent
and group work. ICT is used in the majority of lessons. Above all, activities should
enable pupils to gain a positive attitude to Mathematics and to enjoy the subject.
Cross Curricular Work
Mathematics is not seen as a subject in isolation, but one that naturally occurs in
other areas of the curriculum:Mathematics contributes significantly to the teaching of English by actively
promoting the skills of reading, writing, speaking and listening. Pupils enjoy stories and
rhyme that rely on counting and sequencing as well as encountering mathematical
vocabulary, graphs and charts when using non-fiction texts.
During science lessons, pupils are able to use and apply their data handling skills
when creating tables and graphs of scientific measurements. Whole class discussion
of data also highlights the importance of clear recording of information. Pupils are
required to use a wide range of measuring devices in a real-life context and read the
scales, which will also apply to other subjects such as Design Technology and Food
Technology.
Pupils use and apply mathematics in a variety of ways when solving problems using
ICT, such as communicating results with appropriate mathematical symbols and
using it to produce graphs and tables when explaining their results or when creating
repeating patterns, such as tessellations. When working on control, pupils will need to
use directional language and to use standard and non-standard measures for
distance and angle. They use simulations to identify patterns and relationships.
Mathematics contributes to the teaching of personal, social and health education
and citizenship. The work that pupils do outside of their normal lessons encourages
independent study and helps them to become increasingly responsible for their own
learning. The planned activities that pupils do within the classroom encourage them
to work together and respect each other’s views. We present pupils with real-life
situations in their work, such as the spending of money.
Within all cross curricular topics mathematical content is included as opportunities for
relevant work for the pupils. This is referred to in the appropriate schemes of work.
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Pupils’ Records
The Mathematics Co-ordinator is responsible for ensuring continuity and progression
of the Mathematics Curriculum throughout the whole school.
When pupils carry out a task using practical apparatus a photographic record may
be kept. Pupils also work in exercise books and on paper kept in their personal
folders. Teachers will annotate lesson plans to inform them of the continuing
progression.
At the end of each academic year, assessment tests are carried out and the pupils
work is levelled. These tests are scanned and saved electronically.
Assessment and moderation
Pupils are regularly assessed and this assessment is recorded on the B squared
system. These detail skills and key objectives acquired and enable individual targets
to be set. The B squared results are fed into CASPA and from analysing this data
pupils who need extra support and intervention work are pinpointed and supported
accordingly.
All year 11 pupils achieve either an Entry Level Certificate by coursework and test or
a Personal Progress Certificate.
Evaluation
The Mathematics Co-ordinator has responsibility for evaluating and monitoring the
quality and effectiveness of Mathematics teaching throughout the school as well as
the pupil’s attitude and enjoyment towards the subject. This is measured by pupil
progress as shown by the assessment tools as well as through lesson observations.
Resources
The Mathematics Co-ordinator has responsibility for ensuring all classes are equipped
with the necessary resources to facilitate the teaching of this subject. Some resources
will be kept in individual classes and others will be stored in the Mathematics room.
All classrooms have access to a computer and an interactive white board.
Numicon is being introduced so that there is a consistent resource being used
throughout the school.
A budget is allocated to ensure that the department is resourced and supported
according to the needs of the pupils and the staff.
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Signed …………………………………………………………
Dated …………………………………………………………..
To be reviewed Summer 2016
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