Numeracy and Mathematics

Ashpark Primary School

Meeting Learning Needs in Numeracy and Mathematics

Classroom Learning and Teaching Policy

Revised May 2020

This policy has been written in line with the Curriculum for Excellence outcomes for Numeracy and Mathematics, and uses the Glasgow Counts framework to support practitioners in their planning and delivery of the mathematics curriculum.

The outcomes are to encourage greater depth and challenge for young people, to encourage learners to be ambitious and make learning enjoyable.

The policy is broken down into:

Rationale, Aims and Methodology
Planning
Teaching and Learning
Classroom Environment
Monitoring, Evaluating and Assessment

Rationale, Aims and Methodology

Rationale

Mathematics plays a vital role in all our lives. It is used in everyday activities such as buying food and clothes, keeping time and playing games. It impacts on science, technology, business and social life. Within a rapidly changing world, where new developments are constantly taking place, it is important that we equip our children with the necessary skills in numeracy and mathematics to function independently in everyday life. By providing a coherent, structured programme in maths, we will ensure that our pupils are able to continue in their learning and become confident individuals who make a positive contribution to the world around them.

‘To face the challenges of the 21st Century, each young person needs to have confidence in using mathematical skills, and Scotland needs both specialist mathematicians and a highly numerate population’

Building the Curriculum 1

(LTS, 2007)

Aim

Numeracy is a fundamental life skill. The aim of numeracy is to help pupils:

Gain a firm grounding in the core skills which link all areas of learning
Develop confidence and competence in using numbers which will allow individuals to:

– solve problems

– interpret and analyse information

– make informed decisions

– function responsibly in everyday life

– contribute effectively to society.

Understand the nature and purpose of mathematics
Study the properties, relationships and patterns in number and shape, and apply this knowledge to analyse, interpret, simplify and solve problems.
To develop confidence in using and applying mathematics and to learn to enjoy its challenges

Methodology

Within the teaching of maths, staff will use the Curriculum for Excellence guidelines, experiences and outcomes and, Glasgow Counts framework and trackers. The framework captures all elements of mathematics and breaks down each concept into a series of progressive learning intentions, informed by Education Scotland’s Benchmarks.

Our methodology is in line with the key messages from Glasgow Counts:

To use the CPA approach to develop conceptual understanding
To develop problem solving, reasoning and fluency
To engage in Maths Talk
To meet the needs of all learners.
To create mathematical mind-sets and develop the 8 skills identified below:

Planning

Glasgow Counts Trackers

We use planning based on the Glasgow Counts trackers (developed through staff collaboration) to support teaching and learning. Mathematical concepts have been ‘chunked’ termly to offer breadth, depth and coherence across subject matter, where appropriate. Planners also offer opportunities to identify further links across numeracy and the impact on the world (lifelong learning and developing the young workforce). Overview Trackers should be highlighted in the relevant colour and submitted at the start of each planning block to indicate what topics are being covered that term.

We will continue to use Heinemman Active Maths, TeeJay, White Rose and the Glasgow Framework resources to support planning, teaching and learning.

Teaching and Learning

Suggested Approaches for Teaching and Learning

CPA (Concrete, Pictorial, Abstract)
Maths Talk (Sherry Parish)
Glasgow Improvement Challenge strategies and approaches
Digital Learning
Links to real life context
Outdoor Learning

Classroom Environment for Lower School

Numeracy and Maths should be taught every day.

Playful Learning should be at the core of every lesson, with the opportunity to engage with a range of mathematical concepts within a lesson. All children should engage in teacher led instruction, targeted ‘go to’ tasks and free play (with a numeracy focus).

Whole class learning and various forms of groupings should be used as needed, based on the make-up of the class. Differentiation should be shown through groups having their own Numeracy and Maths Planner or a group support plan and, through the use of classroom task boards.

Each day, 15 minutes should be set aside for children to be taught mental maths/mental agility skills through Maths Talk, or Interactive Games/Activities. This can be through an opener or plenary. Please refer to your specific mental maths progression sheet and differentiate to meet the needs of the students in your class.

Learning Intentions and Success Criteria should be made visible in the classroom and children should record their activities on interactive task boards. Visual representations may be used to assist understanding.

Classroom Environment for Middle and Upper School:

Numeracy and Maths should be taught every day.

Whole class learning and various forms of groupings should be used as needed, based on the make-up of the class but it is imperative that children are learning at a level appropriate to their needs. Differentiation should be shown through groups having their own Numeracy and Maths Planner or a group support plan and, through the use of classroom task boards.

Each day, 15 minutes should be set aside for children to be taught mental maths/mental agility skills through Maths Talk, New Wave Mental Maths or Interactive Games. This can be through an opener or plenary, but also as part of your programme of work. Please refer to your specific mental maths progression sheet and differentiate to meet the needs of the students in your class.

A daily maths programme should be displayed in your class. Children should refer to this in order to self-regulate and promote independence. This programme should include both digital and paper based recording of pupil learning most days.

Success criteria should be displayed in the most appropriate way for the pupils in your class and in-line with the school presentation policy. Children should have an input in creating this which will ensure greater engagement in the learning. Success criteria should be communicated at the beginning of the lesson. Plenary sessions should evaluate the LI and SC.

Resources

Glasgow Counts Framework
Heinemann Active Maths
TeeJay Maths
White Rose Maths
Maths Talks
Online Resources
Core Resources
Digital Learning

Monitoring, Evaluating and Assessment

Monitoring and Evaluating:

Each class teacher is responsible for monitoring and evaluating the work of their children to ensure that their learning needs are being met and that the pace of work is appropriate. The SLT also has a responsibility to monitor teaching and learning within the school, and this will be discussed during termly tracking meetings and classroom observations. A range of observations will be carried out by SLT/peers using appropriate recording (for example, POLLI, Learning Conversations, The Good Lesson and QA documents). Mrs McWilliam and Mr Fleming (CLOL Numeracy) currently have maths as their specific remit and are available to guide and support staff.

Assessment:

Assessment is an on-going process which happens on a regular basis, and in a variety of methods. This should be used to assess progress and include summative assessment, formative assessment and a teacher’s professional judgement. MaLT assessments (p1-p7) and NSA (P1, P4, P7) are used for assessment purposes throughout each school year. They measure progress made and identify areas of need which allow SLT and teaching staff to target support appropriately. End of Term assessments are used to allow teachers to assess progress. A range of Summative Assessment resources have been collated at all stages to support appropriate and accurate assessment.