At key stage 2 the study of maths covers the four areas:

using and applying mathematics

number and algebra

shape, space and measures

handling data

As recommended by the national Numeracy Strategy, children receive a daily maths lesson and emphasis is given to interactive oral work and visual modelling of maths concepts as well as to recorded work.

We aim to develop in children:

a positive attitude to maths as an interesting, enjoyable and rewarding subject

mathematical skills and knowledge accompanied by the recall of basic facts

an ability to apply maths skills and concepts in the classroom and everyday situations

an ability to understand and use the language of maths

an ability to explain work to others in words or symbols

attitudes to enquiry of perseverance, enjoyment and flexibility

an ability to select and use practical equipment, e.g. aids for measurement,

calculation and thinking

the confidence to select and use maths skills creatively to solve problems

an ability to work with a positive attitude in a variety of situations, e.g. alone, in a pair, as a team member, in a whole class

As teachers we aim to:

work with colleagues (e.g. teachers in the same year group, support teachers) to plan coherent work in maths according to children’s individual needs, taking account of the National Curriculum and Numeracy Strategy

monitor and evaluate children’s progress for the purposes of planning, setting goals and reporting

draw links between the different areas of maths and between subjects, such as science and ICT

provide a range of models of maths to enhance children’s thinking and to encourage children to model maths in their lessons

improve our teaching in the light of monitoring processes

be aware of and follow school policies such as policies on written methods and assessment (see Appendices 1 and 2)

 

Lessons follow the strategy guidance in timing (45 – 50 minutes, years 3-4;

50-60 minutes, years 5-6) and structure.

whole-class work to rehearse, sharpen and develop mental and oral skills

teaching input and pupil activities

work as a whole class, in groups or as individuals

work with the whole class to sort out misconceptions, identify progress and summarise key facts, to make links to other work and to set homework if appropriate

 

The ratio of teaching input to pupil activities in the main part of the lesson varies according to lesson objectives and familiarity of the material.

Plans are drawn up in year groups using the Numeracy Strategy for guidance, so that all maths sets in one year group will be working within the same area of maths, eg addition and subtraction. Teachers then plan specific objectives and corresponding activities for their maths sets on daily plans.

Within each maths set some manageable differentiation may be planned if appropriate,

eg by modification of a task or use of an additional visual resource such as a number line to help children to complete tasks.

Weekly plans give clear brief details of

learning objectives

whole-class teaching

pupil activities (with any differentiation if appropriate)

vocabulary

resources used

Assessment is carried out to ensure that work is planned at the correct level and progress is made. It is carried out by

observation of children and discussion with a child or group of children

written classroom activities

homework and feedback from homework

specific tests or assessment tasks

Some degree of assessment is made during each lessen and inconsistencies may be dealt with immediately, e.g. in a plenary. Teachers evaluate each lesson, making brief notes or modifying subsequent lesson plans.

Some tests or tasks are carried out by all children in a year group to allow teachers to check progress across maths sets and to move children between sets if appropriate.

See also Appendix 1

There is now a greater emphasis on mental calculation. Children are given many opportunities to build up a recall of number facts. Strategies for using these number facts to solve further problems are taught and discussed. Mental calculation is linked to visual models of number, such as the 100 square, and leads directly to informal written methods or jottings based on mental strategies.

For more complicated calculations formal written methods are also taught, with expanded methods leading to more traditional contracted methods of calculation. The appropriate choice of method, which will not be the same for each child, is discussed.

At the end of Key Stage 2 we would expect children when faced with a calculation to be able to consider some or all of the following questions:

Which mathematical operation do I need to use?

Do I know the approximate answer?

Can I do this in my head or do I need a written method?

If a written method is chosen we would not expect all children to follow the same method. Some children may use a contracted formal method, others may find a quick mental strategy can be explained with jottings and other children may need a more visual model such as a drawn number line.

For further information on written methods see Appendix 2. This shows the progression of written methods. Children will work at different speeds through this progression, according to their maths sets. The year group labels are for guidance only.

The use of setting and some degree of differentiation within sets allows all pupils access to the maths curriculum at an appropriate level, whilst broadly following the same programme of topics within a year group. In some cases Teaching Assistants work closely with a child or group of children within the classroom. An additional planning sheet is filled in by the teacher to give the Teaching Assistant a brief outline of the objectives, activities and vocabulary of the lesson and the TA responds with comments on the particular child’s or children’s progress.

Differentiation within sets can take different forms

modifying tasks, e.g. using smaller numbers on an addition task

allowing some children access to apparatus or written prompts

the teacher working closely with a group to support or extend those children

differential questioning in oral/mental

extension activities instead of or following the main activity

The aim is to provide appropriate activities within a manageable context and a large degree of collective working.

Group IEPs are used to identify targets that can be worked on by a group of children within their maths set. These may relate to mathematical skills or attitudes to work.

The sets in general are regarded as a flexible arrangement, progress is reviewed regularly and children are able to move between sets if appropriate.

Maths homework is usually set weekly. Parental help in building up good work habits is encouraged and parents and children are asked to respond to the homework task by commenting in the homework book.

We aim to set a variety of activities, some of which require direct parental help, eg

games

problem-solving activities

basic skills practice

recall, e.g. of tables

We recognise that many written and mental numerical methods are not familiar to parents and we try to include written examples on homework sheets where possible. Parents also receive copies of Appendix 2.

At Pupil Achievement Review day in the Autumn Term each child is given a maths target, usually in the area of number skills. This is reviewed and changed if appropriate in the Spring and Summer terms. Targets can be based on basic skills that are being practised regularly in lessons, but also work that children can carry out at home with a parent.

ICT in maths lessons should enhance good mathematics teaching. Any decisions about using ICT in a particular lesson or sequence of lessons should be directly related to the teaching and learning objectives for these lessons. ICT should be used if the teacher

and / or children can achieve something more effectively with it than without it. In general when using ICT it should form part of a normal three-part maths lesson.

A wide range of ICT can support the teaching and learning of maths, such as use of a

digital camera

CD-ROM

computer program

pocket or OHP calculator

sensors attached to a computer

the internet

video camera

audio cassette recorder

television broadcast

In the daily maths lesson the organisation of ICT can take a variety of forms such as :

demonstration of maths concepts or ideas by the teacher to a class or group

individuals, pairs or groups working independently or with a teacher with ICT

Using ICT in the daily maths lesson can help children to:

explore, describe and explain number patterns

practice and consolidate number skills

explore and explain patterns in data

estimate and compare various measures

experiment with shape and patterns

develop maths vocabulary, logical thinking and problem-solving skills

Work is currently being carried out to build up particular examples of ICT for each of the above areas for use in each year group. This will be attached to the current policy.

The timetable of the ICT room is such that year groups can choose when to use computers in maths sets, either for single lessons or a sequence of related activities.

ICT also provides excellent links between maths and other subjects for example :

the use of sensors in science

data collection and display in geography

Areas such as these provide children with realistic contexts in which to practise maths skills.

Send mail to jshort@suttonlea.org with questions or comments about this web site.
Copyright © 2002 Camden Junior School
Last modified: August 29, 2007