GLENCORSE PRIMARY SCHOOL
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‘Working together to achieve Excellence’
NUMERACY AND MATHEMATICS POLICY
Mathematics is important in our everyday life, allowing us to make sense of the world
around us and to manage our lives. Using mathematics enables us to model real-life
situations and make connections and informed predictions. It equips us with the skills
we need to interpret and analyse information, simplify and solve problems, assess risk
and make informed decisions.
(CfE Mathematics, Principles and Practices)
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)
Numeracy is not only a subset of mathematics; it is also a life skill which permeates
and supports all areas of learning, allowing young people access to the wider
curriculum.
(CfE Numeracy, Principles and Practices)
Aims
We aim to create a rich and stimulating environment providing experiences to engage
learners of all ages, interests and abilities. Where possible we will use crosscurricular links and opportunities for studying Numeracy and Maths in contexts to
ensure relevance and meaning.
Maths is a tool for everyday life, allowing us to make sense of the world around us
and become:
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Successful learners
Confident individuals
Responsible citizens
Effective contributors
Links to Curriculum for Excellence
Numeracy and Maths experiences will provide opportunities to develop the principles
of CfE:
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Challenge and enjoyment
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Breadth
Progression
Depth
Personalisation and choice
Coherence
Relevance
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Learning and Teaching
The Numeracy and Maths experiences and outcomes are designed to stimulate the
interest of children and promote creativity and ingenuity. We aim to deliver carefully
planned, well-paced learning and teaching activities using a variety of approaches
including:
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planned active learning with opportunities to observe, explore, investigate,
experiment and play
development of problem-solving strategies (See Appendix 1)
development of mathematical thinking skills (See Appendix 2)
developing mental agility
sharing their understanding and explanation of thinking through discussion
use of relevant contexts and experiences, familiar to children and young people
(see Appendix 3)
appropriate and effective use of technology
building on the principles of Assessment is for Learning
collaborative and independent learning
making links across the curriculum through thematic work
promoting an interest and enthusiasm for numeracy
use approaches, consistent with ASG, to teach aspects of Maths (See ASG
posters)
Structure of Lessons
1.
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3.
4.
Recap on previous knowledge
Sharing learning Intention and Success Criteria
Teaching/Learning experience/activity
Plenary/assessment
Midlothian’s Numeracy and Mathematics GLOW group has produced the table below
with advice on the classroom environment.
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Planning Maths
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Year Plans should show some elements of Maths being taught in a context.
Some areas will be taught as discrete subjects.
Each group will have an overview of Maths at the appropriate level
Midlothian Maths Planners will be used, for each group, for each area of Maths
Staff will record which areas are to be covered by highlighting in the
appropriate term colour and then dating when experienced
Quick start activities are a good way to revisit topics regularly
Planning Numeracy
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Numeracy will be planned through MUNP (Midlothian Understanding Numeracy)
Each group will have a colour-coded MUNP overview
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Numeracy will be taught every week and classes should have a Numeracy
session at least 3 times a week
Staff should record which areas are to be covered by highlighting in the
appropriate term colour and then dating when experienced. (see Appendix 4)
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Resources
Most Numeracy and Maths activities should be based on active learning. However
there is a place for written activities.
Resources available include:
• MUNP/Maths
• Scottish Heinemann Mathematics
• Tee-Jay Mathematics
• Number Connections
• Problem Solving In Action
• ICT (e.g. Education City, Mathletics, Primary Games, Maths Packs, Teaching
Tables/Fractions/Time) – should be used to reinforce learning
• Maths games
• Range of other resources – number fans, beads etc. in Maths cupboards
Presentation
We will use:
 Blank maths jotters (P1)
 Large squared jotters (P2-3)
 Small squared maths jotters (P4-7)
 P2 & P3 will follow the school presentation policy. This will be inserted at the
front of every Maths jotter. (See Appendix 5)
 P4-7 will follow the ASG presentation Policy. This will be inserted at the front
of every Maths jotter. (See Appendix 6)
Assessment
Classes will be given the appropriate MUNP evaluation exercise at the start and end
of the session to identify areas of need. Staff will then focus teaching on these
areas.
Having set specific Numeracy and Maths targets for themselves, children should have
the opportunity to gather/produce evidence of personal achievements and success as
part of the Personal Learning Planning process.
Tracking
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When a child has achieved a level, staff should pass this information to the Admin.
Assistant who will then enter it onto SEEMIS. The teacher will then record this
information in the class tracking folder.
Progress will also be tracked and discussed when staff predict attainment twice a
year – in June and October. This information will also be recorded in the class
tracking folder.
Marking
AifL strategies should be used to include peer and self marking.
Teacher comments should refer to the Learning Intention and Success Criteria.
Support for Learning
If specific additional support is required for any child, the appropriate ‘Concerns’
sheet should be completed and discussed with the Support for Learning teacher.
Children, who are recognised as able, should also be discussed with the Support for
Learning teacher.
Homework
Homework should be given from P1-P7. This can be a practical task as well as written
work. Number bonds and quick recall of tables will be encouraged. All children have a
Mathletics password which they can access from school and home.
Transfer of Information
P 7 teachers will pass on the following information:
 Group names with levels e.g. 2C
 MUNP overview per group which has been highlighted and dated
 Maths overview per group which has been highlighted and dated
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Appendices
1. Problem Solving Strategies
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Find a pattern
Make a table/model
Work backwards
Guess and check
Draw a picture
Make a list
Use logical reasoning/Be organised
Try a simpler case
Eliminate
2. Mathematical Thinking Skills
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Sorting objects by different traits (colour, size, or texture)
Using words to describe things and what they are used for
Identifying and copying simple patterns
Using words to talk about position (over, under, in, top, bottom etc.) and
order (first, next, last etc.)
Counting objects
Using words to communicate an understanding of numbers and
relationships (more, less, equal etc.)
Examples of relevant contexts
Reference should be made to real life, historical development and other
curricular areas where possible. E.g. If a class is studying the Romans, they can
learn about Roman numerals.
4.
Term highlight colours
Term
Aug - Oct
Oct - Dec
Jan - Apr
Apr - Jun
Colour
Yellow
Blue
Green
Orange
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Appendix 5
GLENCORSE PRIMARY SCHOOL
Maths Presentation P2 & P3
 Each day’s work should be dated, titled, and these should be underlined.
 A line should be drawn under each day’s work, to make a clear distinction between
pieces of work
 A ruler must be used to draw lines
 On all pieces of work (jotter, workbook, worksheet etc.) the date should be
written using 6 figures, and with dots instead of slashes ie 01.06.06.
 Work must be neat and a general guide is given below
o 1 full line of squares left blank under heading
o the number of the sum should be written, a box left, then the sum
should be written
o work should be started approx 1 full square from the left
P3
 1 full line of squares left blank between each line of calculations
 2 full lines of squares left between division sums
Technical Points:
 1 number per box and 1 sign per box
 fractions should be written with the numerator and denominator taking up one box
each. A horizontal line separates them.
ALL JOTTERS SHOULD ONLY HAVE CHILD’S NAME, CLASS AND SUBJECT
WRITTEN ON THE FRONT.
ALL JOTTERS SHOULD BE COMPLETELY FREE FROM GRAFFITTI.
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Appendix 6
GLENCORSE PRIMARY SCHOOL
Maths Presentation P4-7
 Each page should be folded in half.
 Each day’s work should be dated, titled, and these should be underlined.
 A line should be drawn under each day’s work, to make a clear distinction between
pieces of work
 A ruler must be used to draw lines
 On all pieces of work (jotter, workbook, worksheet etc.) the date should be
written using 6 figures, and with dots instead of slashes ie 01.06.06.
 Work must be neat and a general guide is given below
o 1 full line of squares left blank under heading
o 2 full lines of squares left blank between each line of calculations
o 3 full lines of squares left between division sums
o the number of the sum should be written, a box left, then the sum
should be written
o work should be started approx 1 full square from the left
Technical Points:
 1 number per box and 1 sign per box
 decimal points should be written on the vertical line between boxes, and not in a
box of their own
 fractions should be written with the whole number being 2 boxes high, and with
the numerator and denominator taking up one box each. A horizontal line
separates them.
ALL JOTTERS SHOULD ONLY HAVE CHILD’S NAME, CLASS AND SUBJECT
WRITTEN ON THE FRONT.
ALL JOTTERS SHOULD BE COMPLETELY FREE FROM GRAFFITTI.