RATIONALE
At Roseburn we are committed to providing our children with a progressive programme of mathematics and
numeracy across learning where they will encounter a variety of challenging, active and enjoyable experiences
which will develop the necessary attitudes, skills and knowledge to enable them to use mathematics in ways
which are relevant to the demands of everyday life, the world of work and recreation and allow them to
communicate ideas clearly using the language of mathematics.
AIMS
At Roseburn children will be encouraged to
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develop a secure understanding of the concepts, principles and processes of mathematics and apply
these in different contexts, including the world of work
engage with more abstract mathematical concepts and develop important new kinds of thinking
understand the application of mathematics, its impact on our society past and present, and its
potential for the future
develop essential numeracy skills including quick recall of basic facts which will allow them to
participate fully in society
establish firm foundations for further specialist learning
understand that successful independent living requires financial awareness, effective money
management, using schedules and other related skills
interpret numerical information appropriately and use it to draw conclusions, assess risk, and make
reasoned evaluations and informed decisions both individually and with groups
apply skills and understanding creatively and logically to solve problems, within a variety of contexts
appreciate how the imaginative and effective use of technologies can enhance the development of
skills and concepts.
LEARNING AND TEACHING
Using the experiences and outcomes from Curriculum for Excellence and the City of Edinburgh plans which can
be found on GLOW programmes of study will be prepared, implemented, assessed, evaluated and reported upon
and next steps identified to meet the needs of each individual child.
To achieve this, teachers will use a skilful mix of approaches, including:
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planned active learning which provides opportunities to observe, explore, investigate, experiment, play,
discuss and reflect
modelling and scaffolding the development of mathematical thinking skills
learning collaboratively and independently
opportunities for discussion, communication and explanation of thinking
developing mental agility
using relevant contexts and experiences, familiar to young people
making links across the curriculum to show how mathematical concepts are applied in a wide range of
contexts, such as those provided by science and social studies
using technology in appropriate and effective ways
building on the principles of Assessment is for Learning, ensuring that young people understand the
purpose and relevance of what they are learning
developing problem-solving capabilities and critical thinking skills.
The mathematics experiences and outcomes are structured as follows:
Number, money and measure
 Estimation and rounding
 Number and number processes
 Multiples, factors and primes
 Powers and roots
 Fractions, decimal fractions and percentages
 Money
 Time
 Measurement
 Mathematics – its impact on the world, past, present and future
 Patterns and relationships
 Expressions and equations.
Shape, position and movement
 Properties of 2D shapes and 3D objects
 Angle, symmetry and transformation.
Information handling
 Data and analysis
 Ideas of chance and uncertainty.
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Topics where possible should be taught to the whole class and differentiated across levels.
In general
Early Level
Nursery to P1
1st Level
P2-P4
nd
2 Level
P5-P7
3rd Level
S1 and S2
th
4 Level
S3 and S4
All topics should be covered at least twice on a three year cycle and applied to real life situations
where possible.
There should be 4-5 sessions of maths or numeracy in a normal week lasting 45 minutes to 1 hour.
A typical lesson will include a 5-10 minute warm up where mental maths, prior learning and revision are
the focus. There should be a mixture of teaching either class, group or individuals and active learning
opportunities where all children are engaged and working at a pace and level appropriate to their needs.
There should be a 5-10 minute plenary each session to revise learning and discuss progress in order to
solve difficulties promptly and identify next steps.
Homework should reinforce learning and provide opportunities for further practise, consolidation of
learning or application of new skills in different contexts. It should be handed out weekly on a Monday
to be completed by the Friday. This should be as active as possible and may involve games, worksheets,
activities or practical tasks.
RESOURCES
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All planners with experiences and outcomes, suggested activities and websites are available on GLOW
‘City of Edinburgh’ pages along with activities for more able learners and ideas for assessment. There
is also sections for pupils and teachers.
The main teaching resource is the teacher.
Games and activities are located in the P1 classroom, in a maths trolley in the Resource Room and in a
cupboard on the middle landing.
All classrooms are equipped with Interactive Whiteboards which should be utilised for maths games
and as a teaching tool.
The school has a licence for ‘Education City’ log in details in each class. Other useful websites include
‘BEAM’, ‘Primary Resources’ (IR Maths/ Primary Games)
Textbooks children may use in the school are Tee Jay Maths from P3/4 to P7 and Scottish Heinnemann
Mathematics from P1 – P3
PLANNING
 A year plan should be prepared in August identifying the areas of maths to be covered each term. This
will ensure balance, breadth and progression. The plan should also detail areas of maths that will be
taught in context through IDL or real life situations to ensure concepts are applied and skills and
attitudes for life long learning are developed. A proforma for this is on ROSE GROUP and can be
adapted to suit classes.
 Termly plans with overviews for each topic and level overviews are available on GLOW. These should be
added to plans, highlighting planned teaching opportunities and dating when completed.
 Plans need to be responsive and must have child input at all stages.
ASSESSMENT
 Formative assessment is ongoing throughout each topic and takes the form of self, peer and teacher
assessment. This active assessment can involve observations, questioning, explanations or the child’s
ability to carry out a task. Some ideas for active assessments in context are available on GLOW.
 By sharing the learning outcomes and success criteria for lessons, target setting and effective
feedback children understand what it is they are learning, the relevance of the task and know how they
are progressing. They become involved and engaged in their own learning.
 Evidence of achievement should be gathered for each child in a profile showing progress towards being
secure at each level.
 Summative assessments take the form of end of topic tests and diagnostic tests
 Together all these assessments inform next steps and ensure that all children are working at an
appropriate level.
REPORTING
 There is regular dialogue between the teacher and children about areas of strength, challenges,
difficulties, progress and next steps.
 Information for parents about children’s progress in numeracy and maths is discussed at Parents’
Consultations in November and March and written reports are issued in June.
 Comments about significant aspects of learning are made and a statement about whether children are
developing, consolidating or secure at each level.
 Comments should indicate breadth, challenge, depth and application of knowledge and understanding
and skills.
RECORD KEEPING & TRANSITION
 On a day to day basis significant points which affect a child’s progress in maths and numeracy or show
progress, a particular breakthrough or a difficulty they encountered should be noted down, dated and
kept. These notes will provide a useul point of reference when discussing progress with children,
reflecting on learning and teaching, deciding on next steps or reporting to parents.
 Within the forward plan teachers should keep a note of maths groups and children’s levels of
achievements where appropriate.
 Results of summative assessments should be kept beside plans.
 A3 versions of the success criteria should be highlighted with intended teaching for each group and
dated when completed.
 Shocks and surprises should be noted in the space provided and these records should be passed on as
part of transition paperwork. This will inform the next teacher of areas of the level still to be
covered, when groups last met the outcome and who may need challenged or support.
 Year plans should also be completed and passed on as they provide useful information about context and
maths and numeracy across learning. This allows for application of knowledge in unfamiliar contexts
ROLES & RESPONSIBILITIES
SMT
 Set high but realistic expectations for what can be achieved by children and teachers and set clear
agreed targets for raising achievement
 Monitor the curriculum, teachers’ planning and children’s progress
 Provide a clear programme of study and policies to ensure consistent approaches and good progression
 Provide opportunities for well planned staff development opportunities
 Manage resources including the effective use of learning assistants
 Provide opportunities for effective liaison and transition
 Encourage parental and community involvement
CLASS TEACHER
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Plan, prepare, implement, evaluate, assess and identify next steps in learning and teaching
Differentiate the curriculum to meet the needs of all children
Ensure breadth, challenge, progression and application of maths and numeracy skills across learning
Create opportunities for ongoing active learning and assessment which engage all children in their
learning
Prepare, create and organise resources to support learning and teaching.
Liaise with and plan activities to make effective use of learning assistants
Discuss learning with the children and provide effective feedback on their progress
Report on children’s progress to parents, partnership agencies and other professionals
Encourage parental and community involvement
Provide challenging relevant homework activities to support learning
LEARNING ASSISTANT
 Implement the work planned by the class teacher with specific children
 Liaise with the class teacher about activities and children’s progress
 Discuss learning with the children and other professionals when relevant
CHILD
 Try their best to become successful learners, actively engaged in the work of the class
PARENT
 Support their child in maths and numeracy by providing opportunities to practise classwork and develop
their knowledge and understanding and skills at home