St Mary’s
Episcopal Primary School
Mathematics and Numeracy
Including Vision and Aims
Curriculum Content
Approaches to Learning and teaching
Planning
Integration of skills across the curriculum
Draft Policy is part of our audit of maths which takes account
 Evaluation new resources
 Observation of lessons
 Discussion with staff
 Concerns about pace and challenge
 Feedback from pupils
 Consultation with parents
 Professional discussions In service Day 03.04.09
 A desire to improve transition from nursery to early years.
 A desire to provide more active learning experiences
 A desire to make better use of the outdoor classroom.
The content takes account of our needs as a school at the moment given that we moving towards a more integrated curriculum and have changed the organisation
of maths lessons in terms of groupings resources used etc.
The section on organisation of lessons is very specific and may not over time be necessary.
Time scale on final policy –November In Service Day 2009 This should give us time to be come familiar with proposed changes to planning and more
experienced in making the learning active with cross curricular links
Vision and Aims
It is our aim through our programme of study in Mathematics and by developing mathematical skills in other curricular areas that all
our young people should:
 develop essential numeracy skills which will allow then to participate fully in society
 establish firm foundations for further specialist learning
 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
 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
 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
The mathematics experiences and outcomes are structured within three main organisers, each of which contains a number of subdivisions:
Number, money and measure
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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
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Properties of 2D shapes and 3D
objects
Angle, symmetry and
transformation
Information handling
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Data and analysis
Ideas of chance and uncertainty
learning and teaching in mathematics
From the early stages onwards, children and young people should experience success in mathematics and develop the confidence to take risks,
ask questions and explore alternative solutions without fear of being wrong. They will enjoy exploring and applying mathematical concepts to
understand and solve problems, explaining their thinking and presenting their solutions to others in a variety of ways. At all stages, an emphasis
on collaborative learning will encourage children to reason logically and creatively through discussion of mathematical ideas and concepts.
Through their use of effective questioning and discussion, teachers will use misconceptions and wrong answers as opportunities to improve and
deepen children’s understanding of mathematical concepts.
The experiences and outcomes encourage learning and teaching approaches that challenge and stimulate children and young people and
promote their enjoyment of mathematics. 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.
Mathematics is at its most powerful when the knowledge and understanding that have been developed are used to solve problems. Problem
solving will be at the heart of all our learning and teaching. We should regularly encourage children and young people to explore different options:
‘what would happen if...?’ is the fundamental question for teachers and learners to ask as mathematical thinking develops.
Planning in Mathematics
Important Considerations
One of the core aims of Curriculum for Excellence is that learning should take place in meaningful contexts. It is important that
educators and teachers look for ways of developing numerical and mathematical skills across the curriculum.
Some of the experiences and outcomes lend themselves to an integrated approach. This could mean for example that information
handling could be taught/ reinforced in the context of The Rain Forest in Year Six or The Weather in Year Two.
The development of bartering, trade and money could naturally fit with Egyptians in Year three.
It is also important that we do not lose sight of the need to develop mathematical and numerical skills as an area of study in its own
right.
To ensure that there is an appropriate, balanced, progressive programme in place which offers breath, challenge, pace and support
as required we need to take account of the above in our planning.
We also need to ensure that there is a balance across the session and over the years.
Long Term Planning
The Experiences and Outcomes are organised over Four Levels which indicate the expected progression from nursery through to
High School. These experiences and outcomes are the starting point for long term planning.
Annual Overview
To ensure that the programme of study is balanced and that opportunities to integrate mathematics into other curricular areas are
well planned an annual overview is in place for Years 1-7.Appendix A
Medium Term Planning
Medium Term planning for mathematics should show which experiences and outcomes are being planned for in that planning block.
It is likely that where an area of mathematics is being developed [taught, reinforced or revisited ] in the context of Social Subjects,
Health Science etc that mathematics will continue to be taught as a “Core Skill”
Short Term Planning
Weekly plans should indicate which learning outcome in mathematics is expected and children should be aware of this and able to
articulate what they are learning and why. Lessons should take account of prior learning and assessment information. Differentiation,
challenge and support should be a part of all lessons.
Organisation of lessons.
Children benefit from regular reinforcement of key skills and revisiting of prior learning. Each lesson should start with a mental maths
warm up. All children should be actively involved and teacher should take account of different abilities within the class through the
use of careful questioning. ABACUS Evolve is a useful overview of mental maths skills and should be used to help ensure a
balanced programme. In Composite classes the “Upper Year” programme is most likely to be used. Teachers can vary the
programme as required to meet the needs of their class.
Useful resources for mental maths include interactive boards, number fans and “Have a go” Boards and pens.
It is expected that all children in the class will be working to develop the same mathematical skill with account taken of their prior
learning and stage of development.
The maximum number of groups during each maths lesson should be three. This means in practice that there will be a core group for
each year group and a mixed group within each composite.
Depending on the needs of the class of the content of the lesson the teacher might introduce the topic with a whole class interactive
lesson with differentiation through careful use of questioning. Follow up activities would generally be differentiated to the needs of
each group.
It may also be the case that learning outcomes have already been established, or that some groups have had considerable teacher
input at previous lesson and now require time to consolidate skill though written examples or by accessing activities designed to
reinforce learning. The teacher may therefore be working directly with one group whilst other groups work independently or under the
supervision of a support assistant.
Effective use of ICT can help reinforce learning in many aspects of maths. Talk Maths and Interactive Resources are networked to all
computers and on all laptops. ENRICH Maths provides good problem solving extension materials and many interactive activities can
be found via an internet search.
Plenary.
Children need time to reflect on their learning and maths lessons should provide time to discuss what skills have been developed or
knowledge acquired. Children should be able to articulate their learning and able to answer questions such as what did you learn/
find out or get better at today?
It is also important that children are aware of the importance of taking responsibility for taking pride in their work being aspirational
and that skills can be improved through practice and diligence.