| Mathematics Policy
Curriculum Area: Mathematics
Policy Leader : Mrs C Mackinnon.
Sgoil nan Loch endorses the National Guidelines 5-14: Mathematics and acknowledge the advice and support offered in the reports by HMIE Improving Mathematics Education 5-14, Standards and Quality in Secondary Schools 1995-1999: Mathematics & Standards and Quality in Primary Schools: Mathematics 1998-2001.
Learning and Teaching.
A balanced and flexible approach is adopted. The following modes of teaching are all employed:
Exposition – direct presentation of ideas.
Discussion – learning by sharing ideas and talking things over.
Teaching through activity – learning by doing.
Teaching through enquiry – learning through posing and attempting to solve problems and tackling investigations.
These modes frequently overlap.
Pupils will work on Attainment Targets at the appropriate level, with differentiated or extended tasks meeting individual needs. There should be an appropriate balance between whole class, group or individual work. In primary and secondary classrooms the suggested allocation of time is given over to Mathematics, there is also use of flexible time. In secondary classes use has been made of the flexible time to organise lessons specifically given over to “Mental Maths.”
Assessment, Recording and Reporting.
Formative and Summative assessment will take account of strengths, development needs and next steps. It involves obtaining evidence about the extent and quality of pupils’ attainments and its prime purpose is to improve pupils’ learning. It does this by providing pupils, parents and teachers with feedback which can be used in reviewing programmes of study and planning further learning. For assessment to be effective it must begin in the planning of mathematical programmes, topics and blocks of teaching. Wherever attainments and learning difficulties are identified the cycle begins again: planning, teaching, recording, reporting and evaluating. The following methods of assessment are used: National Assessments, Primary: check-ups, Tens, RM Maths, Maths in Action Assessments Level D SHM computer software. Secondary: end of unit tests & Tens materials, introduction to Kaleidos and RM Maths. These assessments are then recorded and placed in assessment folders and/or individual child’s folder. National Assessments are placed in assessment folders in the staff work base.
Reporting to parents is carried out by reports which are sent to parents twice a session, by parent/teacher consultation meetings and by meetings arranged with parents should either the teacher or parent recognise that a consultation is necessary.
Resources
The following course materials are used in the school:
P1-4 Scottish Heinemann Maths – this course will be extended through the Primary classes as and when appropriate.
- Maths in Action Level D
- S1 Maths in Action 1, Maths in Action Plus (book 1)
- S2 Maths in Action 2, Maths in Action Plus (book 2)
- Heinemann – Peter Patillo’s Interactive Mental Maths
- RM Maths P3-7
- Various software
- SHM 1-6
- Teejay Mental Maths Assessments A-F
- Longman’s Big Board
- Scottish Heinemann/Heinemann Planners
- Problem-solving Activity packs.
All resources are kept in appropriate classrooms as well as in store rooms which may be accessed by staff.
The technology room which has a number of PCs may be booked by staff; each classroom has two PCs for individual use.
Calculators should not be allowed to provide unnecessary support or substitute for the development of personal proficiency.
Within the region an S1-S2 working group now exists which enables Maths specialists to meet on a regular basis and discuss curriculum issues. Our Maths specialist attends this group.
Primary/Secondary Liaison
A new system of primary/secondary liaison is to be suggested for next term; if successful it will form the basis of much cross-curricular/cross stage work.
Homework
Homework is applied as per the school’s homework policy. SHM has unit-specific homework activity sheets.
Evaluation and Review
This policy was:
Last reviewed: January 2005
Next review date: January 2006
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