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NUMERACY AND MATHEMATICS POLICY Position Statement At Sciennes Primary School the provision for Numeracy and Mathematics has been updated in light of the Curriculum For Excellence. CPD sessions on Numeracy and Mathematics and Number Counts have been held to further develop staff knowledge and understanding of the subject. The Numeracy and Mathematics Improvement group was established in 2011 to develop the programme, policy and resources. Introduction At Sciennes Primary School we aim to develop pupils who are able to think critically about complex issues, analyse and adapt to new situations, solve problems of many kinds, and communicate their thinking effectively. Pupils are given classroom experiences which help them develop a mathematical understanding; learn important facts, skills and procedures; develop the ability to apply the processes of mathematics; and acquire a positive attitude towards mathematics. Children can identify the relationship between mathematical concepts and everyday life. They develop the ability to use mathematics to extend and apply their knowledge to other curricular areas. The Numeracy and Mathematics curriculum at Sciennes promotes active participation of all pupils and clearly identifies the knowledge and skills the pupils are expected to demonstrate at each Level. It recognises different learning styles and employs a variety of assessment strategies. It aims to challenge all pupils by including expectations that require them to use higher order thinking skills and to make connections between related mathematical concepts, other curriculum areas, and the real world. 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

Sciennes Primary School 2012 CA 1

Rationale We aim to: ● Provide an effective framework for the delivery of high quality learning and teaching in numeracy and maths ● Ensure all learners are provided with maximum opportunities to acquire, understand and apply numerical and mathematical skills effectively and with confidence ● Promote progression and continuity at all stages and across areas of transition to ensure a seamless, coherent and relevant numeracy and maths curriculum for all ● Increase staff skills and confidence in teaching numeracy and maths ● Raise levels of achievement and attainment in numeracy and maths among all learners At Sciennes Primary School the following terminology is understood as: Numeracy - promotes the development of the number-based skills that are needed regularly by everyone in their lives and is a part of Mathematics. Mathematics - the study of the properties, relationships and patterns in number and shape, and the application of this knowledge to analyse, interpret, simplify and solve problems. The mathematics experiences and outcomes are structured within three main organisers, each of which contains a number of subdivisions: 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. Sciennes Primary School 2012 CA 2

NUMERACY All teachers have responsibility for promoting the development of numeracy. With an increased emphasis upon numeracy for all young people, teachers will need to plan to revisit and consolidate numeracy skills throughout schooling. Building the Curriculum 1

Being numerate helps us to function responsibly in everyday life and contribute effectively to society. It is a life skill which permeates and supports all areas of learning, allowing young people access to the wider curriculum. Strategies are employed at Sciennes Primary School to ensure that all children develop high levels of numeracy skills through their learning across the curriculum. These strategies will be built upon a shared understanding amongst staff of how children and young people progress in numeracy and of good learning and teaching in numeracy. Number Counts is used throughout the school.

MATHEMATICS The mathematics framework as a whole includes a strong emphasis on the important part mathematics has played, and will continue to play, in the advancement of society, and the relevance it has for daily life. 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. From the early stages onwards, children 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.

Sciennes Primary School 2012 CA 3

A rich and supportive learning environment will support a skilful mix of a variety of approaches, including: ● ● ● ● ● ● ● ● ● ● ● ● ●

planned active learning which provides opportunities to observe, explore, investigate, experiment, play, discuss and reflect development of problem-solving capabilities and critical thinking skills developing mental agility frequently asking children to explain their thinking use of relevant contexts and experiences, familiar to children and young people 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 modelling and scaffolding the development of mathematical thinking skills opportunities for discussion, communication and explanation of thinking collaborative and independent learning using relevant contexts and experiences, familiar to the pupils making frequent links across the curriculum, so that concepts and skills are developed further by being applied in different, relevant contexts promoting an interest and enthusiasm for numeracy and mathematics

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. (Appendix 1) Assessment Teachers gather evidence of progress as part of day-to-day learning. The children will demonstrate their understanding through say, Write, Make and Do tasks. Assessment in mathematics will focus on children abilities to work increasingly skilfully with numbers, data and mathematical concepts and processes and use them in a range of contexts. Assessment should also link with other areas of the curriculum, within and outside the classroom, offering children and young people opportunities to develop and demonstrate their understanding of mathematics through social studies, technologies and science, and cultural and enterprise activities. Use of specific assessment tasks will be important in assessing progress at key points of learning. Standardised assessment at each stage, including regional online testing, provides part of the data for the overall picture of attainment in numeracy and mathematics at Sciennes. Information on progress and attainment is recorded on the school’s tracking grid and passed on at transition times. Appendix 1

PROBLEM SOLVING Sciennes Primary School 2012 CA 4

Understand The Problem (the exploratory stage) ○

Re-read and restate the problem

Identify the information given and the information that is needed to be determined

Communication: talk about the problem to understand it better Make A Plan ○

Relate the problem to similar problem in the past

Consider possible strategies

Select a strategy or combination of strategies

Communication: discuss ideas with others to clarify which strategy would work best Carry Out The Plan ○

Execute the chosen strategy

Do the necessary calculations

Monitor success

Revise or apply different strategies as necessary

Communication: draw pictures; use manipulatives to represent interim results use words or symbols to represent steps in carrying out the plan share results Look Back At The Solution ○

Check the reasonableness of the answer

Review the method used; Did it make sense? Was there a better way?

Consider extensions or variations Sciennes Primary School 2012 CA 5

Communication: describe how the solution was reached, using the most suitable format, and explain the solution

Appendix 2


Numeracy: ● Can they explain their thinking to show their understanding of number processes and concepts? ●

Are they developing securely the full range of the skills and attributes set out within the experiences and outcomes? As they apply these to problems, can they draw on skills and concepts learned previously?

As they tackle problems in unfamiliar contexts, can they confidently identify which skills and concepts are relevant to the problem? Can they then apply their skills accurately when working independently and with others, and can they then evaluate their solutions?

Are they developing their understanding of personal finance?

Can they evaluate data to make informed decisions?

Are they developing the capacity to engage with and complete tasks and assignments?

Mathematics: ●

Do they relish the challenge of number puzzles, patterns and relationships? Can they explain increasingly more abstract ideas of algebraic thinking?

Can they successfully carry out mathematical processes and use their developing range of skills and attributes as set out in the experiences and outcomes? As they apply these to problems, can they draw on skills and concepts learned previously?

As they tackle problems in unfamiliar contexts, can they confidently identify which skills and concepts are relevant to the problem? Can they then apply their skills accurately and then evaluate their solutions?

Can they explain their thinking and demonstrate their understanding of 2D shapes and 3D objects?

Can they evaluate data to make informed decisions?

Are they developing the capacity to engage with and complete tasks and assignments? Sciennes Primary School 2012 CA 6

Sciennes Numeracy and Mathematics Policy  

Sciennes Primary School Numeracy and Mathematics Policy 2012