Mathematics Documentation

►Aims

►Differentiation and Setting

►Examinations

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►Oracy and use of language policy.

►Numeracy Across The Curriculum

►Marking Policy - Mathematics

►Marking Policy - English

►Equipment

►Aims

* Mathematics as an essential element of communication. Mathematics can be used to describe, illustrate, interpret, predict, explain and convey meaning

* Mathematics as a powerful tool. The skills developed become important when embedded in purposeful activities eg. To service other subjects, analysing a Science experiment, planning a holiday, constructing a motorway.

* Appreciation of the relationships in Mathematics. At whatever level pupils are working, the aim should be to enable them to appreciate that there are relationships between the different aspects of Mathematics structure. There is no doubt that this would facilitate progress.

* Awareness of the fascination of Mathematics. Enjoying Mathematics for its own sake. Much will depend on the enthusiasm of the teacher and the classroom approaches used.

* Imagination, initiative and flexibility of mind in Mathematics. The aim should be to show Mathematics as a process, as a creative activity in which pupils can be fully involved and not as a fixed body of knowledge immune to any change or development.

* Working in a systematic way.

* Working independently.

* Working cooperatively.

* In-depth study in Mathematics. Much of the Mathematical experience of pupils is fragmented and they proceed from one small item to another in quick succession. In depth work can be motivating, challenging and can pull various Mathematical themes together, but also it is a chance to develop personal qualities, such as commitment and persistence.

* Pupils' confidence in their Mathematical abilities. Mathematics should provide a challenge and a sense of achievement for all pupils. All pupils should be extended, but not so much that they largely experience failure. We try to help pupils to enjoy Mathematics!

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►Differentiation and Setting

Our differentiation process begins with setting all year groups. The new intake is set using SATs results, Teacher Assessment and information and tests on entry to WHS. Movement between sets is possible at any time for any pupil. The process begins by liasing with the teacher in the set above or below.
The schemes of work are written on a sliding scale, so that the teacher is given guidelines on teaching, but with special needs and extension opportunities.
For much of the time, pupils will follow the same topics as their peers in other sets, but with each child working at his/her own level. This common core will allow equal and flexible access to the curriculum and facilitate movements between sets.

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►Examinations

Progress tests take place in the summer of year 7. These are for pupils who were absent from KS2 or who did not reach level 4, but are considered to be above level 2 at the end of year 7.

All pupils follow the National Curriculum and sit the Key Stage 3 tests (or the optional tasks if they have only reached level 2) at the end of year 9. The SATs consist of 2 written papers of 1 hour each and a 20 minute mental test. The first paper is a non-calculator paper. The tiers are 3-5, 4-6, 5-7, 6-8 and extension and pupils are entered for the tier most suited to their ability.

Most pupils will be entered for Key Stage 4 exams (GCSE) at the end of year 11 or, for the more able students, at the end of year 10. The present syllabus is NEAB modular. There are 2 written modular exams (making up 11% and 19% of the GCSE), which begin in year 10. There are 2 pieces of coursework (10% each) and the terminal exam in June of year 11 (50%). Exams can take place at any time in year 10 and 11.
Entry to GCSE is dependent on attendance, attitude, ability and parental choice. Parents do not, however, have the right to choose their child?s level of entry; that is up to the class teacher and HOD.
The levels of entry are:
Higher: Grades A*,A,B,C
Intermediate: Grades B,C,D,E
Foundation: Grades D,E,F,G
Note that only pupils with a chance of an A will be entered for Higher and that Foundation pupils can no longer get a grade C. Back to top

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►Oracy and use of language policy.

The department will encourage all pupils to participate orally in Mathematics lessons. Staff will be sensitive to those pupils who find it difficult and embarrassing to speak aloud in front of their peers. Existing good practice will continue with increased emphasis on Mathematical estimation, approximation and discussion.

Staff will use grammatically correct sentences and teach pupils to do the same. In written work, incorrect spellings and punctuation will be corrected, within reason, especially if key Maths words are misspelled.

Recognition is made that staff should take the opportunity when teaching concepts, solutions of problems and presenting reasoned arguments or findings, to encourage pupils to develop their oral skills.

Keep the language of the worksheets within the capabilities of the pupils who will use it.

The following is a starter list of the oral skills we are now developing:

1) Key word walls in all classrooms and a list of the most common misspelled words in the corridor.

2) More emphasis on estimation.

3) Orals, Practicals, Mentals and 1-1's as in the SMP Green/Amber schemes.

4) Questioning and probing orally (perhaps in groups) and adapting the language for the particular ability group, but at the same time trying to reinforce the Mathematically correct terminology.

5) Using coursework as an ideal vehicle for discussion; perhaps encouraging draft copies of findings and discussing the clarity of the statements.

6) Mental/Numeracy games to encourage discussion.

7) Planning questionnaires and surveys and presenting the results to the rest of the class.

8) More emphasis on practical lessons - especially for the less able.

9) Using Statistics as an ideal area to promote discussion.

10) Using groups in investigative work, where pupils express their ideas to the group.

11) Use of 'Maths Talk' where appropriate.

Remember the quote: Pupils understand 10% of what they see, 40% of what they discuss and 90% of what they do. So maybe if we try to do all 3 things, we will be most successful in our endeavours to impart knowledge.

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►Numeracy Across The Curriculum

A Whole School policy for Willowgarth.

Mathematical and numerical cognitive development should be a continuous learning process and should not be confined to one particular subject area.

To improve the numeracy of our pupils, we need to develop and enhance the following Mathematical skills and concepts in all curricular areas:
· The consistent use of Mathematical methods, notation and use of equipment across the curriculum.

Pupils should be enabled to:
· Use the methods of calculation they have been taught in Mathematics lessons in a variety of curricular contexts.
· Use Calculators and Information and Communications Technology, recognising when they are appropriate tools.
· Solve problems which involve one or more calculations, identifying the operations needed, interpret and check results, setting them in the context of the original problem.
· Maintain a balance between pure Mathematics and the application of Mathematics.
· Use and make sense of information presented in tables, charts, diagrams and graphs.
· Collect discrete and continuous data, represent data pictorially and graphically, analyse the results and make predictions.
· Give results to a required or sensible degree of accuracy and set them in the context appropriate to the subject.
· Estimate and judge the reasonableness of their solutions and check their methods.
· Recall number facts and manipulate all numbers: positive, negative, fractions, decimals and percentages.
· Substitute numbers into formulae.
· Explain their strategies and methods and use the correct Mathematical Vocabulary.
· Study Mathematics as real life situations.

Strategies to improve Numeracy:

· A short warm up session to precede the main lesson and a plenary
· Regular Oral and Mental work
· Building on the achievements of our primary schools
· Whole school staff development in Mathematics
· Mathematics across the curriculum
· An extra lesson a week devoted to numeracy
· Helping parents to play a role
· A daily lesson of Mathematics in year 7 and 8
· Ideally timetabling year 7 and 8 in the morning
· Regular practise of calculation skills so they are not forgotten
· Less emphasis on shape/space/data handling
· Appropriate use of classroom organisation
· More teacher led work with the whole class
· Judicious use of calculators
· IEP's to include suitable numeracy objectives
· Establish appropriate links between topics in Mathematics and between Mathematics and other subjects
· Provide appropriately demanding work for pupils, with limited differentiation around work common to all pupils in one class
· Careful attention to the correct use of Mathematical terminology and notation

Whilst some of these stategies are beyond the control of the classroom teacher, many can be employed straightaway.

Resources needed
Familiarity with KS1 and KS2
Adequate training for teachers, TA's, NQT's, and ITT's
Adequate support for the whole school
Liaison time for a) subject coordination b) Feeder coordination

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►Marking Policy - Mathematics

The class teacher tries to mark pupils' books every week. They also try to never go more than a fortnight without marking in detail and this includes assessment out of 10 and pertinent written comments. Teachers should add the NC level for some pieces of work.

It is quite acceptable for pupils to mark their own work, from time to time, especially where it is purely mechanical. Pupils should mark in pencil and definitely not in red pen.

It is important to pull pupils up for poor presentation and to highlight recurring mistakes. Teachers also make sure that corrections are done, where a significant amount of work is wrong.

The exceptions to marking out of 10 are tests, which are recorded as a percentage. A record of all scores are kept in the back of the teacher's planner.

When teachers mark past papers, they refer to the grading criteria in the exam reports and give the pupil a true indication of the level at which they are working.

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►Marking Policy - English

Teachers use the following notation when/if correcting common errors:

Notation Error Other Notation
Sp Spelling Highlight error

P Paragraph Highlight where

E English

G Grammar Highlight error

? I don't understand

S Sentences

SM Speech marks

^ Something has been left out

C Capital Letters

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►Equipment

In line with the school policy, all pupils should have a pen, pencil and ruler at the very least. It is then left to the teacher's discretion, depending on the type of class, to decide what extra requirements are appropriate. Top sets, however, should be expected to bring all types of Mathematical equipment, on a regular basis.

All pupils should be encouraged to bring a calculator. A basic calculator would suit most needs initially, but Intermediate and Higher candidates will need a scientific.

Class teachers may sell equipment. A price list is provided. Teachers give revenue from sales to HOD, to reinvest in new equipment.

Teachers keep a small stock of items for lending.

Class sets of compasses, mirrors, glue, calculators, scissors, protractors are ready boxed and counted in A112 and B103 store, for lending out. Accounting procedures are in place. Back to top

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