Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem solving skills and the ability to think in abstract ways. Mathematics is important in everyday life. It is integral to all aspects of life and with this in mind we endeavour to ensure that children develop a healthy and enthusiastic attitude towards mathematics that will stay with them for the rest of their lives.
Assessment For Learning in Maths
From September 2020, to support the DSJ new curriculum in mathematics, we now use “PiXL Primary” as a diagnostic tool.
As with our previous system; it works by assessing the children in each class using the PiXL assessment calendar. These comprehensive diagnostics give teaching staff key information on all aspects of mathematics: fluency, problem-solving and reasoning for each year group. From these assessments areas of strengths and weaknesses are identified and this forms the basis of the teacher's planning - aiming to target the areas where there is the most need. The PiXL model follows a process known as ‘DTTR’ to support teaching, learning and progress for all pupils.
· Diagnosis – Understand the gaps
· Therapy – What do we need to do?
· Testing – How do we make sure that the gaps are filled?
· Revisiting – Make sure it is retained.
In order to support the DTTR process in school each teacher continues to produce pre-teaching assessment sheets for each new area of learning; ensuring that fluency, problem-solving and reasoning aspects are regularly included. These are undertaken prior to the teaching of this area of mathematics. These sheets have between four and five progressively differentiated questions (Stations) on the specific area of mathematics to be covered. Incorrect answering of Station 1 questions would identify a low level of understanding of the mathematical area and correctly answering Station 3/4 questions would indicate a higher level of mathematical understanding. From the resulting analysis of the pre-assessment the class teacher groups the children so that they start working at the station that is most appropriate for their own learning and progress. For different topic areas in mathematics a child may start on different stations depending on their prior understanding of that area. This way of setting the groups is called "Fluid Grouping" and it targets learning needs in all areas of mathematics very well.
At the end of the unit of work the same pre-assessment is undertaken as a post-assessment; the children love doing these as they can then usually answer more questions due to the learning that has taken place and visibly see the progress that they have made. For example, a child who could only do a Station 1 question before the unit of work may now be able to do a Station 3/4 question.
Aims and Objectives
We aim to give every child the opportunity to be successful and confident with mathematics. They should be provided with rich and enjoyable experiences related both to their individual needs and to the wider requirements of society. Each child should be able to think and solve problems mathematically by using the appropriate skills, concepts and knowledge. In order that children grow up appreciating the relevance of mathematics, we feel it is important to explain why and when mathematics is used in everyday life. Without constant reference to real life situations, mathematical concepts remain abstract and disjointed which at the very least runs the risk of ideas making little sense and, at worst, seeming pointless.
We aim for each child to:-
1. Have a positive attitude towards mathematics.
2. Have self-confidence in their ability to deal with mathematics.
3. Be able to work systematically, co-operatively and with perseverance.
4. Be able to think logically and independently.
5. Experience a sense of achievement regardless of age or ability.
6. Understand the appropriate underlying skills, concepts and knowledge of number, measurement, shape, space and handling data.
7. Be able to apply previously acquired concepts, skills, knowledge and understanding to new situations both in and out of school.
8. Understand and appreciate pattern and relationship in mathematics.
9. Be able to communicate with peers and adults, ideas, experiences and questions, clearly and fluently, using the appropriate mathematical language.
10. Be able to explore problems using the appropriate strategies, predictions and deductions.
11. Have equality of opportunity regardless of race, gender, or ability.
12. Be aware of the uses of mathematics beyond the classroom.
13. Encourage the use of mental calculations and efficient strategies to work out the answers.
For parents to:-
1. Be actively involved in their children’s mathematical learning both in school and at home.
2. Understand and support the school’s mathematics and homework policy and scheme of work
The maths calculation policy may hopefully help you to support your child at home. If you need any further help with this don’t hesitate to come in and ask your child’s class teacher for assistance.
Times Tables Policy
The aim of this policy is to raise the profile of instant recall of the multiplication tables and related division facts. It ensures that the teaching of these important mathematical facts is consistent throughout our school. The policy also explains in detail the school awards system for times tables. Children work towards achieving Bronze, Silver and Gold badges which are inline with National Curriculum expectations. Children can then strive to be awarded 'Platinum Status' in which the children become times tables ambassadors within the school.
Websites to Support with Parent/School Partnership Homework
Platinum Status - Application of the Times Tables Facts
There are resources to access that will support children who are working on the second stage of Platinum Status (application of the multiplication tables up to 12 x 12) in school.
Online Activities for this can be found on Education City. Please use your child's home access login details, follow the steps below and select an activity for practise.
Step 1: Login to Education City.
Step 2: Select Subject Mathematics.
Step 3: Select Year Group stated below.
Step 4: Select the Multiplication & Division Tab on the left hand side.
Step 5: Select the activity (names stated below).
Education City Activities to support:
Y3 - Snow Hope (Multiply 2 digit numbers)
Y4 - Times Trial
Y5 - Mrs Cow's Milk
Y5 - Undercover Sten
Y6 - Wheel Multiplication
Y6 - Wheel Division
You will also find PDF printable sheets to support Application Platinum status at the bottom of this page.
Education City Activity to support Y4 MTC Check
Select Mathematics in Education City - then choose any year group from Y3 to Y6.
Once selected click on the 'Times Tables' tab, usually the last icon in the box.
Scroll to the bottom of the time tables page and select: 'Multiplication Tables Check' 6 second question.
There are a couple of other versions, however, children will only receive 6 seconds so we recommend that the children work at home on this one only. Children can then build on their own progress scores at the speed required for the government check. We suggest that the children aim for 80%+ as we are assuming this will be the pass mark for 2020.