Section 1 - Policy Statements & Departmental Development
Contents
In accordance with the Whole School Policy:
Mathematics contributes to the school curriculum by developing pupils’ abilities to calculate; to reason logically, algebraically, and geometrically; to solve problems and to handle data. Mathematics is important for pupils in many other areas of study, particularly Science and Technology. It is also important in everyday living, in many forms of employment, and in public decision-making. As a subject in its own right, Mathematics presents frequent opportunities for creativity, and can stimulate moments of pleasure and wonder when a problem is solved for the first time, or a more elegant solution to a problem is discovered, or when hidden connections suddenly manifest.
The overall aim of the Maths Department is to ensure that each pupil, on leaving School, is numerate, has sufficient mathematical skills for the career of his/her choice, and will understand the Mathematics likely to be encountered daily in adult life. In addition, we hope that pupils will acquire the logical abilities of the mathematician, and will develop an interest in the historical, recreational and cultural aspects of Mathematics.
We wish to provide pupils with a challenge and a sense of achievement and to build mathematical confidence, thereby counteracting anxiety and negative images of the subject. We aim to instil a fascination about mathematics and show mathematics as a creative activity, requiring imagination, initiative and flexibility of mind.
More specifically, our aims may be itemised as follows …
- .. a positive attitude to Mathematics, including confidence, enjoyment and perseverance;
- .. an appreciation of the place of Mathematics in society, including historical and cultural influences;
- .. an ability to think mathematically – precisely, logically and creatively;
- .. an ability to communicate mathematical ideas;
- .. the knowledge, skills and understanding needed to apply a range of mathematical concepts to situations which may arise in their own lives;
- .. an ability to use Mathematics across the curriculum;
- .. a firm foundation for appropriate further study.
In relation to the aims above, we may list departmental objectives.At the end of his/her mathematical education at St Michaels School, each pupil should be able to:
- … perform basic ‘numeracy’ skills – i.e. make appropriate mental calculations, perform pencil and paper calculations and use a calculator sensibly;
- …perform the basic mathematical skills needed in his/her chosen career, or for entry to higher or further education;
- … reason clearly and logically;
- … identify patterns encountered in diverse situations and use these patterns to make predictions;
- … approach problems systematically, choosing appropriate techniques for their solution;
- … experience satisfaction in, and enjoyment of, his/her mathematical achievements;
- … freely talk about Mathematical concepts and principles;
- … obtain any formal mathematical qualifications needed for his/her chosen career.
The Department will therefore endeavour to ensure that every pupil is given the opportunity of obtaining a formal qualification in mathematics, and that results in such examinations, (considering all relevant factors), compare favourably with national averages and performance indicators.
Head of Department Mrs T A Burgess Schemes of work and other procedures are under continual review and development.
A variety of strategies are used:
- In developing schemes of work, Teachers work in groups wherever possible. This allows for the exchange of ideas, provides mutual support and
- Departmental meetings are held regularly to review/develop procedures and schemes of work and to share best practice.
- A Departmental Development Plan is prepared annually. This provides a review of progress made, and indicates areas for future development.
Planning is undertaken at three levels:
Long term planning is based on the yearly teaching programme set out in the National Numeracy Strategy at KS3 and the syllabi for GCSE.
Medium term planning is carried out on a topic-by-topic basis and the learning objectives to be achieved are described in detail in the schemes of work. For KS3, these are linked to the framework and recognise the need to revisit topics regularly, to revise, consolidate and extend them. The schemes aim to distribute practice over time rather than mass practice.
Short term planning is carried out weekly. These lesson plans include learning objectives for the mental oral starter and main activity, resources to be used, differentiation, key words and questions (plenary) and homework.
To help with planning, each member of staff has their own copy of the following:
- National Curriculum
- GCSE exam syllabus
- KS3 National Numeracy Framework
- PlannerIt is departmental policy that all pupils should experience a wide variety of teaching and learning styles in order to ensure that their mathematical experience is as wide and fulfilling as possible. Pupils at all levels will be involved in class teaching, group work, individual study, investigational and problem solving activities, practical, mental and oral work and practice of mathematical skills. (See Section 6).
Pupils should be given opportunities to use ICT tools to support their learning at all levels. The Schemes of Work have an ICT section that indicates such opportunities including details of appropriate software. The ‘Maths Department Shared Area’ also provides details of useful websites and a large number of POWERpoint presentations to aid teaching and learning.
In accordance with the Whole School Policy on Equal Opportunities:
It is our aim that all pupils have equal access to the curriculum, with their particular needs identified and provided for. We aim that all pupils in our care, irrespective of ability, gender, culture or ethnic diversity, should experience the pleasure of some measure of Mathematical success.
In accordance with Whole School Policy on Special Educational Needs:
The department is acutely aware that all pupils, whatever their level of mathematical ability, should be encouraged to appreciate mathematics. We are aware that this implies a need for careful differentiation within our teaching.
Examples of differentiation strategies include:
- Questioning – targeting individuals or groups, open questions, encouraging pupils to explain strategies and methods to each other.
- Teaching focused at times on individuals/groups while others work independently.
- Targeting teacher’s own support or the support of additional adults in the classroom.
- Providing resources to support particular pupils.
- Open-ended tasks – investigations, problems.
- Providing extension material - indicated in the Schemes of work.
In mathematics, able pupils:
- Grasp typical content more quickly and at an earlier age than classmates
- Often skips steps when solving problems: uses an unexpected method
- Will do problems abstractly, without concrete aids
- Look at patterns and relationships and explain them
- Can concentrate for a long time on a problem
- Have exceptional mathematical reasoning, ability and memory
- Are capable of independent self-directed activities
- Enjoy maths, puzzles, games, etc
Able pupils progress more quickly through the programmes of study and will need extension and enrichment activities to develop the breadth of their mathematics and the depth of their thinking. All schemes of work contain extension work and, in addition, a culture of ‘What if…?’ and ‘Give me 2 more examples of …’ is encouraged with all classes.
All pupils, but especially the very able, need to carry out sustained mathematical investigations both in school and, where appropriate, continued at home. The more able pupils are invited to take part in the UK Junior Maths Challenge and the World Class Tests during Year 8. In Year 9, more able pupils are invited to take part in a ‘Cars in Motion’ challenge and the ‘Tees Valley Maths Challenge’.
Class Groupings and Mathematics ProvisionYear 7: All Year 7 pupils are taught in mixed ability groups
All pupils follow the same basic core of each topic, with extension activities provided for the most able and support work provided for the less able.
To help avoid difficulties arising from the sequential nature of Mathematics, an attempt is made to organise the work in modular fashion, with each topic, as far as possible, independent of other topics. Many of the tasks are open-ended and allow for differentiation of outcome in accordance with the ability of the pupil.
Year 8: In Year 8 some setting takes place. Two bands of pupils are identified. Pupils in the first band follow a higher tier scheme of work, while pupils in the second band follow a mixed tier scheme of work. It is acknowledged that all pupils develop at different speeds and it is therefore important there is flexibility within the setting system.
Year 9: In Year 9, further setting takes place and three bands of pupils are identified. Pupils in the first band cover Level 5 to 8 content. Pupils in the second tier cover Level 4 to 6 content. Additional support for pupils requiring consolidation of Level 3 content is provided via in-class teaching assistant support or, where suitable, on a withdrawal basis.
Years 10 and 11: In Years 10 and 11 all pupils follow a GCSE course in mathematics (EDEXCEL) consisting of two examinations (covering Data Handling, Number and Algebra and Shape and Space) and two coursework assignments.
Pupils are set in groups according to ability and are entered at an appropriate level (Foundation, Intermediate or Higher) in the GCSE examination. The level of entry for each pupil is reached after review of progress in KS3 and target grades. The level of entry can be reviewed and changed if necessary
In accordance with Whole School Policy on Examination Entry:
It is anticipated that assessment of the vast majority of pupils in Mathematics, as required on completion of Key Stage 4 of the National Curriculum, will be provided by the GCSE examinations in Mathematics.All pupils follow a course in Mathematics appropriate to their needs and ability throughout their School careers. The time allocated for this purpose represents 12% of the available curriculum time.
Staff are assigned to Teaching Groups, after consultation with the Head of department, according to their particular interests and abilities. Every effort is made to accommodate the preferences of the staff.
In accordance with Whole School Policy on Discipline:
The ethos of the department is to be assertive and consistent so that staff can teach and pupils can learn. It is much better and more effective to talk to individuals who are misbehaving at the end of the lesson in a positive manner rather than during the lesson in front of their peers.
SANCTIONS AVAILABLE:
- PRIVATE DETENTION (either break, lunchtime or after-school) – for lack of homework, misbehaviour in class, poor attitude towards work, disregard for our expectations, lack of motivation etc. (For after-school detention, 24 hours notice must be given).
Please write comment, date and time of the detention in the pupil’s homework diary (This helps communications with Parents and the Pastoral System and is also clear to the pupil).
- DEPARTMENT DETENTION - for failing to turn up to 2 private detentions or for repetition of the same offence.
Staff fill out a Maths Department detention slip and the pupil signs it.
The bottom section is given to the pupil to show their parents and the completed slip to TMc. A letter is also sent home to inform parents.
Department detentions will be held on Tuesday’s between 3.15 and 4 pmIf anybody refuses to sign a slip – staff send him or her straight to TMc.
- SCHOOL DETENTION - Failure to attend Maths Department detention or for further repetition of the same offence. See staff handbook for details of referral system.
- DEPARTMENT REPORT - For problems that are specific only to Maths lessons or, in the extreme cases, pupils who are massively underachieving. See staff handbook for details of referral system.
In accordance with Whole School Policy on Homework:
The mathematics department recognises that homework can make an important contribution to pupils’ progress at school. All pupils are expected to complete homework but, when planning homework, teachers take into account the individual learning needs of their pupils/classes.
The type of homework set will vary according to the topic being studied and the purpose of the homework but may include: coursework; planning and preparation; research; consolidation of skills and understanding; revision and finishing classwork.
At Key Stage 3, homework is set according to a homework timetable. At Key Stage 4, a substantial homework task should be set at least once a week.
It is essential that pupils complete all homework set and keep to coursework deadlines
In accordance with Whole School Policy on Staff Absence:
Members of the department who know they are going to be out of school should complete the appropriate form, (to be obtained from and handed to SH or LBe). Where an absence is planned, or is known about in advance, then it is the responsibility of the teacher concerned to ensure that work is left, before the absence commences, either with the Head of Department/Assistant Head of Department or by sellotaping work to the desk, making sure all lessons have been catered for and the work is suitable for supply cover.
A member of the department who, for whatever reason, is unable to arrive at school on time, or at all, on a particular day, is requested to telephone the school as early as possible. In the event of such an absence, wherever possible, members of the department are asked to indicate details of planned work, for each class, when notifying the school of their absence. (See Staff Handbook for Legal Requirements of Absence)
Pupil absence from Mathematics lessons is monitored. A class register is taken each lesson.
After a short-term period of absence, it is the pupil’s responsibility to obtain relevant information/work from the Class Teacher concerned.
When a pupil is absent for a lengthy period of time, it is the responsibility of the Class Teacher to set appropriate work.
Assessment, Recording and Reporting
Assessment, recording and reporting are important elements of teaching but they need to be manageable if the information they yield is to be useful.
The mathematics Department is committed to the principle of 'Assessment for Learning' as well as acknowledgeing the need for assessment of learning for the purposes of grading and reporting. Assessment, which is explicitly designed to promote learning, is the single most powerful tool we have for both raising standards and empowering lifelong learners. The characteristics of assessment that promote learning include:
- It is embedded in a view of teaching and learning of which it is an essential part;
- It involves sharing learning goals with pupils;
- It aims to help pupils to know and to recognize the standards they are aiming for;
- It involves pupils in self assessment;
- It provides feedback which leads to pupils recognizing their next steps and how to take them;
- It is underpinned by confidence that every pupil can improve;
- It involves both teacher and pupils reviewing and reflecting on assessment data.
Pupils’ involvement in the assessment process is vital. We encourage pupils to discuss and demonstrate their solutions, insisting on correct, precise, orderly mathematics is used at all times, both spoken and written.
As with planning, assessment needs to be seen as three connected levels: short, medium and long term. Assessment informs planning at each of these three levels – a continuous cycle of Planning- Teaching-Assessment-Planning-…
- Short-term assessments are an informal part of the every lesson. Their purposes are to:
- Check that pupils are developing mental skills: for example, that they can recall mathematical facts, estimate, calculate mentally, and use visual imagery;
- Check that pupils have grasped the main teaching points in a particular lesson or unit of work, whether they have any misunderstandings that you need to put right, and whether they are ready to move on;
- Give you information that will help you adjust day-to-day plans and brief any support staff which pupils to assist, and how to assist them.
Ways to make these assessments include:
- During every lesson absorbing and reacting to pupils’ responses to open and closed questions, seeing whether they are confident or hesitant with new work, deciding whether they need extension work or more help. If there are any misunderstandings/misconceptions, lessons are adjusted to address them straight away. The plenary is a good time to firm up short-term assessments by asking probing questions to judge how well pupils have understood new work and to check again for any misconceptions. The start of the next lesson could focus on these misconceptions.
- A short homework task or informal test can give useful information on who has learned what.
- Marking of pupils‘ work in class followed immediately by a discussion with the class to give pupils feedback on their performance and what they need to do to improve. At the same time, errors can be put right and the merits of different methods or approaches discussed.
- The traffic light system during questioning in starters, plenaries and after work has been marked.
Medium-term assessments aim to gather new information, not just confirm what we already know. They are mainly to:
- Review and record pupils’ progress over the previous cycle of work in relation to key objectives, what they know and can do, whether they can apply their skills in a new context, and whether they still have any difficulties;
- Identify pupils’ progress against specific individual targets, including those in IEPs, so you can give pupils feedback and set new targets;
- Help to plan work over the next cycle;
- Give information to feed into end of year assessments.
Ways to make these assessments include:
- Common (KS3/4) or official homeworks
- Tests after each topic (indicated in Schemes of work). Feedback to students includes their %, mean, range, max.
Long-term assessments assess and review pupils’ progress and attainment against school and national targets, drawing on short and medium term assessments. They are mainly to:
- Assess pupils’ work against key objectives for the year;
- At the end of Years 9 and 11, to assess pupils’ work against national standards
- Give supplementary information about pupils’ attainment and progress to be reported to parents and, if appropriate the next teacher;
- Help set targets for mathematics for future years;
- Audit pupils’ performance against key objectives and QCA Standards report.
Additional information:
Years 7 to 9
All pupils have KS3 level descriptors in their exercise books.
Years 10/11
All pupils have GCSE grade descriptors in their exercise books.Marking is an extremely effective way of communicating to pupils our commitment and interest in their progress. Although time consuming (and sometimes painful!), the department acknowledge that it is an essential part of the dialogue between pupil and teacher, contributing to the maintaining and raising of standards.
The department follows the School Policy stated in the Staff Handbook.
Homework per topic must be awarded a STANDARD mark, an EFFORT grade and a COMMENT to indicate how improvement can be made. This forms part of the formal assessment of the pupils, indicating their present situation and strategies on how to close the gap.Standard 1-5 This is a scale in which the average is 3 and 1 is the highest mark that may be awarded.
Effort A-D
A = You have worked as hard as can be expected. Well Done!
B = You have worked very well but still could have done a little more.
C = You have given some time and effort to your work, but should aim to do a lot more in the future.
D = You have made very little effort.
PresentationIn accordance with Whole School Policy on Presentation of work:
Exercise book covers… should be free of graffiti and only contain appropriate details.
Each piece of work… should include a date and a title.
General presentation…
- Work should be well spaced and completed as neatly as possible
- Diagrams should be drawn in pencil
- Rulers should be used for all straight lines
Record Keeping
In mark books, staff keep a record of homework marks, topic test marks and test results. A main database of test results is maintained by the Head of Department in conjuction with the cooperation of staff.
Reporting
All parents receive a report on their child's effort and progress in Mathematics each year. This takes the form of a parents evening and full written report. See Staff Handbook for more details and specific dates.