Support Numeracy Development

Innumeracy is an important key part of our everyday lives. The innumeracy curriculum aims to give pupils a solid grounding in all aspects of innumeracy. An important key aspect of mathematics is that children are able to understand it purpose and apply to real life situations. In early years innumeracy skills are developed through practical activities learning about shape, pattern, counting, sorting and measuring. As skills develop they are then able to progress further and understand more complex operations. 1. 2 Teachers in reception classes follow the Foundation

Stage Curriculum which includes for pupils 40-60+ months old; problem solving reasoning Innumeracy Numbers as labels and counting This is done by exploring these skills by exploration, games and focused activities, enabling children to become confident in their ability. The expectations for children at the end of Foundation Stage are: Numbers as labels and counting Say and use number names in order in familiar contexts Reliably count up to 10 everyday objects Recognize numbers 1-10 Apply developing mathematical ideas and methods to solve practical problems Calculating

In practical activities and discussions, begin to use the vocabulary involved in adding and subtracting Use language such as ‘more’ or ‘less’ when comparing two numbers Have the ability to find one more or one less than a number from one to 10 Begin to relate addition to combining two groups of objects and subtraction to taking away.

Shapes, space and measures Use language such as ‘greater, ‘smaller’, ‘heavier’ or ‘lighter’ to compare quantities Talk about, recognize and recreate simple patterns Use language such as ‘circle’ or’ bigger’ to describe the shape and size of solids ND flat shapes Use everyday words to describe position Use developing mathematical ideas and methods to solve practical problems The National Primary Innumeracy Framework for England and Wales includes seven strands of learning across the entire primary phase including Foundation stage.

Learning goals are then aligned to measure progress in the different areas. The seven strands are as follows; Using and applying mathematics Counting and understanding number Knowing and using number facts Understanding shape Measuring Handling data Using and applying mathematics The current standards and age related expectations are under review however they can De Tuna In ten document Primary Framework Tort Literacy Ana Mathematics, which lists the core learning by year group or by strand.

Scotland has no requirement to follow the Primary Framework although innumeracy is divided in to three key areas; Information handling Number money and measurement Shape, position and movement In Northern Ireland the curriculum was reviewed in 2007 and the changes were phased in over the following two years. Literacy and innumeracy are now divided in to he following areas in Key stage 1 and Key stage 2; Processes in mathematics Number Measures Shape and space 1. Teaching innumeracy helps children to learn; How to make sense of the world through the ability to calculate, reason and solve problems Enables children to recognize, understand and value relationships in pattern in number and space they come across in everyday life Through knowledge and understanding children grow to appreciate contribution made by other cultures to development and application of mathematics Aims; To promote enjoyment and learning by carrying out practical activities, exploration ND discussion To build confidence with numbers and number system Children to become able to solve problems through making decisions and reasoning in various contexts. To understand and gather information To be able to identify and explore shapes, space and to develop measuring skills in different contexts To understand and appreciate importance of mathematics in everyday life To develop logical thinking, work systematically and accurately To be able to express mathematical ideas Teaching and Learning style aims to; Use variety of styles to teach subject area

To develop children’s knowledge and understanding through daily lessons with a high proportion of whole class and direct group teaching To encourage children to as and answer mathematical questions For children to have a chance to use various resources e. G. Number lines, calculators, number squares, digit cards, small apparatus to support work, CIT Ideas and methods are encouraged to be used and applied in everyday situations Mathematics challenges are varies across the school to suit individual child’s needs. A range of strategies are used to achieve this e. G. Fractionated work groups, work pairs, open ended problems, games. Tat’s support some children and ensure work is matched with needs of child. Mathematics Curriculum Planning; As a core subject the National Innumeracy Strategy is applied as its basis for meeting standards required for the study of mathematics. Ђ Long term – plans detail National Strategy framework arranged in 5 blocks and 3 units per term Medium term – plan details National Strategy framework over 2/3 weeks per subject and give details of teaching objectives to ensure appropriate balance and distribution of work cross each term Short term – these are weekly and occasionally daily plans, n last special learning adjectives Tort can lesson Ana now It Is to De taught These plans are able to evolve and change to meet the needs of the children. Early Years & Foundation Stage; Reception is taught math as part of the foundation stage curriculum. Aspects of mathematics are related to the Early Learning Goals which underpin the curriculum planning for children age 3 -5. Children have the opportunity to develop their understanding of number, measurement, pattern, shape and space, through varied activities encouraging them to enjoy, explore, practice and talk confidently about math.

Contribution of Mathematics to Teaching in Other Curriculum Areas; English – actively promotes skills of reading, writing, speaking and listening through the following; Children are encouraged to read and interpret problems in order to identify mathematics involved Children explain and present work to peers in plenary sessions Younger children enjoy stories, rhyme and songs relating to counting and sequencing Older children have vocabulary graphs and charts elating to mathematics when using non fiction texts CIT – is used in the following ways to develop mathematical skills; Younger children use CIT to aid learning and show results with relevant mathematical symbols Older children use CIT to produce graphs and tables to explain results and when creating repetitive patterns e. G. Tessellations Children use standard and non standard measures for distance and angle, simulations are used to identify patterns and relationships Science – mathematics is applied to; Construction and interpreting graphs and charts

All areas of handling data Reading scales Spiritual, Moral, Social and Cultural development- is encourage during mathematics lesson through the way in which children work together in groups and discussions on ideas and results. Teaching SEEN Children; All children are taught mathematics regardless of their ability through a broad and balanced education. Learning and teaching is matched to the child’s ability. Targets are set for each child through their PIPE. Assessment and Recording; children are assessed in the following ways- Short term – used to adjust daily plans which are loosely matched to teaching objectives Medium term – used to measure progress against key objectives and help to plan next unit of work, children’s work is monitored and recorded. Long term – these plans are made towards the end of the school year.

End of year tests, teacher assessments, National tests are used for Year 2 and 6 with optional tests for Years 3, 4 and 5. Information is then used to assess how the school is comparing to the national targets. Progress is discussed with parents and targets set for the following school year. Samples of children’s work are kept to illustrate the level of work expected from each year group. Teachers meet to review samples of work compared to national example material produced by CA and DEFER. Resources to aid and support mathematical teaching; Small apparatus Measuring equipment Shapes Calculators Laptops and internet Monitoring and Review The head teacher monitors standards of work and quality of teaching.

Subject teachers support staff in teaching of mathematics and keep up with current developments, in order to provide strategic lead and direction for the school. Subject coacher gives head an annual summary to evaluate strengths in subject and areas of development. Head teacher allocates time to review samples of children’s work and lesson observations’ across the school. A named member of the Governing body is to oversee the teaching of mathematics in the school. 1. 4 Teachers will explain what I am required to do before each lesson begins. This will include the lesson objectives, what the task is to be carried out, any problems I may incur, which resources are to be used, how they want the lesson to progress, targets that are to be completed and which children I am to focus on e. G. SEEN.