Essay On Tda 3.12 Support Numeracy Development

TDA 3.12 SUPPORT NUMERACY DEVELOPMENT

Numeracy is a proficiency which involves confidence and competence with numbers and measures. It requires an understanding of a number system and a repertoire of computational skills. It also demands practical understanding of how information is gathered and represented in diagrams, graphs and tables. Learning provision for numeracy development is important for pupils as maths is a key part of our everyday lives.

Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.

There is now a much greater emphasis, particularly in the early primary phase, on teaching

children different methods of arriving at an answer, showing them different methods of working, and developing investigation skills.

The aim of the mathematics curriculum is to give children a solid grounding in all aspects of numeracy.

A key aspect of developing skills in maths is that the purpose of it is understood and that they can go on to apply this to real life situations i.e. to solve problems, to process information, to check answers, to interpret data, charts and diagrams, the understanding of money and how to manage finances, to use in practical every day activities. Mathematical skills are therefore developed in the earliest stages through practical work, which provides a child with a grounding in various aspect of maths such as shape, pattern, counting, sorting etc. these basic skills are then built upon as a child progresses..

In England and Wales the National curriculum sets out the framework and programmes for study for the teaching of numeracy for each key stage. The National Curriculum sets out the statutory requirements of each programme of study across the entire primary phase, the phase relevant to my setting.

The national curriculum for mathematics aims to ensure that all pupils:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and

accurately.
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

My setting is a primary school which therefore encompasses the Foundation stage and primary stage.

With regard to the Foundation stage the Statutory Framework for the Early Years Foundation Stage provides that mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures and that the age related expectations within that are children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. With regard to shape, space and measures children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

With regard to key stage 1 the main focus of mathematics teaching is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources (concrete objects, measuring tools etc). At key stage 1, children should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

In lower key stage the main focus of mathematics teaching is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

in upper key stage 2 the main principal focus of mathematics teaching is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.

For those children with SEN whose abilities do not yet reach level 1 of the national curriculum and are aged between 5 and 16 years old, they will work towards performance attainment targets (P scales). This gives the school an easier way to communicate information about a child's levels and abilities and to explain to them and to give their parents / carers a greater understanding of their child's progress.

My setting, Washingwell Community Primary school has a Mathematics policy which outlines the objectives, teaching and learning, access and assessment of how the national curriculum is implemented over the Foundation stage and the primary phase.

As a school they aim to provide the highest possible quality of mathematical education, meeting the requirements specified in the National Curriculum with all children being taught to develop their mathematical skills to the best of their ability. They aim to provide a high standard of mathematical education and will promote knowledge, skills and understanding at all levels. The target is for all children to reach their age related expectations in numeracy to prepare them for the world around them. The school offers a caring, supportive environment to enable the children to reach their potential as mathematicians from the educational provision available within the school

Maths is a tool needed for everyday life and it is a way of helping children to understand the concepts of the world around them. Using the programmes of study from the National curriculum and the EYFS curriculum for numeracy, Washingwell Community Primary school aim:-

• to encourage an enthusiastic and inquisitive attitude to mathematics

• to foster high standards of achievement in mathematics

• to develop pupils’ numeracy and mathematical fluency, reasoning and problem solving in all subjects so that they understand and appreciate the importance of

mathematics.
• to teach children to apply arithmetic fluently to problems, understand and use measures, make estimates and sense check their work.
• to enable children to apply their geometric and algebraic understanding, and relate their understanding of probability to the notions of risk and uncertainty.
• to help children understand the cycle of collecting, presenting and analysing data.
• to teach children to apply their mathematics to both routine and non-routine problems, including breaking down more complex problems into a series of simpler steps.
• to equip children with strategies to enable them to apply mathematics to real and unfamiliar situations within and beyond the classroom
• to develop an appreciation of the intrinsic value and fascination of mathematics as well as its usefulness in life
• to ensure all children be fluent mentally at basic 4 operation number sentences

Washingwell’s policy is designed to describe how the school intends to meet the needs of mathematics learners of all ages. In the first instance this will be through working within the Foundation Stage Curriculum using the Early Learning Goals. From Y1 to Y6 statutory requirements of the National Curriculum in Mathematics will be met by fully implementing the National Curriculum objectives through the use of the Abacus Scheme with support in areas of White Rose Mastery Hub resources. The policy is to be read in conjunction with the Foundation Curriculum Framework which highlights the Early Learning Goals and the guide of progression in the Reception year.

We teach mathematics in our Reception Class and the children follow the Early Years Foundation Stage which we have looked at above, in which there is the area of learning entitled ‘Mathematics’. At this age, children are provided with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures. They are given opportunities to explore numbers, measures, patterns, shapes and space through a variety of practical activities, using both the indoor and outdoor classrooms. They are encouraged to talk about and enjoy all aspects of mathematics. Children in the EYFS learn through playing, exploring, being active and through creative thinking. The areas of development at this stage includes:
• Seeking patterns
• Making connections
• Recognising relationships
• Working with numbers and shapes
• Measuring and counting
• Sorting and matching

Within the classrooms of the EYFS, numerous resources are used to encourage children to take an interest in beginning to learn numeracy skills. Such resources that can be found in our reception class are
• water and sand trays – assists in developing knowledge and understanding of volume.
• construction toys / building blocks – assists in developing knowledge and understanding of shapes and adding
• threading beads – assists in developing knowledge and understanding of the concept of adding and subtraction

With regard to years 1 to 6 through fully adopting the mastery approach of Abacus Maths Scheme alongside meeting the three main aims of the national curriculum for Mathematics, Washingwell want all children to develop into confident and competent mathematical thinkers, who are able to use maths in real life situations

The national curriculum states ‘Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.’ Therefore, it is organised into distinct domains. However, pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. These domains for KS1 are:
• Number and place value
• Addition and subtraction
• Multiplication and division
• Fractions
• Measures
• Geometry: properties of shape
• Geometry: position and direction
• Statistics (Year 2)
These domains for KS2 are:
• Number and place value
• Addition and subtraction
• Multiplication and division • Fractions (including decimals and percentages)
• Ratio and proportion (Year 6)
• Measures
• Geometry: properties of shape
• Geometry: position and direction
• Statistics
• Algebra (Year 6)

The distinct domains highlight the important areas of mathematics children need to learn to make effective progress.

Through combining the national curriculum aims and the Abacus Maths Scheme principles Washingwell’s policy provides that they will :have a dedicated daily mathematics lesson in each class, which will last for an hour for children in Key Stage1 and Key Stage 2. In the Foundation Stage there will be a 4 daily lesson which will last for at least 30 minutes, alongside opportunities for mathematical activities daily through continuous provision. Lessons are well structured, lively and delivered at a good pace. Lessons are structured to embed mathematical understanding through concrete, pictorial and abstract representation. Variation is used to broaden the children’s exposure to the learning objectives in a wide range of context to ensure deeper understanding of concepts. •The foundations of mental calculation and recall of number facts are established thoroughly through daily starters (mental maths test each morning) which consolidate mental recall and informal/written calculations. Teaching, questioning and level of support is differentiated children so that the children are all working towards the same learning objective appropriate to their age group. All children will be exposed to challenge through tasks and questioning including further mastery standard problem solving activities for gifted and talent pupils. Time is given in other subjects for pupils to develop and apply their mathematical skills. Opportunities in Science are evident through floor books, lesson starters and investigations. Children will actively take part and are enthusiastic during their maths lessons and will develop an appropriate mathematical vocabulary as modelled by the teachers using guidance from the vocabulary specified in the national curriculum.

Washingwell also incorporate a Calculation policy in with their teaching of numeracy, This policy sets out the calculation methods that all children should be taught to ensure they can effectively use a range of methods when working out calculations. A copy of this is attached hereto. By the time the children leave year 6 they are expected to be able to choose the most appropriate approach to solving a problem. an efficient written method or a mental method. This policy sets out progression in calculation strategies rather than which method should be taught to which year group so this is where the teachers will decide how they teach this and at what stage / year group they introduce / build on methods.

The children are taught in discreet year groups. Differentiation is provided with targeted, positive support to help those who have difficulties with mathematics, as well as those who are higher achievers. In line with the aims of the NC2014, differentiation has now moved to focus on all children achieving the same learning outcome and the differentiation is the way that different groups of children are supported to achieve this. Work is carried out using a balance of individual, paired and group work. A high proportion of lesson time is devoted to direct teaching of methods and vocabulary through modelled examples to ensure that the children are fully confident to tackle independent tasks. The teacher demonstrates, explains and illustrates mathematical ideas to fully involve pupils and maintain their interest through appropriately demanding work. Children are given a variety of mathematical approaches to solving problems. They are encouraged to develop their own mathematical strategies as well as learning standard methods.

Washingwell recognises and helps to develop the children's abilities to select methods for problem solving mentally, recognising that these may differ from those used to solve pencil and paper problems. The use of calculators is introduced near the end of key stage 2 to support pupils’ conceptual understanding and exploration of more complex number problems, once written and mental arithmetic are secure. Calculators are used in lower years as well as KS2 as a way to self-check answers. Pupils are expected to present work carefully. Work in maths books is headed with the date, followed by the learning objective, which is highlighted when achieved. The children are expected to gain a wide range of experiences with a variety of materials including IT.

At Washingwell they are constantly reviewing and adding to existing Numeracy resources. There is a variety of classroom numeracy resources that are used daily with the teaching being supported by the use of Abacus Maths Scheme as well as resources from White Rose. Some of the resources used daily include:
• • Workbooks/Textbooks
• • Interactive computer programmes
• • Individual whiteboards
• • Calculators
• • Measuring devices
• • ICT suite
• • Counting materials
• • Maths Games (X tables snap cards etc)
• • Dice
• • Shapes (2D and 3D)
• • Interactive wall displays