This term's moderation task follows on from the addition and subtraction tasks completed in the Autumn 2007 and Spring 2008 terms. Children should be given the opportunity to respond to a task that requires the use of a written multiplication method. Children's work will then be assessed against the multiplication calculation policy.

It is important to promote the benefits of using the standard methods of calculation on the policy, at first to help provide a framework to help secure the concept of multiplication, and later to increase the speed and efficiency of calculating with increasingly larger values.

Although written for last term's subtraction tasks, the information in the FAQ still applies to this term's targets. Please have a quick read of the FAQ to refamiliarise yourself with the objectives and and procedure of the assesment.

The 'at-a-glance' spreadsheets from last term, showing the stage of the policy from which children are selecting methods, are archived here.Please save a copy of the updated spreadsheet and complete it once children in your year have completed the task. Please check the diary page for dates by which the tasks should be completed.

As always, please speak to Miss Holtzhausen or Mr Wyld if you have any questions or would like to discuss specific examples of work!

Click here to download the latest version of the maths action plan. The action plan was updated in March 2008 at the start of the new budget cycle. Additional information, including timescales and funding info, is available on in the gant chart. The action plan is a working document and may be updated or altered at any time!

If there is something you would like to see added to the maths action plan please speak to Mr Wyld or Miss Holtzhausen!

Click here to view the HWPS calculation policies : addition, subtraction, multiplication or division.

It is expected that the majority of children in a given cohort will be using one of the standard methods shown for their year group. All children should ultimately be progressing towards using the methods illustrated at the end of the policy.

Children's work should be assessed every term and sub-levels assigned for the units of work that the children have been investigating. Sub-levelling assessments should be made using the Bracknell Forest maths sub-levelling document (for Stepping Stones & Early Learning Goals) or the West Sussex maths sub-levelling document (for levels 1c-5a).

Assessments of a child's current sub-level should take into account as wide a range of evidence as possible, including evidence of the application of maths skills in other areas of the curriculum, such as:

• Results of end of unit, end of term or single-level tests
• Written records or observations of practical independent or group investigations and activities
• Tracking data from ICT resources such as RM Maths or Education City
• Verbal responses to questions or contributions to class or group discussions
• Responses to Homework tasks

Here is an introduction to the schools approach to assessing, levelling and tracking maths for NQTs. The school is also currently evaluating the Assessing Pupil Progress (APP) guidelines.

Evidence for children who are developing their use of jottings to support early calculations or investigative maths work can still be included in assessment books. If children's work cannot be assessed against the calculations policy documents, please use these early years documents: EY Maths Assessment 1 | EY Maths Assessment 2.

These documents are based on the stages of development outlined in the research of Maulfry Worthington & Elizabeth Carruthers of the Children's Mathematics Network. A progression of these stages of development is illustrated here. Please refer to the progression, or the notes in the example gallery for more information.

Weekly planning for maths should be concise and easy to understand. You do not need to use a specific format, however, plans must show that the following aspects of teaching and learning have been considered:

• Differentiation of activities for the range of abilities in your year group
• Cross Curricular Links
• Real life contexts building on the prior experiences of children
• How ICT can be used effectively
• How specific visual images could be used to promote discussion
• How other resources such as concrete apparatus or models can be used