Hello! This term's whole school target is to improve the range of problem solving skills throughout the school.

More info will be available from September 2010!

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

This term we shall continue to plan maths using the WALTs/Learning Sequence process introduced in Spring 2010. A summary can be found here. Planning takes into account a range of considerations, including:

• Opportunities for the development of problem solving skills
• Opportunities for the consolidation of calculation skills
• 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

Click here to download the latest version of the maths action plan. The action plan was updated in March 2010 at the start of the new budget cycle. 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!

An updated calculation policy was introduced in the Summer Term '10 after discussion by SMT over the previous year. Copies were issued to year groups in a Monday INSET. Further copies are available in the Maths Subject Leader folder and also on the Learning Sequences display, both of which can be found in the staffroom.

It is expected that the majority of children in a given cohort will be working with, or working towards, one of the standard methods shown. 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 APP materials, supported by other documentation such as 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.

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.