All teachers need to understand importance of numeracy development and take responsibility for promoting that learning.
Numeracy is a skill for life, learning and work. Having well-developed numeracy skills allows children and young people to be more confident rising their self esteem in settings and help them enjoy different activities. For these and many other reasons, all teachers have important parts to play in enhancing the numeracy skills of all children and young people.
- To develop a positive attitude to numeracy and maths as an interesting and exciting subject in which all children gain success and enjoyment
- To develop numeracy understanding through systematic direct teaching of
- To encourage the effective use of numeracy and maths as a tool in a wide range of activities within and out of school
- To develop an ability in the children to express themselves fluently, to talk about the subject with confidence, using correct mathematical language and …show more content…
Summerise the organisations policy and curriculum framework for mathematics
Class organisations- From Year 1 from the srping term all pupils have a dedicated daily mathematics lesson in their usual class groups. Lesson need to be balanced between a class teaching , quided – group teaching, paired and individual practice.
To provide adequate time for developing numeracy skills each class teacher provide 45 minutes mathematics lesson in ks1 and 50-60 minutes lesson in ks2.
In the reception class activities are taking place across the school day for approximately 45 minutes in total in a cross curricular learning environment.
Mathematics is linked to other subjects so pupil develop and apply their mathematics skills.
Children are encouraged to do corrections completely.
Homeworks are set regulary in ks2 and where appropriate in ks1. Homeworks are marked and feedback given.
4. Explain the teachers programme and plans for mathematics and learning
YR and …show more content…
Children who are learning english as an additional language have linguistic skills similar to those of monolingual english speaking children. Their ability to participate in the full curriculum may well be in advance of their current ability to communicate in english.
The aim of policy is to help ensure that we meet all the needs of Eal children.
Teachers use various methods to help children who are learning english as an additional language: - developing their spoken and written english by for example giving them appropriate opportunities for talking and using talking to support writing. - Ensuring their access to the curriculum and to assessement by for example using their first language where appropriate, providing dictionaries.
Our school receives and uses support from the Lncolnshire EMAS Service to support both staff and EAL children.
2.2 Summerise theories of first language acquisition and additional language acquisition and