analyse ways of supporting the development of maths skills in relation to national and local policies and legislation???

[notdoris]

as the title says.... can anyone help please??

[Ruthierhyme]

Hi if it's the STL level 3 course you're doing pages 219+ of this handbook will help to a point as it doesn't reflect the 2014 changes to the the Primary Curriculum.

You'll need to research the Primary Curriculum which is underpinned by legislation and the local curriculum policy - that one your setting has in place for numeracy and any strategies that the Local Authority requires or provides for voluntary uptake.

https://www.gov.uk/government/public...-stages-1-to-4

Hope this helps

[notdoris]

thanks, I'll have a look tonight. I have the other green book though, cache early years educator. Any idea which pages are helpful in that one?

[Ruthierhyme]

ahh, right, so pages 238+ of the EYE handbook, and more specifically page 248

You'll need to use the statutory framework EYFS - the legislation the framework is built on is detailed on page 3 of the EYFS. Look at how the setting meets the requirement of the prime area of mathematics eg. the activities and support that's provided for children to reach the Early Learning Goals. And ask your setting what evidence the Local Authority requires about children's mathematical development.

EYFS Page: 8 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 measure

EYFS Page 12: Mathematics

Numbers: 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.

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.

Best wishes