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Mathematics

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history's most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics and a sense of enjoyment and curiosity about the subject (National Curriculum 2014)

The purpose of mathematics in our school is to develop:

  • a positive attitude towards mathematics and an awareness of the relevance of mathematics in the real world
  • competence and confidence in mathematical knowledge, concepts and skills
  • an ability to solve problems, to reason, to think logically and to work systematically and accurately
  • initiative and an ability to work both independently and in cooperation with others
  • an ability to communicate mathematically.
  • an ability to use and apply mathematics across the curriculum and in real life
  • an understanding of mathematics through a process of enquiry and experiment.

How do we teach mathematics?

  • Every child will have a mathematics book that evidences progress and attainment.
  • Daily mathematics lessons are 1 hour sessions where children are exposed to fluency, reasoning, and problem solving challenges.
  • Daily arithmetic sessions last up to 15 minutes.
  • Input that includes the 'ping pong' approach between pupil and teacher to encourage all pupils' fluency linked to the days learning question.
  • Live marking will take place within the daily mathematics session in order to progress children on to deeper learning experiences more quickly.

SCHEMES

The WHITE ROSE MATHS HUB learning schemes are used across Key Stage 1 & 2 within the principles of teaching for mastery. The schemes are broken down into fluency, reasoning and problem solving which are the key aims of the curriculum.

These overviews are designed to support a mastery approach to teaching and learning and have been designed to support the aims and objectives of the new National Curriculum.

The overviews...

  • have number at the heart. A large proportion of time is spent reinforcing number to build competency.
  • ensure teachers stay in the required Key Stage and support the ideal of depth before breadth.
  • ensure pupils have the opportunity to stay together as they work through the schemes as a whole group.
  • provide plenty of time to build reasoning and problem solving elements into the curriculum. 

The schemes are used to form BRONZE, SILVER and GOLD learning challenges for each session. Pupils are exposed to fluency, reasoning and problem solving tasks for every learning question that directly links to the National Curriculum. All pupils will begin with a BRONZE challenge and progress within a lesson to SILVER and then GOLD challenges.

CONCRETE, PICTORIAL, ABSTRACT

As a school we believe that all pupils, when introduced to a new key concept, should have the opportunity to build competency in their topic by taking this approach.

CONCRETE:

Pupils have the opportunity to use concrete objects and manipulatives to help them understand what they are doing.

PICTORIAL:

Pupils will then build on this concrete approach by using pictorial representations. These representations can then be used to reason and solve problems.

ABSTRACT:

With the foundations firmly laid, pupils should be able to move to an abstract approach using numbers and key concepts with confidence. For examples of this approach please see our calculations policy. 

COLD & HOT TASKS

Cold and hot tasks are used as an assessment for learning tool. A cold task is an unaided challenge used at the beginning of a unit of work to assess what prior knowledge the children have of that focus area. The cold task highlights what a pupil needs to focus on in order to make progress. The teacher will then plan a sequence of lessons. The sequence is completed with a hot task. At the end of a unit of work every child will demonstrate their progress in fluency by completing a BRONZE hot task that correlates to Age Related Expectations. SILVER and GOLD hot tasks are then used to demonstrate the progress a child has made in reasoning and problem solving for that unit of work.

If a child or group of children struggle to complete the bronze fluency task the same day intervention (SDI) takes place within the session to ensure that pupils progress through the curriculum at broadly the same pace.

To ensure the gap in attainment towards Age elated Expectations is always closing SDI will take place after the session to ensure the pupil has progressed towards the expected standard.