The Maths 'Big Ideas'

The ‘Big Ideas’ relate to elements within a subject discipline or refer to important concepts that contribute to pupils’ personal and social development. It is essential that the ‘Big Ideas’ within each subject are understood by the children and become part of their common classroom language. In science, these 'Big Ideas' are:

• Fluency
• Reasoning
• Problem solving

Every week we are setting up a 'multiplication battle event' for the children to compete in year groups, against each other on Emile. https://emile-education.com/app-downloads/student-log-in-access-app-or-online/

Every child from Year 1 up has a log in and these are used to access the programme to learn, practice and test their times tables.

Battle events will start on a Friday from 9am and last until the following Thursday at 3pm, giving plenty of time for everyone to take part. Please support your child by reminding and enabling them to take part. Every child who enters the battle receives a certificate and the 'multiplication masters' in each year group for the battle get a badge and certificate.

Thank you for your support.

https://emile-education.com/log-in-to-emile-resources/

Musical Times Table Links

These songs will help your child to internalise their multiplication tables:

https://www.youtube.com/@MrWalkerMrWalker

www.youtube.com/watch?v=9C4EN7mFHCk
www.youtube.com/watch?v=RZ11DIySbJ0
www.youtube.com/watch?v=8QU_E0u-tP4
www.youtube.com/watch?v=6lti2YOzplw
www.youtube.com/watch?v=e7rYbk9PNuM
www.youtube.com/watch?v=ioE9AW6IXN4
www.youtube.com/watch?v=z_BJjR9rdwA
www.youtube.com/watch?v=7yzm-y18W4w
www.youtube.com/watch?v=mWgo3dVTCl4
www.youtube.com/watch?v=YzNIVOR6OOk

Subject leader- Michelle Underwood

Linked Governor - Steven Guy 

Rationale

In order to meet the aims and objectives of the National Curriculum, we follow the White Rose Scheme of Learning from Years 1-6. This scheme of learning ensures that there is appropriate time dedicated to each objective in order for the children to embed the concepts. The topics are also revisited to ensure that the learning is further deepened over time.

The reason that we have chosen this approach is that the progression structure makes use of ‘small steps’ planning which allows the children to develop a ‘mastery’ of the curriculum over time. The Scheme of Learning also places emphasis on all of the number units at the beginning of the year as these underpin the skills that come later. The taught skills are also revisited throughout the year and applied in different units.

The maths provision is regularly monitored by the leadership team through things such as book looks, pupil interviews and lesson observations.

Assessment

There are statutory assessments (either through moderation, a test or both) in EYFS, Year 2 and 6 and also a multiplication test in Yr 4. In addition to this, we assess all Key Stage 2 children once per term.

The children’s progress is also measured for each unit of study in the White Rose Scheme of Learning in order to ensure we carefully measure the children’s progress.

All children are carefully tracked and monitored with a specific focus on disadvantaged and SEND children with additional support being provided as necessary.

Lesson Structure

A typical lesson will begin with some form of fluency task which revisits prior learning in both the short-term and over a longer period of time to ensure consolidation. The children will then be introduced to the day’s learning through some form of ‘real life’ context and modelling from the teacher. The children will always have the opportunity to work collaboratively and discuss their workings before working on their independent practice. We use a Concrete Pictorial Abstract (CPA) approach so the children use resources before visual representations and then finally just the written form. Concrete resources are used throughout the school and are always available to support learning.

Questioning

Making use of carefully considered questions is a vital tool for teachers to both assess the children’s knowledge of a given concept. These conversations facilitate offering greater challenge to the more confident children in addition to providing some excellent examples of pupils discussing their learning for the benefit of the less confident children.

Common questions that would be used in lessons include:

Are you sure?

How do you know?

Can you prove that?

Is that always, sometimes or never true?

What is the same and/or different?

What would happen if…?

Do you agree?

Could you explain this to me?