Maths is taught in-line with the objectives from the EYFS Profile in Reception and the National Curriculum in Years 1-6. We use the White Rose Scheme of Work as the basis for our teaching and learning.
Every day children will engage in a whole-class daily maths sessions to ensure that during each unit of study, and across their time in school, they can:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge accurately and rapidly
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their mathematics to a variety of routine and non-routine problems, including breaking down problems into simpler steps
Approaches to Teaching & Learning
At Charlton Wood Primary we teach for mastery using explicit instruction.
Daily mathematics lessons take place within classes and are punctuated by direct teaching. Learning is scaffolded and varied to enable children to meet at least the expected standard. Mathematical proficiency requires a focus on core knowledge and procedural fluency so that pupils can carry out mathematical procedures flexibly, accurately, consistently and efficiently. Practical, hands-on experiences of using, comparing and calculating with numbers and quantities are of crucial importance in establishing the best mathematical start.
Manipulatives, such as Numicon, Dienes, number beads and place value counters, are used regularly to enable children to visualise mathematical concepts and ideas. Consistent use of meaningful and engaging images and models allow children to develop a robust understanding of the concepts underpinning the required calculation, number and measure strands.
Agreed calculation strategies, models & images and mental calculations for each of the number operations are recorded in the TiLA Calculation Policy. We recognise that mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.
Broadly speaking, pupil knowledge and understanding develops from the concrete, to the pictorial through to the abstract. Children working within any one class may be working at different points of the spectrum. Teachers use their own assessments to scaffold classroom teaching accordingly. Problem solving and mathematical reasoning is embedded in weekly maths lessons through questioning, investigations and problem solving.