Menu

Woodthorpe Primary School

Welcome toWoodthorpe Primary School

Mathematics

Mathematics

 

Intent

 

At Woodthorpe, we place high emphasis on the fact that mathematics forms an essential component of our everyday lives and consequently ensure that as part of our school routine, every child will take part in maths activities, every day.

 

We base our mathematics around the core areas of: fluency, reasoning and problem solving. We believe in reinforcing key mathematical skills and vocabulary with our children, who then are given opportunities to apply this to reasoning and problem solving scenarios. As a school, we also encourage children to challenge themselves within online platforms, pitting themselves against other mathematicians both nationally & globally.

 

Implementation

In order to ensure that each and every child fulfils their potential, we base our teaching and learning around age related expectations. For children that require additional support, provision is put into place to ensure that they can access daily lesson content and, if necessary, attend catch up boosters.

We use a nationally recognised scheme to ensure that our curriculum pitch / challenge is at the correct level. ‘Big Maths’ aims to ensure that all children are number fluent by age 11. Staff use this online planning tool to collate key age related resources and teaching tools / techniques for a full week.

Lesson Structure

Discrete maths sessions are planned and taught following this Big Maths Scheme; however, teachers also use a wide variety of resources and ideas to provide children with a range of challenges where they are apply to apply their core skills in a wider context.

Maths sessions usually follow the structure outlined in the table below. However, there are two ‘other’ maths sessions timetabled throughout the week, one that is a consolidation of the week’s learning, practically; where children are exposed to real life challenges and are asked to apply their knowledge to solve them. The other is focused around the schools online resources such as Mathletics and/or TT to secure children’s understanding of mathematical concepts.

 

NC Focus

Lesson Structure

Nature of lesson part

 

 

 

 

 

 

Fluency

Counting

Daily opportunity to practice core numerical skills e.g. number bonds & times tables.

Learn its

Derived from ‘Big Maths’, a set of key numerical facts and figures that children must learn off by heart in order to become numerically fluent. Each class has a specific time limit for the children to complete the questions and then scores are recorded each day to track and celebrate children’s progress.

Fluency

  1. Teacher input into today’s lesson, with a focus on linking prior knowledge and understanding to new concepts and ideas.
  2. 7 in 7: children to complete 7 fluency questions (at the age related level or beyond) in 7 minutes.

 

Problem solving & reasoning

Live Marking

At this point, if any specific children are struggling, the teacher or TA will work with them whilst the rest of the class work independently or with peers in the next part of the lesson.

Deepening understanding

Children will apply key knowledge and understanding gained during the fluency part of the lesson to reasoning and problem solving questions. At least 2 levels of differentiated challenge will be provided so that children are able to self-select challenge level.

 

 

Assessment

 

Marking & feedback: Both during and after each maths lesson, marking and feedback will take place. Green indicates questions that are correct and pink indicates that questions require attention from the child. Children respond to marking and feedback in green editing pen.

 

Daily: As each lesson will include a ‘live mark’, teachers will be able to instantly assess how children are doing within a lesson and then adapt as appropriate. This may include the teacher supporting children who found the initial fluency part of the lesson difficult.  

 

Half-termly: Children will complete half termly assessments online which will assess each aspect of the mathematics curriculum. This information then informs whole school progress and attainment data and any gaps in knowledge are fed into weekly bespoke interventions at an objective specific level. At this point, pupil progress meetings will be held to discuss how children are progressing through the year.

Top