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Rockmount Primary School

All Can Achieve

Mathematics

At Rockmount Primary School we teach maths using learning objectives to meet the requirements of the new National Curriculum and the Foundation Stage Early Learning Goals.

 

  • Maths is timetabled daily with a 60 minute lesson four times a week and a weekly ‘challenge’ style lesson for 30 minutes each Friday.
  • In the EYFS, maths is taught in groups for 25 minutes on a daily basis.
  • Additional maths-focused activities can be incorporated into other curriculum areas. Teachers make relevant links to apply maths knowledge to other areas of the curriculum.
  • All classrooms must have a maths ‘working wall’ that reflects the current objectives and have relevant mathematical language on display.
  • Year group colleagues work collaboratively to ensure that comprehensive plans are in place for each year group from a long, medium and short term perspective.

 

 

The maths lesson has a well-established structure consisting of several components that can be flexibly adapted to match the needs of the learners within the lesson.

 

A typical daily maths lesson should follow the same sequence:

 

1. Lesson Starter

Each lesson begins with a lesson-starter displayed on the interactive whiteboard. This activity could revise existing knowledge of a particular area of maths eg. The properties of 3d shapes or could involve an area of learning that is new to the pupils eg. Percentages. In upper key stage two, classes operate a ‘carousel’ system when each group undertakes a specific task; these include: response to marking, mental maths, games-based learning or a challenge on the interactive whiteboard.

 

2. Oral/Mental

Each lesson involves a ‘mini-lesson’ that focuses on oral and mental maths. This centres around recall, manipulation of number and visualisation and includes verbal counting supported by a visual aid manipulated by the teacher ‘the counting stick’.

 

3. Each lesson features a teacher-led section that focuses on the key learning objective for that day. Teachers use demonstration and modelling to teach specific points, eg. The grid method of multiplication; how to read scales accurately etc. Pupils are encouraged to trial the teaching points with support whereupon the teacher clarifies any errors. Success criteria are clearly displayed to scaffold the pupils independent work.

 

Assessment is conducted on a daily basis and relevant assessment for learning information is annotated on daily plans to inform modifications to planning . This process focuses assessment on matching the needs of individual learners. Formal assessments, which normally involve a written paper, are conducted three times in any one academic year. Each class tracks 4 marker children on a regular basis. Teacher assessment; quality of marking; marker children and formal assessments are moderated on a regular basis. Year group colleagues, LTLs and the subject leader conduct book scrutinies regularly. These are guided by a specific objective (eg. Application of the marking policy; differentiation). LTLs and the subject leader conduct pupil conferences to gauge pupils’ opinions regarding maths.

 

The teaching of mathematics at Rockmount reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The language that pupils hear and speak is a key factor in developing their mathematical vocabulary and enables them to present a mathematical justification, argument or proof accurately. They are guided in making their thinking clear to themselves as well as others. Teachers ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.

 

 

The classroom maths wall evolves as each day progresses and supports the learning process. It clearly displays the long term learning objectives as well as short term intentions.

 

In order to cater for a student who is significantly more able, we offer opportunities for that student to grasp the structure of a problem, generalise, develop chains of reasoning and so on.

 

Homework tasks are given out weekly and are designed to reinforce or extend existing knowledge and understanding. Homework tasks are also used to establish a group’s understanding of upcoming mathematical concepts or methods.

Rockmount’s Progression in Calculations document is now available.

 

Please click below to view a copy. Alternatively, printed copies are available from the school office on request.

 

The purpose of the document is to ensure that everyone in our school community has a clear understanding of how addition, subtraction, multiplication and division are taught at Rockmount from reception to year six.

 

It clearly shows the stages that children progress with their mathematical calculation and will help you to support your child’s maths at home.

 

You can also download a copy of the National Curriculum for mathematics for Key Stage 1 and 2 below.

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