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Maths

MISSION

– To create a positive, enjoyable atmosphere, to inspire all to learn and grow

 

AIMS

- To enable all children to achieve their full potential in Numeracy.

- To offer a wide range of approaches to Numeracy in order to cater for the individual needs of our pupils.

- To provide opportunities to apply their mathematical learning to a range of real-life contexts in maths and other subject areas.

-  To equip children with investigative skills that allow them to explore the mathematical world and instil a sense of awe and wonder at the patterns and solutions they discover.

- To develop children’s confidence and competence with numbers, measurement, geometry, statistics and in upper KS2 algebra, ratio and proportion.

- To encourage the skills required to communicate ideas about mathematics.

 

WHAT IT LOOKS LIKE IN PRACTICE

 

EYFS

Foundation Stage teach to Development Matters EYFS Profile this is split into seven areas of which one of the key areas is Mathematics. There are two strands within this area:

- Number

- Shape, Space and Measures.

In Nursery they follow Developmental Stages. At the end of Reception children are assessed against the Early Learning Goals.

 

KS1 and 2

Each daily mathematics lesson includes:

 

A mental and oral starter (5 – 10 minutes).

Whole class work to rehearse, sharpen and develop mental and oral skills.

 

The main teaching activity (30 to 40 minutes)

Direct teaching input through demonstration, modelling and discussion. Teachers use a variety of visual, aural and kinaesthetic resources and use correct mathematical vocabulary during this part of the lesson. Children will work from the concrete to the pictorial and finally into the abstract area of each mathematical concept. Teachers will also implement the episodic approach in which children are taught in small differentiated groups then allowed to consolidate independently. With this approach children work more frequently with the teacher however for shorter periods of time.  Children are actively involved in their own learning through questioning and Kagan structures are used to engage all children.

 

A plenary (5 to 10 minutes)

Whole class work to summarise key facts and ideas, sort out misconceptions and identify progress.

 

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