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At Greenways, we ensure the teaching and learning of Maths is stimulating, engaging and fascinating for all learners. We inspire our pupils to have a lifelong passion for maths, with every child respecting themselves as true mathematicians. We nurture children’s knowledge and understanding of how mathematics is used in the wider world by making rich and varied real life connections.
Our curriculum aspires to provide children with the opportunity to expand upon and develop their fluency and reasoning; preparing them for the wide variety of problem-solving opportunities that they will encounter in their lives.
At Greenways, we teach maths following the White Rose scheme of work. This scheme is aligned to the UK National Curriculum and follows the mastery approach to maths teaching.
At Greenways, we teach maths following the White Rose scheme of work. This scheme is aligned to the UK National Curriculum and follows the mastery approach to maths teaching.
We put depth of learning before breadth of learning, where we reinforce knowledge again and again. We foster children’s love of maths and believe by building confidence with numbers, this will support our pupil’s mathematical journey. We encourage collaboration throughout our teaching and learning so that pupils can support each other whilst developing their own knowledge and explanations. The Concrete, Pictorial and Abstract (CPA) approach helps support our pupils to have a secure understanding of abstract concepts and is used throughout the scheme with all learners.
We put depth of learning before breadth of learning, where we reinforce knowledge again and again. We foster children’s love of maths and believe by building confidence with numbers, this will support our pupil’s mathematical journey. We encourage collaboration throughout our teaching and learning so that pupils can support each other whilst developing their own knowledge and explanations. The Concrete, Pictorial and Abstract (CPA) approach helps support our pupils to have a secure understanding of abstract concepts and is used throughout the scheme with all learners.
We understand the importance of fluency, reasoning and problem solving. We develop these skills throughout our lessons so that all learners are equipped to be competent mathematicians.
We understand the importance of fluency, reasoning and problem solving. We develop these skills throughout our lessons so that all learners are equipped to be competent mathematicians.
This is the intended sequence of learning that follows the White Rose scheme but due to adaptations to lessons and children’s need, may vary slightly.
This is the intended sequence of learning that follows the White Rose scheme but due to adaptations to lessons and children’s need, may vary slightly.
Key elements of how we teach maths.
Key elements of how we teach maths.
EVERYONE LEARNS TOGETHER AND SUCCEEDS TOGETHER
EVERYONE LEARNS TOGETHER AND SUCCEEDS TOGETHER
In a traditional primary school maths lesson, children are put in different groups and learn different things based on what the teacher thinks their ability is.
This means that from an early age children are classed as those who can and can’t “do maths”. Teaching maths for mastery is different because it offers all pupils access to the full maths curriculum. Children always work in mixed attainment pairs, where children can support and challenge each other.
THERE IS TIME TO THINK DEEPLY ABOUT MATHS
THERE IS TIME TO THINK DEEPLY ABOUT MATHS
Rather than learning one procedure for ‘doing maths’ (for example column addition), we focus on children really understanding their learning.
We emphasise solving problems in many different ways, and challenge our children to see the connections between methods. Children spend time describing how they solved one problem in different ways in their maths journal. This builds self-confidence and resilience in pupils.
CONCRETE AND PICTORIAL SUPPORT
CONCRETE AND PICTORIAL SUPPORT
Many people find that they understand maths better if they get to use objects, or they can see pictures which help them understand what the symbols in maths mean.
At Sheringham, children use cubes, counters, number discs and objects to help them understand what the maths they are using really means. They make links to pictures of problems and ideas, and explain what the links are. They understand mathematical concepts using everyday language (e.g ‘equals’ means ‘the same as'), which helps them understand what the numbers and symbols mean.
TOPICS LAST LONGER
TOPICS LAST LONGER
Rather than spending a week or two on a topic (for instance ‘addition’), our children study the topic in greater depth and for longer.
This slower pace ensures that students are secure in their understanding as it is built up in small steps starting with revising what they learned the previous year.
White Rose Maths Scheme of Work
GPS Maths.pdfNCETM - Mastering Number
NCETM - Mastering Number
At Greenways, we use Mastering Number in reception, and also to supplement Maths No Problem in the other areas of the school. Mastering Number aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future.
Further information and videos are here.
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