Our mathematics curriculum is designed around the White Rose Maths Schemes of Learning and enables children to: acquire new skills; use the concrete, pictorial, abstract approach so they are able to become fluent and secure in their knowledge; and to be able to apply the skill to reasoning and problem solving opportunities. We want the children to gain a deep understanding of each mathematical concept so they are able to reach a level of mastery.
We use morning maths meetings to provide opportunities for children to revisit and review previous mathematical concepts and to access new concepts more frequently with time built in for this. We believe that when the children are able to apply their skills more frequently the learning will stick. Revisiting learning from previous years and terms will allow the children to CONNECT their prior learning with new learning year on year.
We complete basic arithmetic assessments every 2 weeks to ensure gaps are plugged and track that children are progressing.
To fit in with the concept of revisiting and reviewing learning, we teach a daily Big Maths CLIC session, in which we cover basic mathematical skills in a regular, structured and sequential way, which focuses on mental fluency. We believe that for children to become properly numerate they need to return to basic skills daily using repetition, revisiting and reinforcement. Our Big Maths sessions are 10-15 minutes daily and they cover:
● Counting- this can come in the form of counting in multiples and how that can then be used to count in hundreds, thousands, decimals and fractions. It also covers saying, reading and partitioning numbers.
● Learn Its- this is learning and recalling basic number facts which include number bonds, multiplication tables and related division facts.
● It’s Nothing New- This section allows children to make connections within their basic skills to learn that facts from the above 2 sections can be related and applied to a range of mathematical topics such as money and units of measure.
●Calculation- this final section gives children coherent methods for mental calculation and also provides structured and progressive teaching steps for formal calculation.
You will find our maths overviews for each year group below:
We use morning maths meetings to provide opportunities for children to revisit and review previous mathematical concepts and to access new concepts more frequently with time built in for this. We believe that when the children are able to apply their skills more frequently the learning will stick. Revisiting learning from previous years and terms will allow the children to CONNECT their prior learning with new learning year on year.
We complete basic arithmetic assessments every 2 weeks to ensure gaps are plugged and track that children are progressing.
To fit in with the concept of revisiting and reviewing learning, we teach a daily Big Maths CLIC session, in which we cover basic mathematical skills in a regular, structured and sequential way, which focuses on mental fluency. We believe that for children to become properly numerate they need to return to basic skills daily using repetition, revisiting and reinforcement. Our Big Maths sessions are 10-15 minutes daily and they cover:
● Counting- this can come in the form of counting in multiples and how that can then be used to count in hundreds, thousands, decimals and fractions. It also covers saying, reading and partitioning numbers.
● Learn Its- this is learning and recalling basic number facts which include number bonds, multiplication tables and related division facts.
● It’s Nothing New- This section allows children to make connections within their basic skills to learn that facts from the above 2 sections can be related and applied to a range of mathematical topics such as money and units of measure.
●Calculation- this final section gives children coherent methods for mental calculation and also provides structured and progressive teaching steps for formal calculation.
You will find our maths overviews for each year group below:
| maths_curriculum_overview_y1-6.pdf |
Page Last Reviewed: 07.04.2022