At Heartwood CE VC Primary and Nursery School we use White Rose Maths to ensure coverage of all the key aspects of Maths learning and to foster a passion for mathematical thinking and problem solving. During an academic year the children will learn a number of different skills and strategies to solve ever increasingly more difficult problems. They will also be taught to use reasoning to discuss and evaluate their learning, or conclude how they came to their solution to a problem.
The aim of the Maths curriculum is to allow children to become fluent mathematicians who are confident to reason and problem-solve. The CPA approach (Concrete, Pictorial, Abstract) is central to teaching and learning with teachers ensuring that pupils are able to construct mathematical meaning using concrete resources (Numicon and Base 10) with the aim to become fluent in the abstract and make connections with other areas of their learning. Teachers use every opportunity to contextualise the learning so that children know why they are learning and how these skills can be applied in everyday life.
Children complete daily Times Tables Rock Stars and/or Numbots to practice and consolidate their knowledge of multiplication and division. Children also have Maths Meetings (at least 3x a week) where they are required to retrieve knowledge and skills of prior learning as well as consolidating the current learning area.
Making a Difference
Consumption and Personal Finance
In addition to the Maths National curriculum thread the Swedish curriculum of 'Consumption and Finance'. This equips the children with the knowledge, understanding and skills to manage money. Children will visit local shops to purchase items using cash and plan cost efficiency.
Children are taught:
When deciding what to teach to support education recovery most effectively, leaders can help all pupils by focusing on making sure they are fluent and confident in the facts and methods that they most frequently need in order to be successful with further study. In the context of missed education, it remains crucial to take the time to practise, rather than moving through curriculum content too quickly. What pupils already know is key. Progressing to teaching new content when pupils are not secure with earlier content limits their chances of making good progress later.
The sequence of teaching mathematical content is also very important: gaps need to be filled before new content is taught.
At key stages 1 and 2:
The Department for Education (DfE) has published ’Ready-to-progress criteria: year 1 to
year 6’ that shows how the curriculum can be sequenced and prioritised effectively.
• identifies the core concepts and procedures that pupils need in order to progress in their study of mathematics and shows how they can build their proficiency from year 1 to year 6
• defines core content and concepts as ready-to-progress criteria, which provide a coherent, linked framework to support pupils’ mastery of the primary mathematics curriculum.
Funded by our pupil premium grant and Catch up funding, we provide intervention for maths through PiXL maths therapies. Children work on strengthen the knowledge and skills that they have and they are taught different methods to bridge the gaps in their learning.
Times Tables Rock Stars & Numbots
Times Tables Rock Stars (TTRS) and Numbots are an online programme designed to support the learning of times tables, addition/subtraction, subitising and number bonds, and support the long term retention of the key facts. This is a vital skill for children to acquire and supports a fluency in both place value and calculations. The children practice daily by playing different games or challenges, using the times tables that have been specifically set by the class teacher and completing their story journey. We also encourage children to practice regularly at home to further support the retention of these key skills. Individual log-ins have been sent home with the children and teachers can resend these if requested.
Visit https://ttrockstars.com/ for more information