What Maths looks like at Shaw Ridge Primary School
The TWHF ENRich Maths curriculum enables learning for each year group that is planned from the relevant National Curriculum objectives. Sourced from the Can Do Maths resources, these are blocked into themes or units and then sequenced into concise and progressive manageable steps, to create a coherent mathematical journey through the learning. New learning is taught through the daily lessons whilst regular practice and review (MOT) sessions are used to practise, consolidate and revisit previous learning. In addition, daily opportunities to consolidate number fluency are built in to the day to allow for the efficient, automatic recall of key number facts and procedures.
New Learning Session - To develop RICH knowledge and skills, pupils will be exposed to daily, explicit teaching of new mathematical learning. New learning has been designed to ensure a coherent progression through the curriculum. This enables all pupils to develop a deep and connected understanding of mathematics so that they can apply it in a range of contexts. Representation and structure has been considered so that teachers can carefully select representations of mathematics to expose mathematical structure. Variation is embedded into new learning, to draw closer attention to a key feature of a mathematical concept or structure. Pupils are simultaneously exposed to problems and reasoning, which enable mathematical thinking and is central to how pupils learn mathematics.
Prior Learning Session - Pupils are exposed to daily teaching and deliberate practice of tasks that activate prior learning. Through daily MOT sessions pupils will have opportunities to retrieve and use prior knowledge so that it can be easily remembered and recalled during New Learning sessions. MOT sessions will also include pre-teaching, weekly arithmetic practice sessions and 'Keep-up' opportunities for children who need longer to fully grasp a new concept or skill.
Number Fluency Sessions - Short efficient, accurate recall of key number facts and procedures is essential for fluency, freeing pupils' minds to think deeply about concepts and problems. To support the development of this, the TWHF ENRich Maths Curriculum has been designed to offer daily opportunities for pupils to revisit and recall number facts and procedures through short, high-quality tasks and activities. Revisiting previously learned knowledge and skills allows pupils to have the flexibility to move between different contexts and representations of mathematics, to recognise relationships and make connections, and to choose appropriate methods and strategies to solve problems.
What a maths lesson can look like in our school:
- From year 1 lessons are broken into a 'ready, set, go' format which gives all the children the opportunity to learn new skills and apply them and reason
- Where applicable lessons are adapted to suit the needs of all
- Each piece of work has a clear learning question related to the national curriculum for mathematics.
- High level questioning and mini-plenaries throughout the lesson to unpick misconceptions, pose questions and challenge ideas.
- Children are encouraged to discuss their reasoning when solving problems.
- Where appropriate, maths skills are reinforced in other subject areas.
- Children repeat basic skills regularly through number fluency and mastering number.
- Working Walls provide children with toolkits required to solve problems.
This is what we do:
- Weekly maths sessions are planned to meet objectives set out in the national curriculum. Planning may be adapted during the week in response to assessment for learning carried out on a daily basis.
- Children from F2 to year 2 participate in the mastering number programme which focuses on foundational skills
- During the lesson, children may be given feedback by teachers or TAs. This will extend learning, address misconceptions or consolidate understanding.
- In Year 3 and beyond, children take part in number fluency everyday.
- Children are encouraged to deepen and reinforce their understanding through additional challenge activities
- Times tables are reinforced through Times Table Rockstars and times table races
- Children have access to a range of manipulatives to support their understanding such as dienes, numberlines, digit cards etc.
- Children are given opportunities to respond to both written and verbal feedback.
This is what you might typically see:
- Happy and engaged learners
- Children demonstrating resilience
- Collaborative or independent work
- Children making independent choices of task and apparatus
- Children applying skills learned previously to solve a wider variety of problems.
- Maths skills being applied across other areas of the curriculum
- Children discussing, reflecting and sharing their learning
This is how we know how well our pupils are doing:
- Different forms of feedback
- Ongoing assessment for learning
- Elicitation and assessment tasks
- Regular data tracking
- Recording of scores in assertive mentoring, Monster Maths, times table races and Times Table Rockstars.
This is the impact of teaching:
- Confident children who can talk about maths
- Children are able to use and explain the meaning of scientific vocabulary
- Children who are prepared to take risks
- Children who enjoy maths lessons and maths across the curriculum