Teaching Time
To allow adequate time for Maths it is expected that at least 5 hours teaching time will be allocated to Maths each week in Key Stage 1 & 2, however if children are using their mathematical skills in other contexts / subjects then this is in addition to those 5 hours.
To allow adequate time for Maths it is expected that at least 5 hours teaching time will be allocated to Maths each week in Key Stage 1 & 2, however if children are using their mathematical skills in other contexts / subjects then this is in addition to those 5 hours.
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Reception – Maths everywhere within the indoor and outdoor environment of the Early Years and careful planning of the environment and resources ensures every opportunity for children to access Maths and problem solving skills at all opportunities is key. In Spring 2 Reception children will take part in a 10 minute whole class Maths session using resources mirrored in Year 1. They will follow activities targeted at the ELGs taken from NCTEM materials. The physical resources used will then be in the Maths area of the learning environment for children to access during child led, independent learning, times. This will work to support the transition between Reception and Year 1 as well as establishing depth of understanding and talk for Maths.
Maths Lessons
Children are taught in their own class groups by their own class teacher unless there are exceptional circumstances where a child requires a personalised curriculum. The majority of children will move through the programmes of study at broadly the same pace. We believe that all children can achieve therefore all children are given the same starting point in objectives. Children who may be less confident with a concept are given support or interventions and children who have grasped concepts rapidly will be challenged by depth of understanding, not acceleration. To support this, teachers must have ‘Next Step,’ activities prepared in lessons for children who have grasped a concept quickly, they will take the form of yellow, green and blue challenges with Maths for the more able resources ready for gifted pupils.
Every lesson should begin with a short recap of what children already know before introducing new knowledge for the lesson and then giving children a chance to apply their understanding. This provides children with an opportunity to make connections across concepts and ideas. A step-by-step approach, with regular short inputs, is used in lessons to enable children to ‘journey’ through the mathematics involved.
The use of concrete resources and visual models is also essential in helping children fully understand mathematical concepts and so these resources are used regularly in sessions. When children are able to see concepts this way, they then need to understand the same concepts represented pictorially. Children are then ready for abstract representation and applying knowledge across different contexts and situations.
To master a subject fully, we also believe children should be able to explain their thinking and reasoning and confidently teach others. They should be able to investigate mathematics independently, in pairs and in groups. Use of language is therefore a major feature of all maths lessons as it develops children’s reasoning and explanation.
Children are taught in their own class groups by their own class teacher unless there are exceptional circumstances where a child requires a personalised curriculum. The majority of children will move through the programmes of study at broadly the same pace. We believe that all children can achieve therefore all children are given the same starting point in objectives. Children who may be less confident with a concept are given support or interventions and children who have grasped concepts rapidly will be challenged by depth of understanding, not acceleration. To support this, teachers must have ‘Next Step,’ activities prepared in lessons for children who have grasped a concept quickly, they will take the form of yellow, green and blue challenges with Maths for the more able resources ready for gifted pupils.
Every lesson should begin with a short recap of what children already know before introducing new knowledge for the lesson and then giving children a chance to apply their understanding. This provides children with an opportunity to make connections across concepts and ideas. A step-by-step approach, with regular short inputs, is used in lessons to enable children to ‘journey’ through the mathematics involved.
The use of concrete resources and visual models is also essential in helping children fully understand mathematical concepts and so these resources are used regularly in sessions. When children are able to see concepts this way, they then need to understand the same concepts represented pictorially. Children are then ready for abstract representation and applying knowledge across different contexts and situations.
To master a subject fully, we also believe children should be able to explain their thinking and reasoning and confidently teach others. They should be able to investigate mathematics independently, in pairs and in groups. Use of language is therefore a major feature of all maths lessons as it develops children’s reasoning and explanation.