Our Maths curriculum provides coverage of the National Curriculum objectives in a cyclical approach to embed each aspect and deepen understanding. This approach promotes upside down and inside out mathematics for each year group. We place an emphasis on revisiting the vital sticky knowledge for each year group to embed fluency skills. To support the teaching of reasoning and problem solving, we have recently had a whole school shift towards the bar model. We recognise the importance of revisiting to ensure learning is embedded into long-term memory, particularly for the children we teach.
In Key Stage 1, we use a 1,2,3 lesson model to ensure each child makes progress and is challenged at their level and in Key Stage 2 we have adopted the LbQ (Learning by Questions) approach which uses an online platform to support our 1,2,3 lesson model.
All teachers follow a Long-Term Plan for their year group. This is organised in an interleaved structure, with pupils dipping in and out of topic areas throughout the year until all content is taught by the end of the Summer Term. This organisation promotes pupils with making connections between topics and supports knowledge retention as topics are continuously revisited.We follow a CPA model in school with all new concepts being introduced with the support of concrete materials, gradually reduced to pictorial representations and finally abstract understanding.
|Addition and Subtraction Mat Year 1.pdf||Download|
|Addition and Subtraction Mat Year 2.pdf||Download|
|Addition and Subtraction Mat Year 3.pdf||Download|
|Addition and Subtraction Mat Year 4.pdf||Download|
|Addition and Subtraction Mat Year 5.pdf||Download|
|Addition and Subtraction Mat Year 6.pdf||Download|
|Multiplication and Division Mat Year 1.pdf||Download|
|Multiplication and Division Mat Year 2.pdf||Download|
|Multiplication and Division Mat Year 3.pdf||Download|
|Multiplication and Division Mat Year 4.pdf||Download|