Mathematics at Aldbrough Primary School
At Aldbrough Primary School we are all budding mathematicians and we use the mastery approach to expose our children to maths. The school uses materials published by Maths No Problem and we know that your children will be pleased to explain the process of a maths lesson at school. Below, you can find some information about the method and if you have any more questions Miss Harrison will be glad to help.
Teaching maths for mastery
The whole class works through the programme of study at the same pace with ample time on each topic before moving on. Ideas are revisited at higher levels as the curriculum spirals through the years.
Differentiated activities
Tasks and activities are designed to be easy for pupils to enter while still containing challenging components. For advanced learners, the textbooks also contain non-routine questions for pupils to develop their higher-order thinking skills.
Problem solving
Lessons and activities are designed to be taught using problem-solving approaches to encourage pupils’ higher-level thinking. The focus is on working with pupils’ core competencies, building on what they know to develop their relational understanding, based on Richard Skemp’s work.
Concrete, Pictorial, Abstract (CPA) approach
Based on Jerome Bruner’s work, pupils learn new concepts initially using concrete examples, such as counters, then progress to drawing pictorial representations before finally using more abstract symbols, such as the equals sign.
Variation
The questions and examples are carefully varied by expert authors to encourage pupils to think about the maths. Rather than provide mechanical repetition, the examples are designed to deepen pupils’ understanding and reveal misconceptions.
National Curriculum expectations:
Years 1 & 2
The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].
At this stage, pupils are encouraged to develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching also involves using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage aids fluency. Our Big Maths programme addresses these skills on a daily basis.
Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.
Years 3 & 4
The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This ensures that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. Our daily Big Maths programme addresses these areas of mathematics.
At this stage, pupils are encouraged to develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching ensures that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should also ensure that they can use measuring instruments with accuracy and make connections between measure and number.
By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.
Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.
Years 5 & 6
The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. These aspects of mathematics are addressed during daily Big Maths sessions which are taught in addition to the daily maths lesson.
At this stage, pupils are encouraged to develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching ensures that pupils are able to classify shapes with increasingly complex geometric properties and they learn the vocabulary they need to describe them.
By the end of year 6, pupils should be fluent in written methods for all four operations, including long and short multiplication and division, and in working with fractions, decimals and percentages.
Pupils should read, spell and pronounce mathematical vocabulary correctly.
Times Tables Rock Stars
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Calculation-Policy | [pdf 6MB] |
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Scheme of Work Year 1 | [pdf 429KB] |
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Scheme of Work Year 2 | [pdf 428KB] |
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Scheme of Work Year 3 | [pdf 449KB] |
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Scheme of Work Year 4 | [pdf 425KB] |
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Scheme of Work Year 5 | [pdf 432KB] |
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Scheme of Work Year 6 | [pdf 445KB] |
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Maths skills progression | [pdf 714KB] |
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Maths Long Term Plan | [pdf 145KB] |
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