Shepherd Primary School aims for all pupils to engage in varied and frequent practice in the fundamentals of mathematics to enable them to develop their conceptual understanding. They will be able to solve problems of increasing complexity and reason using mathematical language.
Good learning takes place when pupils are given opportunities to solve problems by developing their understanding and making links between different areas of mathematics and applying skills.
Good teaching enables good learning to take place. It involves creating an appropriate, supportive environment where pupils can respond to high levels of expectation and challenge and develop their independence.
A well structured curriculum is mapped out to ensure full coverage, but flexible enough to meet the needs of the class. ESSENTIALmaths is written to support the curriculum for primary teachers. The sequences are written as a spiral curriculum in which learning is built upon step by step, sequence by sequence and year on year. It is aspirational and ensures progression and coverage through the primary phase. Long term plans provide an overview of the learning for each term. Sequences of learning include identification of NC statements covered and key concepts. Stepped learning opportunities demonstrate the order of learning.
The materials are written assuming that pupils will have secured the learning from previous year groups. It will be necessary for teachers to judge prior learning before beginning the sequence. This should include how well pupils are coping with the language, variety of representation and recording requirements.
Planning recognises the professional in the room. Teachers are still required to make decisions and prepare for lessons. Examples are provided but teachers will need to supplement these themselves and they will also need to decide how quickly to move through the sequences (long term plans provide guidance timings only). There is no preferred lesson structure.
Sequences promote whole class teaching rather than streaming or ability groups – differentiation is implicit throughout. It includes access, modelled examples of resource and pictorial use, intelligent practice, scaffolded practice examples, small step progression and highlighted opportunities for pupils to explore concepts at greater depth.
Maths across the School
A themed week based around the importance of financial education. Across this week the whole school (Nursery to Year 6) takes part in a wide range of activities based around financial education and enterprise. Cross curricular links will be made with English (e.g persuasive writing, speaking and listening), Maths (cost analysis, pocket money and saving, change giving etc) and PSHE as well as the other foundation subjects.
Planning will be completed on Enterprise Week planning grids (N-Y6) which will indicate key learning outcomes for each year group from the Financial Education Planning Framework for 3-11 year olds.
Each class will need to create scrapbook to record the week. This book should be filled with daily entries; best work produced by the children, annotated photographs, post it note ideas etc.
Times Table Rockstars
We love maths. It’s an awesome subject to learn and to teach.
Maths is a big subject and we appreciate there’s more to it than times tables and there’s more to times tables than learning them off by heart. However, a lot of the rich, interesting maths is all about the multiplicative relationships and these are hard to fully grasp without fluent recall of the tables. For that reason, learning the tables is fundamental – they are a key facilitator to the maths that sits on top. We’ve always believed that.
Times Table Rock Stars, allows the children to practice and learn their tables in a fun and memorable way. Children throughout the school are given a Times Table card which they carry with them throughout the school. Each time a child reaches a particular landmark, they will receive a certificate and sticker to put onto their card. The aim is for each child to complete their times table cards by the end of year 4.
Fluency sessions are short, regular sessions, in addition to the maths lesson where possible, and are usually whole class.
Build up to 3-5 areas of maths, rehearsed in a 10-15 minute session, 3-5 times per week. Sessions are used to secure and embed the learning.