Nelson Infant School

The National Curriculum for Mathematics is at the heart of our learning intentions but we choose to follow a mastery based curriculum to help pupils develop a deep and secure knowledge and understanding of mathematics at each stage of their learning It facilitates all children being able to know more and remember more by giving them time to learn and explore. The EAT scheme of work will be broadly based on the White Rose Maths Schemes. Its success is based on careful planning from these resources to ensure that it is personalised for the needs of our children.

The DfE non-statutory guidance will be used to supplement and support the planning. The NCETM PowerPoints linked to each of the ready to progress criteria can support teachers CPD as well as lesson planning and blended learning.. The NCETM (National Centre for the Excellence of Teaching Mathematics) is also a resource to be used to support the teaching and learning. The mastery assessment booklets and the primary mastery development guidance support the teachers in their subject knowledge and ideas for content in the lessons, over and above the White Rose where personalisation is needed.

NRICH continues to be a website to use for developing problem solving and reasoning. The curriculum mapping document gives ideas of activities linked to the learning objectives from the National Curriculum. The three aims of the National Curriculum (fluency, reasoning and problem solving) underpin the teaching and learning of maths

Conceptual Understanding is key to the children understanding the maths and helping them to develop deep and secure knowledge. It is important that all children have the opportunity to use manipulatives to develop their conceptual understanding and to develop pictorial and procedural understanding. They need to visualise the maths, not revert to ‘tricks’.

Developing conceptual understanding and mastery works by giving all children opportunities to ‘build it, draw it, say, write it’.    The CPA model is key to all good maths teaching in our trust.

All schools will implement the White Rose calculation policy and not rush through the stages until children are ready.

Active learning, opposed to passive learning, is important to support the children remembering what they are doing.

"Tell me and I forget, teach me and I may remember, involve me and I learn." Benjamin Franklin

Planning – each school decides their own short term planning format, based on the needs of the staff – it is expected that there is something that will be annotated to show ongoing daily AfL.

Learning Sequences - one lesson or a series of lessons.

• Assess/Review – What do the children already know? How do you know? What can you do to check? Prior Learning

• Teach – teaching of the content and skills needed for success. Ensure there is modelling, checking, questioning, good vocabulary leading to good reasoning, copying

• Practice – children need to practise/learn the particular content through practice without unnecessary or extra constraints

• Apply – application of the knowledge learned in different contexts – these will show appropriate challenge for all.

• Assess/Review – check what the children know now and what needs to be picked up through maths meetings or interventions. Allow time to teach any identified gaps.

Maths Meetings

3 x per week - 15-20 minutes additional to the maths lesson.

Whole class, building on fluency.

These to be planned to include recall of key skills dependent on year group and including weaknesses identified from QLA.