Implementation

At Thomas Jones we are following the White Rose scheme of learning which has been recommended by the Department for Education as, ‘fully delivering a mastery approach’[1]. The White Rose mastery approach is simple and allows children to use concrete, pictorial and abstract representations to help build their understanding of mathematical concepts. We encourage our children to use a variety of concrete objects such as base 10, place value counters and ten frames to build a foundation of understanding in mathematics in all years, before deepening and consolidating through the use of written calculations and problems.

Children begin every year by consolidating concepts from the previous year, starting with a focus on ‘Place Value’ and ‘Number’. A large emphasis is placed on numeracy to ensure that children can add, subtract, multiply and divide using mental and written methods. From Year 1, children begin to count in groups of 2s, 5s and 10s. From Year 2, children begin to learn vital multiplication and division facts, developing this understanding. From here, the children’s mathematical thinking and reasoning skills are extended through problem-solving and context-driven teaching.

Consistent progression in mathematics is essential, and our ‘Progression of Skills and Understanding’ document clearly outlines how children will develop year-on-year. Here is an example for addition and subtraction and how the skill progresses through the school:

Skill Area

Key Stage 1

Lower Key Stage 2

Upper Key Stage 2

Addition and Subtraction

Year 1

·       Add and subtract one-digit and two-digit numbers to 20, including zero

·       Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems

Year 3

·       Add and subtract numbers mentally, including:

·       A three-digit number and ones

·       A three-digit number and tens

·       A three-digit number and hundreds

·       Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction

·       Solve problems, including missing number problems, using number facts, place value and more complex addition and subtraction

 

Year 5

·       Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)

·       Add and subtract numbers mentally with increasingly large numbers

·       Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why

·       Solve problems involving the four main operations (sometimes combined) including understanding the equals sign

Year 2

·       Add and subtract numbers using concrete objects, pictorial representations, and mentally, including:

·       a two-digit number and ones

·       a two-digit number and tens

·       two two-digit numbers

·       adding three one-digit numbers

·       Solve problems with addition and subtraction:

·       Using concrete objects and pictorial representations, including those involving numbers, quantities and measures

·       Applying their increasing knowledge of mental and written methods

Year 4

·       Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate

·       Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why

 

Year 6

·       Consolidation throughout the year

·       Perform mental calculations, including with mixed operations and large numbers

·       Use their knowledge of the order of operations to carry out calculations involving the four operations

·       Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why

Early Years Foundation Stage (EYFS)

Children will work towards the Department for Education’s non-statutory Early Learning Goals through short mathematics sessions to ensure children are best-set for the demands of the National Curriculum. These are separated into ‘Number’ and ‘Numerical Patterns. The Early Learning Goals are outlined in our ‘Progression of Skills and Understanding’ document. Mathematics learning in the EYFS forms the foundation for children’s future mathematical learning in KS1 and beyond.  

Although there are short daily mathematics sessions led by the teacher and follow up adult led activities, often mathematics is taught discretely through play and child-led activities. Learning opportunities for mathematics are planned for both inside and outside the classroom, and these link where possible to the weekly learning intentions as well as the children’s interests. These could include counting how many scoops of water are needed to fill different size containers, writing numerals in large scale using chalk or solving problems through play such as which container fits the most farm animals to transport them around the farm.

Teaching staff in the EYFS have a strong understanding of effective strategies for the teaching of early mathematics. The mathematics curriculum is designed to help children embed their learning in order to integrate new knowledge and larger concepts. Teaching staff are trained and further supported in checking children’s learning and understanding, through questioning and formative assessment methods. Through this engagement with children, all staff are then able to provide suitable scaffolding or extension to support children in consolidating their learning of key mathematical concepts or challenging them further so that they reach their individual potential. At this stage recording mathematical thinking is encouraged whether this is pictorial, with numbers or more formal written methods. At all times mathematical language and new vocabulary is prioritised.

Key Stage One

Fluency is a vital component of Key Stage One mathematics. Children work with number and the main four operations to ensure that they become confident with number facts and calculations. Teaching uses a range of concrete, pictorial and abstract approaches to build children’s understanding to a point where they can use mathematics skills to independently approach a range of context-driven problems.

 

Year One

Year Two

Autumn term

  • Place Value (within 10)
  • Addition & Subtraction (within 10)
  • Shape
  • Place Value
  • Addition & Subtraction
  • Shape

Spring term

  • Place Value (within 20)
  • Addition & Subtraction (within 20)
  • Place Value (within 50)
  • Length & Height
  • Mass & Volume
  • Money
  • Multiplication & Division
  • Length & Height
  • Mass, Capacity, Temperature

Summer term

  • Multiplication and Division
  • Fractions
  • Position and Direction
  • Place Value (within 100)
  • Money
  • Time
  • Fractions
  • Time
  • Statistics
  • Position and Direction

 

Lower Key Stage Two (Years Three and Four)

Fluency is still at the heart of mathematics teaching in Lower Key Stage Two, ensuring children can quickly recall facts and work out problems involving number and the four main operations. Children will develop efficient written and mental methods and be able to calculate accurately with large whole numbers.

 

Year Three

Year Four

Autumn

  • Place Value
  • Addition & Subtraction
  • Multiplication & Division
  • Place Value
  • Addition & Subtraction
  • Area
  • Multiplication & Division

Spring

  • Multiplication & Division
  • Length & Perimeter
  • Fractions
  • Mass & Capacity
  • Multiplication & Division
  • Length & Perimeter
  • Fractions
  • Decimals

Summer

  • Fractions
  • Money
  • Time
  • Shape
  • Statistics
  • Decimals
  • Money
  • Time
  • Shape
  • Statistics
  • Position and Direction

 

Upper Key Stage Two (Years Five and Six)

This is a period of consolidation and extension of concepts children will have mastered in previous years. Children will develop an understanding of connection between numbers and concepts not only with multiplication, division and whole numbers but also with decimals, fractions, ratio and percentage. Emphasis is placed through reasoning on multi-step words problems and strategies to break these down and work them out.

 

Year Five

Year Six

Autumn

  • Place Value
  • Addition & Subtraction
  • Multiplication and Division
  • Fractions
  • Place Value
  • Addition, Subtraction, Multiplication & Division
  • Fractions
  • Converting units

Spring

  • Multiplication and Division
  • Fractions
  • Decimals and Percentages
  • Perimeter & Area
  • Statistics
  • Ratio
  • Algebra
  • Decimals
  • Fractions, decimals & percentages
  • Area, perimeter & volume
  • Statistics

Summer

  • Shape
  • Position and Direction
  • Decimals
  • Negative numbers
  • Converting units
  • Volume
  • Shape
  • Position & direction
  • Consolidation

[1] https://whiterosemaths.com/resources/

SEND

At Thomas Jones, we maintain inclusive learning environments. Each class has a mathematics display with key vocabulary and models of mathematical concepts for visual learners. We practise the concrete – pictorial – abstract approach to teaching mathematics and this multi-sensory method is well suited to children with SEND. Each classroom has concrete resources such as Base 10, Numicon and bead strings and pupils are encouraged to use these to enhance their understanding. Some activities and tasks are adapted to enable access and ensure the correct level of challenge.  At other times, pupils with SEND might work on a parallel activity towards a specific personalised outcome with adult support.