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 blocks 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 with a focus on Place Value and Number. A large emphasis is placed on number skills to ensure children can add, subtract, multiply and divide using mental and written methods. Children are encouraged from year one to learn vital multiplication and division facts. Evolving from this, we develop children’s mathematical thinking and reasoning skills 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:
Early Years Foundation Stage (EYFS)
Children will work towards the Department for Education’s non-statutory Early Learning Goals[2] through short mathematics sessions to ensure children are best-set for the demands of the National Curriculum. These are separated into ‘Numbers’ and ‘Shape, Space and Measures’. The Early Learning Goals are outlined in our ‘Progression of Skills and Understanding’ document.
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 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 Addition and Subtraction Shape |
Place Value Addition and Subtraction Money Multiplication and Division |
Spring term |
Addition and Subtraction Place Value Measurement |
Multiplication and Division Statistics Properties of Shape Fractions |
Summer term |
Multiplication and Division Fractions Position and Direction Place Value Money Time |
Measurement Position and Direction Time Problem Solving |
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 and Subtraction Multiplication and Division |
Place Value Addition and Subtraction Measurement Multiplication and Division |
Spring |
Multiplication and Division Money Statistics Measurement Fractions |
Multiplication and Division Measurement Fractions Decimals |
Summer |
Fractions Time Properties of Shape Measurement |
Decimals Money Time Statistics Properties of Shape 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 and Subtraction Statistics Multiplication and Division Measurement |
Place Value Addition and Subtraction Multiplication and Division Fractions Position and Direction |
Spring |
Multiplication and Division Fractions Decimals and Percentages |
Decimals Percentages Algebra Measurements including Conversions and Volume Ratio Statistics |
Summer |
Decimals Properties of Shape Position and Direction Measurements including Conversions and Volume |
Properties of Shape Consolidation and SATs Preparation |
[1] https://whiterosemaths.com/resources/
[2] https://www.foundationyears.org.uk/files/2012/03/Early_Years_Outcomes.pdf