Subject Leader - Mrs Hannick
Each class has a daily math’s lesson. This may consist of a counting session,mental and oral starter, the main teaching part of the lesson and a plenary at the end, which is a short review of learning. Teachers and Teaching Assistants support children during these sessions and this help and guidance is spread across different groups according to needs and abilities. Maths is also used to support other areas of the curriculum, such as Science and Design Technology.
The objective taught in the early years come from the Programmes of Study as prescribed by the Early Years Foundation Stage documentation. Years 1 – 6 follow new Math’s curriculum as laid out by the government in 2014.
In Reception, Year1 and 2, they follow a programme of learning called Mathematics Mastery. This was developed by Ark Schools and is based on the achievements of the principles of mathematics used in Singapore. These principles have been tailored for U.K. schools.
The school had developed its own Calculation Policy. If you would like guidance on the school’s calculation methods, please click here to see our Calculation Policies to how each calculation method should be taught for each stage from Nursery to Year 6. Stage 1 roughly equates to Year 1, Stage 2 to Year 2 etc. Year 1 and 2 also follow the calculation guidance as set out by Mathematics Master.
It is important that children follow the methods taught in school in order to ensure continuity and progression and to prevent them becoming confused. Please follow the hyperlink, speak to the Math’s Subject Leader or discuss the methods used with your class teacher if you would like clarification
This year, Orchard Primary school introduced a new system into years 3, 4 and 5 called ‘Assertive Mentoring’ to support children attainment and achievement in Mathematics.
What is Assertive Mentoring (AM)?
It is a way of assessing the progress of each child in Maths and setting targets for improvement.
The Aims of Assertive Mentoring are:
– to raise standards for all in mathematics.
– to motivate and involve children in their learning of this subject area.
– to inform and involve parents, so they can help in their child’s learning and understand the progress their child is making in maths.
The Advantages of the System:
Assertive Mentoring identifies what the children can already do in Maths and then, focuses on what they need to do to progress.
It is easy for children, parents and teachers to use and understand.
It helps you, as a parent, know what you can do to help your child progress in maths at school.
How Assertive Mentoring works:
Assertive Mentoring is broken down into Stages.
The children in years 3, 4 and 5 have taken an initial assessment to identify what Stage they will be working on.
Children working at the same Stage will be taught together in an Assertive Mentoring lesson with their Assertive Mentoring teacher each Friday morning.
The Stage Teachers are:
Stage 2 – Miss Hall and Mrs Say
Stage 3 – Mrs Marriott
Stage 4 – Mr Taylor
Stage 5 – Mr Cowley
Stage 6 – Mrs Rowntree
Prior to the lesson, the children in each Stage will be given a Weekly Skills Check. This identifies what the children can do and what they need to do to move to the next Stage. The Assertive Mentoring teacher identifies a common error or misconception and plans a focused lesson to address this. This lesson is taught on a Friday morning.
At the beginning of the following week, the children take another Weekly Skills Check and it is hoped that the previous week’s error or misconception has been addressed.
Each half term, the children take an assessment to see how they are progressing within their Stage, and if they are ready to move on to the next Stage. The results of the tests are analysed and from this we were able to identify some areas that the children appear to have had difficulty in understanding. This data is used to draw up mathematical targets for the children. A copy of the children’s targets is then sent home to parents so that parents know what their child is learning and how to support them in making progress towards achieving their targets.
Children are made aware of their Weekly Skills Check and their Half Termly test scores so that they can see for themselves how they are progressing within their Stage and can take more ownership of their own learning.
Please use the buttons on the right to discover the assessment criteria for each stage, an example of the weekly skills sheet, a half termly assessment and the prompt sheets, which give you help in supporting your child at home.
Mental Calculation Strategies
Mental calculation strategies are vital as they underpin written methods. As a consequence, we place a high value on children developing their mental skills.
These strategies include number bonds to 10, 20, 100 and decimals to 1, multiplication and division facts, doubling and halving, square numbers, factors and bonds of 10 that equal 100 etc.
In Key Stage One, children learn their number bonds from 2 to 20 progressively. For each number bond, they need to know:
The addition facts, out of order
The subtraction facts, out of order
A combination of the two.
From Year 2, children begin to learn their times tables and the related division facts from 2 to 10.
Year 2 – 10 , 2 and 5.
Year 3 – 3, 4 , 6 and 8.
Year 4 – 9, 11 and 12.
In Year 5 and Year 6, children use and apply their tables in order to multiply and divide larger numbers.
The tables should be learnt progressively:-
Out of order – multiplication facts
Out of order division fact
A combination of the two.
Children are continually assessed during the lessons to ascertain learning and any misconceptions that they may have incurred. These assessments inform teachers’ planning and support.
Formal assessments are made at the end of each half term against the Programmes of Study outlined in the EYFS Policy and the National Curriculum 2014. These assessments could be in the form of a test or teacher led activities.
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