Maths at Bonsall CE (VA) Primary School
We use White Rose Maths for a base for our Maths curriculum. Learning focuses initially on developing fluency, through the concrete, pictorial and abstract approach (CPA), progressing into problem solving and reasoning activities to ensure a depth of understanding within all areas of Maths. Teaching blocks have been carefully sequenced, ensuring pupils are provided with the opportunity to build place value and calculation/number skills (e.g. place value, addition and subtraction) initially, before broadening learning into topic areas such as measures and geometry where number skills are revisited and applied to different areas of Maths. The sequence and timing of teaching blocks has been carefully considered and a tailored yearly plan created for Maths delivery in all classes.
All lessons begin with an introduction to recap learning or consolidate key skills. In KS2 lessons, Flashback 4 is used, teachers discuss the questions with children, model Maths thinking and scaffold answers. In EYFS/KS1 children begin lessons with counting songs or activities to develop recall of number bonds. Flashback 4 is used once a week with Key Stage 1 pupils.
Within the main input for the lesson, children complete learning activities to build understanding of small step objectives for their year group from White Rose Maths. Teachers explore concepts with the children, drawing on key questions, vocabulary and misconception information from White Rose Scheme of Learning alongside their own knowledge of the class to inform their delivery. This includes modelling of the independent activity, through completion of example questions or modelling of practical work.
Pupils then complete learning activities to build their knowledge, they work independently or in a small group supported by an adult. The approach to tasks is adapted to suit the age of pupils. For example, younger pupils in EYFS/KS1 complete practical tasks and real-life Maths activities, whilst older pupils have a heavier focus on formal written methods. In line with the White Rose approach, a range of strategies including concrete, pictorial and abstract strategies are used to explore concepts across the school, allowing all pupils to work on the same small step irrespective of need.
Supportive displays linking to key knowledge and working walls are within classrooms, and link to key skills and the topic areas being studied, to further support learning.
Pupils receive feedback in a range of ways during or as soon as possible following the lesson. We use a mixture of verbal and short written feedback as detailed within our marking policy.
Useful links:
White Rose Maths – https://whiteroseeducation.com/
Times tables Rockstars – https://ttrockstars.com/