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Pudsey Primrose Hill Primary School

Maths

Intent for Maths at Primrose Hill

 

The intent of the maths curriculum at Primrose Hill is to ensure that we develop efficient and effective mathematicians who are able to use and apply what they know across the curriculum and in the real world. We expose our children to a wide range of mathematical concepts, allowing them the time to develop a deep understanding of what they are taught; coupled with an exposure to a wealth of efficient strategies for using and applying key recall facts to support them with their learning.

We are supported in this through our use of the White Rose Maths (WRM) scheme of work. This is used  as the core spine of our curriculum and teachers plan their lessons and learning sequences using it as a guide,  supplementing it with additional high quality resources and planning.

In early years the statutory framework for early years, a maths mastery approach and NCETM (National Centre for Excellence in the Teaching of Maths) progression summaries inform planning, teaching and provision.

 

The WRM scheme can be accessed here. By navigating to a specific year group and term you will be able to see clearly what elements of the mathematics curriculum are being taught at any time. 

 Elements of effective teaching and learning in mathematics at Primrose Hill Primary School

 

Focused:

It should be explicit within the teaching of mathematics where each topic and concept fits within the learning progression; the reasons and real-world  contexts for the learning that is taking place should be explored with learners as a matter of course.

 

Conceptual understanding:

Learning tasks and instruction should be built from the point of view of developing strong concepts. Children should not be taught tricks or to rely heavily on algorithms without first understanding the concepts that underpin them.

 

Reasoning and Problem Solving:

Effective teaching of mathematics engages learners in solving problems collaboratively and independently as well as using spoken and written language to explain the reasoning behind their choices. This is not something to be saved for only the most able. All learners should have regular opportunities to engage in these activities.

 

Representations:

Maths learning should evoke the use of strong representations in concrete, as well as, pictorial forms. These should be used to scaffold learning of all children to support the deepening of their understanding of the taught concepts. These representations should not be reserved for only those who do not attain at a high level but used for all learners to support them in making connections across the maths curriculum.

 

Discussion:

Maths teaching should encourage a high level of discourse. Children should be encouraged to contribute to discussion to build a shared understanding of effective techniques and approaches to the maths they are learning about. 

 

Questioning:

Effective teaching should use questioning to assess and advance students by drawing their eye to misconceptions, concepts and the interconnected relationship between mathematical ideas .

 

Fluency from Understanding:

When at its most effective, maths teaching also draws upon children’s fluency of number facts and foundational concepts to allow children to be flexible and efficient within their maths learning. Teachers should make the links between arithmetic and larger mathematical concepts to support the application of this knowledge. In turn, the skills themselves should be taught and practiced regularly both within and outside of daily maths lessons. 

 

Events and 'Super Learning' days 

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