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Maths

‘A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.'

(National Curriculum - POS)

 

At Cranham, we believe that the maths our children learn should be real and purposeful to them and their lives. We will ensure that our children have access to a high-quality maths curriculum that is both challenging and enjoyable, and enables them to become confident mathematicians who are not afraid to take risks.

 

Our lesson structure

 

       

          Let's warm up                        Teach it                                 Do it                                Twist it                              Deepen it

 

We have adopted a mastery approach to maths teaching. Sequences of lessons are planned using the White Rose schemes of learning, though this is not rigidly applied. Teachers use their professional judgement of sequence length depending on the class and their understanding. It is perfectly acceptable to ‘linger longer’ when required. Whenever possible, we also try to link maths in to other curriculum areas.

 

Part of our approach is the use of CPA (concrete, pictorial, abstract). New concepts are introduced with concrete materials and manipulatives, so all children can see ‘the maths’. This includes Base 10, place value counters and much more. This is then built on by using pictorial representations (such as bar models) which the children can use to reason and solve problems. When they are ready, the children then move to the abstract, recording their maths using symbols with confidence, though concrete materials are always available to them. This helps our children build a deeper understanding of why the maths works and supports their retention.

 

As each lesson develops, teachers and teaching assistants continually assess the learning, in order to challenge those who may grasp it quicker (through our Deepen It activities which are more open-ended and require links with other areas of the curriculum) and support those who find it more difficult to grasp. These children often have same-day intervention when the lesson is still fresh in their minds, or will have some pre-teaching before the next session so that they are confident to access the lessons with the whole group. Daily lessons are supplemented by regular fluency sessions that designed to reinforce and provide regular practise in the basic skills.

 

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