• • Long term: National Curriculum, EYFS Framework and Development Matters.
  • Medium term: WR Yearly overview and small steps, up-dated annually in response to misconceptions, data and in house monitoring of teaching & learning.

  WISK (What I Should Know) – At the start and end of units, all pupils will complete a WISK. At the start of the unit the WISK will test pupils’ prior knowledge in the unit and the end of unit will consolidate their learning from the current year group’s objectives. The purpose of these is to highlight any deeper understanding or misconceptions the pupils have in their learning.

  • Short Term: Short term planning is supported by a range of Mastery Maths materials, selected appropriately in response to the classes’ needs, WISK and learning behaviours.
  • A typical Maths lesson will provide the opportunity for all pupils, regardless of their ability, to:
  1. Activate/revisit prior knowledge during the Mastering Number/Fluent in 5 (KS2)/Fact Friday
  2. See a skill/concept taught through Teacher modelling guided fluency, reasoning and problem-solving questions
  3. Practice skills/concepts using whiteboards
  4. Complete independent practice through a range of varied fluency, reasoning and problem-solving questions
  5. Challenge their understanding by completing Boost it Box activities
  6. Reflect on their learning and progress made during the lesson against the objective
  • Arithmetic Fridays – Friday’s Maths lessons consist of arithmetic tasks in every year group. Fortnightly, the pupils are given an arithmetic check to identify misconceptions/gaps in knowledge to be addressed in the following arithmetic lesson/fluent in 5.
  • There are multiple representations for all – using a CPA approach (concrete, pictorial, abstract). Pupils who struggle to grasp concepts will continue using manipulatives to support their learning before transferring their learning to more abstract understanding.
  • Objects, pictures, words, numbers and symbols are everywhere.
  • Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.
  • Work is marked during the lesson (live marking).
  • Pupils who grasp concepts rapidly are challenged through reasoning, problem-solving questions and Boost it Box activities.
  • Those pupils who are not sufficiently fluent with earlier material are provided with opportunities to consolidate their understanding, through pre-teach sessions and Same Day Interventions.
  • For pupils who are significantly below ARE, the use of several interventions this year include: NumBots, TT Rockstars, Learning By Questions (Y6) and same day interventions.
  • NumBots is used by KS1 pupils to ensure rapid recall of their number bonds and Times Tables Rockstars is used by all pupils to ensure rapid recall of all multiplication facts and corresponding division facts.

EYFS

Maths in the Foundation Stage aims to develop basic skills which will be built upon in later years, objectives are taken from Development Matters and exemplary guidance that the LA have produced, and mastery/reasoning is taken from Year 1 Maths Hub documents. Areas of provision within the classroom support Maths, ensuring pupils can access throughout the day to practise and develop skills being taught. In addition, consistent, daily maths lessons take the form of direct teaching, which is followed up by enhanced activities placed in areas of provision in the classroom which may be accessed independently or supported by an adult.

Mastering Number

On top of their Maths lessons, pupils (EYFS – Y5) receive 15 minutes of the NCETM Mastering Number program. This is designed to build pupils’ understanding of subitising, composition of numbers, number facts and arithmetic. Pupils will all use a rekenrek (KS1) to develop their conceptual understanding of number composition through to fluency in number facts.

Fluent in 5 (KS2)

At the start of lessons (Monday – Thursday), students are set questions, which consist of prior knowledge for arithmetic, calculations or previously taught units which the students revisit, revise and consolidate for 5 minutes. These questions are planned and set by Class teachers and are responsive to the needs of the class.

Fact Friday

Each Friday, students will revisit discrete mathematical knowledge relevant to topics previously taught in their year group. This provides an opportunity for students to maintain their mental recall of mathematical knowledge to support when problem solving, reasoning and applying contexts to real life situation.

Whole Class Arithmetic

To promote our pupils developing automaticity with their arithmetic, each Friday the Maths lesson will be an arithmetic lesson. During this time; teachers will plan for and teach any misconceptions/areas of weakness for the class. Pupils may respond to questions verbally, on whiteboards or in written forms, however there is no expectation for arithmetic to be in books. Fortnightly, all year groups from 1 through to 6 will do an arithmetic check using the Rising Stars arithmetic assessments. They will mark their work through self-assessment and scores will be uploaded to insights for tracking. Teacher’s will teach any misconceptions of methods during the marking process and give the opportunity for pupils to practise using the methods.

WISK – What I Should Know

At the start and end of every unit, pupils will be given a WISK (What I Should Know). At the start of a unit, Teachers will give pupils the previous year group’s unit questions to check for any deeper understanding or misconceptions/gaps in prior learning, which will then be addressed before the unit begins. At the end of the unit, a WISK for their year group is given to ensure pupils have understood the learning and to consolidate any misconceptions/gaps in learning.

Learning is guided  

The teacher models as a scaffolding technique; teachers must consider pupil’s position in the learning process. Modelling allows pupils to see how an answer can be formulated and provides the opportunity for the CPA approach (concrete, pictorial and abstract) to be demonstrated and embedded into the teaching of the skill. The correlation between thought process and articulation of ideas on paper is a powerful tool. It also allows teachers to question pupils and get their input. Pre-planned misconceptions may be addressed and the use of success criteria may be used as an additional scaffold. The pupils then complete guided questions in pairs, groups or as a class using whiteboards. The questions give link to each other and guide the pupil’s thinking. For these questions, concrete materials may be available. The questions may become more abstract but still guide the pupils to the most efficient method of working.

Varied Fluency

After a concept has been introduced and Assessment for Learning has taken place, some pupils will have the opportunity to practice it by answering a range of fluency questions that link to the guided learning (while some pupils, who have shown good understanding, will move onto reasoning and problem-solving questions). Teachers will support those pupils who have shown little understanding of a concept from a WISK or during the guided learning. The independent practice questions should not be any more cognitive demanding than the guided questions modelled by the teacher to ensure that the pupils are familiar with the question types, giving them the best opportunity to progress during the lesson.

Reasoning and Problem-Solving

All pupils complete reasoning and problem-solving questions daily, either independently or in adult-led groups. Unfamiliar questions are presented to the pupils during guided learning, who have time to discuss the problem and how they would solve it to find the correct answer. The teacher then models the process of finding out the correct answer whilst reasoning out loud. Pupils are supported with vocabulary and stem sentences to help articulate their responses.

Reflect

All pupils are given the opportunity to reflect on their learning at the end of each lesson. Teachers can evaluate pupils’ confidence and it provides an opportunity for pupils to share their personal achievements. The feedback can be given verbal, on Likert scales, using pictorial responses e.g. faces and allows the teacher to identify pupils who may need additional support towards that learning objective through the use of a same day intervention.

Same Day Intervention (SDI)

Those who require additional support will work with an adult and will have an intervention to address their misconceptions. We understand there are times when there needs to be flexibility within the lesson to meet the needs of groups or individual pupils, for example, mini plenaries throughout the lesson, additional mental and oral sessions, extended main activities, etc.

Inclusion

Subject leaders will work alongside SENCO and teachers to ensure that pupils with special educational needs, EHCPs and school focused plans will access the appropriate curriculum and reasonable adjustments will be planned and implemented by class teachers.

Where applicable, a pupil’s SEND paperwork will incorporate suitable objectives from the National Curriculum.

Intervention Groups will take place in order to give further support to pupils working below national expectations.

Greater Depth Pupils

Within lessons, teachers provide activities to challenge pupils who show good understanding of a concept, this is evident through Boost it Boxes. Pupils can extend their mathematical understanding and reflect on their learning.

Our lesson structure in Maths is designed for the mastery approach exploring a concept with fluency before providing opportunities to problem solve and challenge using the concept taught.

Year 6 pupils are highlighted for separate SATS boosting sessions for greater depth beginning from Spring term.

Learning By Questions is used in Year 6, however is also a tool for stretch and challenge those pupils showing potential of reaching GD.

Pupils in KS2 are selected for the Primary Maths Challenge to provide the opportunity to apply their mathematical understanding and demonstrate how they approach problems in a logical manner.

Equalities

All pupils at Thurgoland have an equal entitlement to access the curriculum and make progress in order to be their best self.