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Maths

We hope that these information and resources will help to give you an insight into the maths that goes on in school.  There is some general information about the way maths is taught as well as practical ideas and information about ways in which you can support your children at home.

 

Teaching Mathematics at Churchtown

We follow the Primary National Curriculum 2014   https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335158/PRIMARY_national_curriculum_-_Mathematics_220714.pdf

 

To provide adequate time for developing mathematics each class teacher will provide a daily mathematics lesson. This will usually last for about 45 minutes in Key Stage 1 and 60 minutes in Key Stage 2. In EYFS mathematics is taught both explicitly through Teacher/Adult-led activities and through a range of activities and resources available as a part of child initiated activities.  Links will also be made to mathematics within other subjects so pupils can develop and apply their mathematical skills.

 

Maths Scheme

We follow the 'Maths - No Problem!' (MNP) scheme which is based on the 'Mastery' method.  The MNP Primary Series was assessed by the DfE’s expert panel, which judged that it met the core criteria for a high-quality textbook to support teaching for mastery. As a result, the Maths – No Problem! Primary Series are recommended textbooks for schools on the mastery programme.

 

The whole year group works through the programme of study at the same pace with ample time on each topic before moving on. Ideas are revisited at higher levels as the curriculum spirals through the years.

 

Tasks and activities are designed to be easy for pupils to enter while still containing challenging components. For advanced learners, the textbooks also contain non-routine questions for pupils to develop their higher-order thinking skills.

 

Lessons and activities are designed to be taught using problem-solving approaches to encourage pupils’ higher-level thinking. The focus is on working with pupils’ core competencies, building on what they know to develop their relational understanding, based on Richard Skemp’s work.

 

Based on Jerome Bruner’s work, pupils learn new concepts initially using concrete examples, such as counters, then progress to drawing pictorial representations before finally using more abstract symbols, such as the equals sign.

 

The questions and examples are carefully varied by expert authors to encourage pupils to think about the maths. Rather than provide mechanical repetition, the examples are designed to deepen pupils’ understanding and reveal misconceptions.

Maths Policy

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