Maths
At Milldown CE Academy we believe that mathematics is a tool for life and that in life we all need to be able to communicate mathematically. With this in mind, we endeavour to ensure that children develop a healthy and enthusiastic attitude towards maths through a high quality and engaging mathematics curriculum. We use a teaching for mastery approach and spiral curriculum which means that:
– we have high expectations for every child. – each year group covers fewer topics but in greater depth. – number sense and place value come first.
– lessons are more carefully structured to allow children to build on previous learning in small, ordered steps. – mathematical concepts and structures are revealed through use of concrete manipulatives and pictorial representations. – challenge is provided through an increase in depth of questioning, rather than acceleration through new content.
All children in all year groups are now increasingly required to reason, problem solve and discuss methods in lessons. Lessons are carefully structured to allow children to build on and embed previous learning. We achieve this by using the White Rose Maths Hub maths scheme and by following the lesson structure as outlined below:
- Key skills practice (this may be separate to the main lesson)
- Spaced retrieval practice of previously learnt content
- An anchor task (a real-life problem that allows children to collaborate, reason and apply their mathematical thinking)
- Clear explanation and modelling of new learning
- Guided practice
- Independent practice
The ‘fundamental ideas’ video, which can be found by following the link below, explains our approach and why maths mastery is important.
Maths homework, based on the development of fluent recall of number facts is set weekly, matching the progression set out n our key skills progression document. However, in addition, please also look for other ways in which you can help to develop their maths skills and knowledge out of school by:
– looking for and talking about maths around you (for example: time, money, measure).
– asking them to explain how they have found solutions to problems (both mathematical and non-mathematical).
– working with them to complete/play any extra tasks or challenges that they bring home as this will give you an additional insight into the work that they have been doing in class.