Implementation

Maths is taught daily in all year groups by class teachers. Lessons consist of 5 x 1 hour sessions throughout the week. Teachers use a model of “I do / We do/ You do” to model learning to pupils with guidance fading to increase the independence of pupils over time. Time is given for pupils to engage in independent practice to embed and reinforce learning until it is fluent and secure. We support pupils’ cognitive load through the use of silent signals; teaching in a consistent lesson structure; using sentence stems and key vocabulary explicitly; and learning core knowledge.

Additional learning time outside of the main, daily Maths lesson is dedicated to acquiring and using core knowledge with rehearsal for automaticity. Our ‘Flashbacks’ give regular opportunities to revisit concepts, reducing both the need for relearning and providing time for rehearsal and consolidation. ‘Flashbacks’ also provide opportunities for children to develop efficient and accurate methods for the four operations.

To enable all our children to succeed, our ‘I Do, We do, You do’ approach provides explicit instruction and systematic rehearsal to support children and develop positive attitudes to learning.  Teachers provide manipulatives to support children’s learning by revealing useful information about the concept being taught. Through this support and scaffold, all children experience success.

Targeted feedback and assessment for learning is used to expose students’ thinking and to inform the direction of learning for individual pupils within lessons. Pre-assessment tasks reveal gaps in required prior learning, enabling teachers to provide targeted support to pupils that need it. Post-assessment tasks, aligned to the curriculum, show areas where children need additional instruction. In lessons, teachers use live-marking to gain information about how successfully the new learning is being worked on, at a whole class, group and individual level. This information is used to inform teachers what knowledge they need to repeat, what to elaborate and when to move on. Through these approaches, both children and adults are able to recognise the progress being made.

Our school has a range of concrete resources to support the teaching and learning of Maths across the school. When teaching a new Maths concept, teachers carefully select the manipulatives and representations (as per our calculation policy). Teachers model how to use these concrete resources to explore and expose concepts as well to address any misconceptions. The manipulatives provide support and also extend learning for all children by providing proof of an answer within mathematical explanations.

Each classroom has a Mathematics working wall that includes a mixture of generic, age-appropriate display material which is relevant all year round, and display material which reflects current Maths teaching and learning, such as specific mathematical vocabulary; modelled layout of learning; and concrete, pictorial and abstract approaches on the Working Wall.

Regular summative assessments take place through end of unit assessments (low-stakes testing), and PUMA tests at used at the end of each assessment cycle (three times per year). Information from this testing is used to inform what needs to be addressed in future learning.

At Kippax North, children are encouraged to access TT Rockstars and the Study Ladder digital resources at home, as well as in school. Both provide interactive and fun activities to support recall of key facts, and to give further opportunities to practise current and prior learning.

For more information on our Mathematics curriculum, please speak to Mrs Fenna.