At Elworth Hall, we use White Rose Mathematics Schemes of Learning to support the teaching and learning of Mathematics across the school. Teachers use the yearly overviews to structure the different concepts and the small steps to sequence and inform daily planning and interventions.
We have an agreed lesson structure across KS1 and KS2. This involves daily opportunities to practise Fluency, Reasoning and Problem Solving. Every new block of learning begins with an Low Threshold, High Ceiling task, this allows teachers to access current understanding and identify any gaps in previous learning that can then be addressed. Teachers then plan for any misconceptions and regular opportunities to apply knowledge to a range of situations. All maths lessons also include counting that is relevant to each year group and 10 minutes of mental arithmetic skills practise.
At the start of every maths lesson, children complete 10 questions to be come 'Arithmetic Ninjas!' This supports their knowledge of key facts and skills learnt in maths. Children self-assess these questions and teachers address any misconceptions when needed.
The NCETM Ready to Progress documents are used to support formative assessment, to ensure the majority of the children are ready to progress within a unit and/ or onto the next concept. We also use Block tests to support teacher assessment, these are used either at the beginning or end of a new concept or both.
We use NFER Assessment Tests as summative assessment at the end of each term years 1, 3, 4 and 5. These take place for Y3, 4 and 5 in the Autumn Term, Y1, 3, 4 and 5 in the Spring and Summer Term. Year 2 and 6 complete past SATs papers each term.
All children have access to TimesTables Rockstars to support their learning of these facts. Please ask your child's class teacher for the log in.
In KS2, children may also be set additional home learning tasks by their teachers. These might include arithmetic practise, revisiting previously taught topics or investigation type tasks. These are carefully thought about by teachers to address the needs of the children in their class and my not be a 'one task for all.'