Latest Maths news at Norfolk! - Each class now has three maths goals chosen by the teacher to improve the fluency skills of the children. These are tailored to areas each specific class are working on improving and activities in 'fast maths' sessions are based on these goals.
KS1 - Collect your child's 'Home Maths Kit' from school! It has many pieces of equipment inside to help with our online lessons and home learning. :)
As part of the mastery approach a positive teacher mind-set and strong subject knowledge are key to student success in Mathematics. It is not the case that some pupils can do Mathematics and others cannot. No pupil should be left behind. The focus is keeping up over catching up. By making high expectations clear and emphasising the value of Mathematics education, pupils are encouraged to build confidence and resilience. Abilities are neither fixed nor innate, but can be developed through practice, support, dedication and hard work. Natural talent is just a starting point and does not determine who has more or less potential to achieve. A positive teacher mind-set in Mathematics encourages a love of learning and resilience that enables everyone to achieve. We are committed to ensuring that all pupils are given the opportunity to achieve mastery in the key concepts of Mathematics, appropriate for their age group, in order that they make genuine progress and avoid gaps in their understanding that provide barriers to learning as they move through education. Assessment for Learning, an emphasis on investigation, cross curricular mathematics, problem solving and the development of mathematical thinking and a rigorous approach to the development of teacher subject knowledge are therefore essential components of Norfolk Primary’s approach to this subject.
We offer a programme of pre-teaching and same day intervention to ensure all children remain on track with age-expected mathematics learning.
Our pupils should:
Concrete – Pictorial – Abstract
We believe that all children, when introduced to a new concept, should have the opportunity to build competency by taking this approach.
Concrete – children should have the opportunity to use concrete objects and manipulatives to help them understand what they are doing.
Pictorial – alongside this children should use pictorial representations. These representations can then be used to help reason and solve problems.
Abstract – both concrete and pictorial representations should support children’s understanding of abstract methods.
The White Rose Maths schemes of work:
Recommendations have been made by the Education Endowment Foundation based on research findings in order to improve the quality of teaching of Maths in a guidance report entitled Improving Mathematics in Key Stages Two and Three.
As a school, we have explored this report and have decided that we think its content can also benefit the teaching and learning on Maths in Key Stage One.
The recommendations are as follows: