At Titchfield Primary School, our learning values- STRIVE- are embedded into our maths curriculum and children are given opportunities within each unit of work to demonstrate each one to help them develop into the best mathematician that they can be.
We use the Hampshire Maths team’s Long and medium term plans to structure our broad and balanced maths curriculum. We also use the Hampshire unit plans as a basis for each unit of work within the medium term plans.
Each unit of work will be a learning journey containing a balance of problem solving (routine and non-routine) as well as opportunities for children to practise skills and build fluency in the number facts and skills for their year group.
At Titchfield, we teach maths using the CPA approach for all learners. We also encourage children to use concrete apparatus alongside pictorial representations, informal jottings (such as numberlines, part whole, bar models) and more formal recording to support their skills as they develop. We use the Hampshire Number fact documents to ensure that all children are taught and practise the appropriate number facts for their year group.
We believe that children deepen their understanding by being able to explain their thinking, representing problems, puzzles and calculations in different ways, choosing from a range of strategies and doing more with fewer questions within a session. One problem may last children several lessons of learning. We use variation of tasks to further develop our curriculum in order to give all children a rich and deep maths experience. We also use numberless word problems to support children’s conceptual understanding before introducing numbers into the problems. When teaching problem solving, we teach children to use a range of heuristics in order to understand, represent and then solve the problem in an appropriate way. Strategies (both calculation and problem solving) are modelled by teachers using a metacognitive approach, open questioning and mathematical vocabulary to broaden and deepen children’s understanding. We also encourage children to answer questions in full sentences, where possible with a ‘because’ to explain their thinking and strategies used.
Working walls within the classroom environment reflect the units of work that are currently being taught and may also include vocabulary, number facts and visual aids for children to use to support their understanding and learning. Flexible groupings are used to ensure that the needs of all children are met within a learning journey, along with mini plenaries as needed within lessons to address misconceptions and use them as teaching points. Children self-assess their learning at the end of each session by completing their learning objective sticker. They also correct/edit and improve their learning using purple pen as in the school marking policy.
In KS1, we use Big Maths ‘tests’ that practise and reinforce number skills and number facts once a week alongside daily counting and number fact practice.
In KS2, we use Fluent in 5, an arithmetic programme, on a Monday, Wednesday and Friday to practise and reinforce mental and written strategies and develop fluency.
Times tables Rockstars (TTRocks) is used across KS2 (and introduced to Year 2 when appropriate) to encourage all of our learners to practice and develop fluency with the times tables facts (including deriving division). Children have the opportunity to access TTRocks during learning time as well as at home.
Staff use the NCETM Subject knowledge resources to support their CPD alongside staff meetings.