At Roskear Primary and Nursery school, we believe that all children have the potential to succeed in mathematics. We use a ‘mastery approach’ to the teaching of mathematics and believe that all pupils should have access to the same curriculum content and, rather than being extended with new learning, they should deepen their conceptual understanding by tackling challenging and varied problems. Similarly with calculation strategies, children must not simply rote learn procedures but demonstrate their understanding of these procedures through the use of concrete and pictorial representations. This in- turn meets the three aims of the National Curriculum (Fluency, Problem Solving and Reasoning).
Concrete – Pictorial – Abstract
The principle of the concrete – pictorial - abstract (CPA) approach is that for children to have a true understanding of a mathematical concept, they need to master all three phases. Concrete is the ‘doing’ stage. Pupils will use a variety of concrete objects to explore mathematical concepts and model problems. Pictorial is the ‘seeing’ stage, where visual representations of concrete objects are used to help students visualise problems. Abstract is the ‘symbolic’ stage. After achieving a solid understanding in the previous two stages, abstract concepts (such as mathematical symbols) will be introduced. Reinforcement is achieved by going back and forth between these representations. For example, if a child is working abstractly, they may be asked to prove their answer using concrete or pictorial methods. For the purposes of the pupils we refer to CPA as ‘show it,’ ‘draw it’ and ‘explain it’ (with ‘prove it’ continuing to deepen their understanding.
Daily Maths Lesson
Our daily maths lessons have four elements: In focus, Let’s Learn, Guided Practice and Task. ‘In Focus’ is a ‘hook’ which relates to prior learning and the main learning intention. It can be an image, a conjecture or question which pupils’ discuss together before sharing with the class. ‘Let’s Learn’ is where the teacher unpicks the pupils’ thinking and teaches the main skills required for the lesson (using CPA) the skills required for the lesson. The ’Guided Practice’ is where the children attempt a series of questions which are differentiated to learn and consolidate the teaching part of the lesson. After the children have attempted the Guided Practice, they attempt the ‘Task.’ There are three levels of tasks (one star, two star, three star or terms that indicate three levels of challenge/progression/depth).‘One star challenge’- provides further consolidation of the ‘Let’s learn’ example and initial ‘Guided practice’ questions with reasoning opportunities; ‘two star challenge’ - provides consolidation of the final Guided practice questions and conceptual variation; ‘three star challenge’ – provides pupils with conceptual variation and application of skills in different contexts.
99 club (whole school)
As per last year, children will take a weekly 99 club test. We aim for this to be completed, marked and handed back out on the same day (however please allow for possible delays). When these are handed back, if there are any corrections or incomplete questions, these should be completed as homework. If your child has passed the level, they should get the ‘homework’ version of the next level to practice for homework (as well as printed versions in school, these can be found on our website). These quizzes will be kept in their purple 99 club folders over the year.
Our ‘99 club’ is an adaption of the commonly used ’99 club’ and has been designed to include not only the recall of known facts but the ‘essential skills’ they need to acquire at a level specific to their age.
Results are recorded weekly and progress in achievement is celebrated. Once a child has achieved 100% in the allotted time scale they receive a sticker to put on their 99 club badge. There are nine stickers to collect each year. Every year, every child will start again on the 11 club with the ‘essential skills’ specific to that year group.
Pupils have one opportunity per week to complete the next level:
Prodigy Maths (KS2)
For Years 3, 4, 5 and 6, we are introducing ‘Prodigy Maths’. Children will have received their log in details to Prodigy and take an initial assessment in class. These log-ins will have been stuck into their reading records (if you need another copy, please contact your class teacher). As always, we encourage children not to share their log-in information with other children.
As well as the 99 club homework, we ask that KS2 children complete a minimum of 30 minutes a week on Prodigy Maths at home. Class teachers will set specific areas of learning for the children to focus on, in line with what they will be/have learnt about in class.
To access the Prodigy website, please click this link: https://play.prodigygame.com/
How does Prodigy benefit your child?
Why do parents love using Prodigy?
Studies find children perform better at school when parents are more involved with learning. With an account, you can:
If you would like to register to support your child’s learning:
Although this is not a requirement, we also encourage all children to use Maths Shed, (which can be found by logging into your Spelling Shed account, then selecting Maths Shed in the drop down box on the left hand side. Alternatively, click this link: https://play.edshed.com/loginmaths. This will significantly boost your child’s ‘rapid recall’ of mathematical facts, with specific areas for Number Bonds, Times Tables, Powers of 10, Adding & Subtracting, as well as a specific game aimed to replicate the Year 4 Multiplication Tables Check.
Mathematics teaching for the pre-school, nursery and reception children is taught through the ‘Mathematical Development’ (including number and shape, space and measures) area of learning, using Development Matters’ curriculum guidance to ensure continuity of practice to KS1. There are resources available for the children to access during continuous provision. The activities and resources available to the children to access during child led learning, promote the concepts of early maths,. In YR and nursery, pupils will also participate in daily ‘carpet maths’ sessions, including a daily ‘maths meeting’ to provide additional support to the development of mathematical skills and knowledge. The aim is that by the end of the Reception all children are prepared to participate in the daily dedicated mathematics lesson, thus, appropriate readiness for the next stage of their education.