Children to develop a ‘can do’ attitude and to broaden their knowledge and understanding of how Maths is used in everyday life.
The National Curriculum for mathematics aims to ensure that all pupils:
become fluent in the fundamentals of mathematics, including through varied and
frequent practice with increasingly complex problems over time, so that pupils develop
conceptual understanding and the ability to recall and apply knowledge rapidly and
reason mathematically by following a line of enquiry, conjecturing relationships and
generalisations, and developing an argument, justification or proof using mathematical
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
At Rosherville we aim to fully meet the requirements of the National Curriculum and ensure our children have the confidence to learn about Maths and how it is such a huge part of everyday life. We mainly follow the White Rose Maths planning which has been developed by primary practioners to provide a curriculum plan that will support ‘Teaching for Mastery’. The Whole School Long term plan is attached below so you can see what your child is learning at any given time. There is a termly plan for each year group from Year 1 to Year 6. Each term is split into twelve weeks. As part of each overview, a significant amount of time is devoted to developing key number concepts each year. This ensures students build their fluency as number sense will affect their success in other areas of mathematics. Students who are successful with number are much more confident mathematicians. In addition, a Calculation Policy is attached which explains how each topic is taught and how it progresses through to each year group. This should help when helping children with their homework.
A wide range of other resources are used to ensure our children are challenged and engaged in the Maths Curriculum. Maths is taught daily and the children’s knowledge is further imbedded by undertaking reasoning and problem solving activities. This helps to build the children’s resilience.
Children and adults can find maths difficult because it is abstract. Manipulatives plays a huge role in the teaching of mathematics at Rosherville. The CPA approach helps children learn new ideas and build on their existing knowledge by introducing abstract concepts in a more familiar and tangible way.
C (Concrete) – Children are first introduced to a new concept or skill by acting it out with real objects such as cubes or counters.
P (Pictorial) – When children have had hands on experience they are ready to relate the problem to pictures or diagrams.
A (Abstract) – The most mysterious or abstract stage uses mathematical notation such as digits and symbols. We so easily jump to this last step but this can be very abstract without practical hands on experiences.
We also have access to Mymaths which we use as homework and enhances what the children are learning in school.
Timestables is an essential part of school life and children are taught how critical this is for everyday life as well as how knowledge of multiplication tables helps children to solve problems quickly and flexibly, and allows them to tackle more complex mathematics later on in school.
At Rosherville, from Year 2-Year 6, children will be given time in school to practise their times tables every day and will be tested once a week. They will then be awarded certificates when they achieve the following:
Bronze: 2x, 5x, 10x
Silver: 2x, 3x, 4x, 5x, 6x, 10x
Gold: 12 x 12
Platinum: Able to score at least 90/95 on the 12 x 12 facts in 3 minutes
Children have access to Timestables Rockstars which has helped children to further learn their times tables in a fun way.
There is a booklet attached which will give you lots of ideas on how to help your child learn their times tables.