All children can succeed in maths!
Our classrooms will give all children the confidence to make mistakes and explore maths; the time to talk to each other and to teachers; the opportunities to master each, any and all mathematical concepts.
Maths is an essential skill for life and builds the foundations of numeracy, logical thinking, problem solving and deep roots to support areas in science, geography, technology and many other areas of everyday life. At Lower Fields, we truly believe that every child has the opportunity to achieve, understand and progress in mathematical understanding.
Our maths curriculum is built around a 'mastery' approach which aims to ensure that we can achieve the 'why' for our maths vision. We use White Rose Maths with support from West Yorkshire Maths Hub to deliver our curriculum and ensure there is progression through learning across year groups. You can see the objectives that we cover each year, in each term on our Maths Progression page.
We also spend a great deal of time teaching and embedding basic skills in maths, inlcuding addition and subtraction facts within 20 (eg 7 + 12 and 8 - 3) and multiplication and division facts up to 12x12. Knowing these facts without needing to think about them enables our young mathemeticians to access all of the other objectives and areas. You can find out more about these skills and how you can help by taking a look at our Basic Skills page.
As above, we aim to ensure that every pupil in our school CAN DO maths. We use a Teaching for Mastery approach which means that we consider five important things when we teach this essential subject:
- Representation and structure: we use images, physical resources and explore patterns in order to help children understand the structure of the maths we are teaching.
- Mathematical thinking: we spend a great deal of time reasoning about maths and prompting thinking about maths.
- Variation: we explore different ways of looking at the maths which helps the children to understand the structure, as well as thinking carefully about the procedure of learning.
- Fluency: we spend a great deal of time learning and embedding important number facts and tables facts in order to support every other area of maths.
- Coherence: we draw all of these things together, taking small steps to ensure all of the children move through the learning with us.
Alongside this, we consider feedback and immediately responding to errors and misconceptions of vital importance to understanding maths. That's why we use a 'Same Day Intervention' lesson structure (you might see SDI written in your children's maths books sometimes). This means that during the lesson, the teacher will intervene and offer support to whichever children need a little more help to understand the learning for that day.
What can families do to help?
Home learning and maths at home can be extremely beneficial to supporting maths learning. If you would like to know what you could be doing to help or some useful tools and websites, head over to the Maths at Home page.