Maths at Nafferton
Maths is a journey and a long-term goal achieved through exploration, clarification, practice and application over time. At each stage of learning, children should be able to demonstrate a deep, conceptual understanding of the topic and be able to build on this over time.
· There are three levels of learning:
· Shallow learning: temporary and often lost
· Deep learning: it sticks, it can be recalled and used
· Deepest learning: can be transferred and applied in different contexts.
· At Nafferton, we aim for deep and deepest learning through our mastery approach.
· Quality First Teaching
· Multiple representations for all. Objects, pictures, numbers, words and symbols are everywhere.
· The mastery approach incorporates all of these to help the children explore and demonstrate mathematical ideas, enrich their learning and deepen their understanding. Together, these elements help cement knowledge so pupils truly understand what they have learned
· Concrete: children have the opportunity to use manipulatives to help the understand and explain
· Pictorial- children then build on this concrete approach by using pictorial representations.
· Abstract: with the foundations firmly laid, children can move to an abstract approach using numbers and key concepts with confidence.
· Promoting Maths in a creative and cross-curricular way.
· White Rose Maths Scheme
· Daily Morning Maths sessions
· TTRockstars / KIRFs / Education City / Espresso / Power 1 & 2 / Plus 1 / Number Day – annually
· Children have a love of Maths A developed self-confidence with Maths.
· To be able to use Maths in everyday situations.
· Quick recall of facts and procedures
· The flexibility and fluidity to move between different contexts and representations.
· The ability to recognise relationships and make connections in mathematics.
· A mathematical concept has been mastered when a child can show it in multiple ways, using the correct mathematical language to explain their ideas and can independently apply the concept to new problems in unfamiliar situations.
Maths at Nafferton
At Nafferton Primary we believe in a mathematical journey from Foundation to Year 6 which allows children to build the knowledge, skills and understanding they develop from one year to the next. By following the White Rose scheme of work throughout the school, there are threads of continuity running through the school in themes, methods and models. The block of work in place value, the four operations, measures, statistics and geometry are broken down in to smaller themes which are paced out over several weeks. By following a mastery approach in Maths, we allow children to be included in all lessons and be taught alongside their peers, regardless of perceived ability and expected understanding. All children are treated as having the same starting point when learning in new areas of Maths, to then be challenged or supported accordingly once teachers have led them towards their first objectives.
Supporting our curriculum
Alongside our Maths curriculum in school, we implement a KIRFs programme throughout the school. Key Instant Recall Facts (KIRFs) are the key building blocks which, given proper practice and learning, allow children to perform quick mental maths to form the basis of their working out across a wide range of areas within the maths curriculum. Key skills such as number bonds, times table facts and key information packs (kg, g, L, ml, minutes, hours, etc.) have a huge baring on the ways in which children approach reasoning and problem solving activities. Our KIRFs programme has been evaluated and revised this year to introduce KIRFs for Foundation and to bring others in line with higher and deeper expectations across other year groups.
Assessment and Data
Across themes and at the end of each teaching block, teachers make professional judgements about how well children have developed their understanding within them. Formative assessments combined with day-to-day observations and classwork allow teaching staff to make these judgements.
A physical process
We believe in allowing younger children to ‘get their hands on Maths’ by using a wide range of practical equipment. Children often find making links to their mathematical knowledge much easier using equipment such as base-10 (or Deins apparatus), Numicon, practical number lines, clocks, shapes and measuring equipment. As they get older, we encourage children to visualise the equipment they have had experience of using in the past to help them to recall the links they have made before.
All-in-all, we see Maths as an essential, basic necessity in everyday life which we must make every effort to instill and reinforce in our children to make the next generation mathematically literate for their future lives.