Mathematics
Mathematics Intent Statement
At St Margaret's at Troy Town we insipre our children to 'let their let shine' by enriching their love and enthusiasm for maths. Staff all have high expectations for each child, building a culture of enjoyment and confidence around mathematics. Our maths curriculum, underpinned by the National Curriculum, is designed to build strong foundations in caclulation (fluency) and develop children's mathematical reasoning and problem-solving skills. We believe mathematics knowledge and skills are essential in helping children to become life long learners of mathematics and support them to have success in everyday life.
Mathematics Implementation Statement
At St Margaret's at Troy Town the curriculum is designed to ensure that all aspects of the National Curriculum are covered. White Rose is used as the basis for our long term planning; however, other materials are used such as NCETM and Fluency Bee to supplement this. Children are assessed at the beginning of each unit, through a review and then the subsequent lessons are often adjusted based on what the pupils emerging needs show. To ensure progression through the different mathematical concepts, staff follow our calculation policy, adopted from White Rose. The policy has clear next steps, making it explicit for children to understand why they follow the procedures and develops their written methods of calculation.
The National Curriculum expectations:
Documents in folders containing the word 'letter' or 'minute' are listed in the order they were uploaded, most recent upload at the top. Otherwise, documents are listed alphabetically.
- maths-early-years-foundation-stage
- maths-year-1
- maths-year-2
- maths-year-3
- maths-year-4
- maths-year-5
- maths-year-6
Long Term Planning:
white rose maths yearly overviews.pdf
Calulation Policy:
Mathematics Impact Statement
At St Margaret's at Troy Town we follow a 'Review, Teach, I know' system where we review what the children's starting points through an assessment, teach the new curriculum objectives and then informally assess in day-to-day lessons what has been retained by each child. A similar assessment is then completed at the end of the unit of learning to assess if the pupils have made progress through the unit. Gaps in knowledge will then be planned for future lessons.
At key intervals throughout the year, pupils complete a summative assessment that supports teachers to track the progress of each child. This is done to identify current attainment and further ackowledge children's strengths and areas for improvement.Helpful Mathematics Websites
This is free site and is suitable for EYFS all the way up to Year 6. Please use the browse by age group function to find appropriate games and activities for your child.
https://www.bbc.co.uk/bitesize/subjects/z6vg9j6
Another free site, again suitable for EYFS up to Year 6.
https://nrich.maths.org/primary
Nrich is a fantasic site, really working to build children's understanding of maths. I have linked to the KS1/2 site but for EYFS please click the 'Early Years' tab.
https://www.ictgames.com/mobilePage/index.html
ICT games has some great maths games for EYFS and KS1.
https://whiterosemaths.com/resources/classroom-resources/problems/
For KS1 and 2 (KS1 top page of each, KS2 bottom) this has some great problems that might really stretch your child to think!
Suitable for all Year groups, and handily (and clearly!) sorted by year group!