Mathematics

 

Maths in Action

Kestrel Class 

Working in groups as shop keepers and customers to learn about adding coins to specific amounts and calculating the change.

At Seething and Mundham Primary School we endeavour to teach our children a rich and progressive curriculum. We believe that Mathematics teaches us how to make sense of the world around us through developing a child’s ability to calculate, to reason and to solve problems.  In our school we want to help children to understand and appreciate the pattern in both numbers and space in their everyday lives in and out of school.  We encourage children to develop these key and fundamental skills through their growing knowledge and understanding of the world.

Here are a few things we have embedded in our school:

  • Growth Mindset is an approach to teaching which believes that mindset is more important than initial ability in determining the progress made by pupils in their understanding. Pupils with a growth mindset will make better progress with a fixed mindset by not putting a cap on their learning (For a visual understanding please click on the link to watch the ‘training fleas’ video – https://youtu.be/GlpjA-QgmQM).

We have embedded this approach in our Maths teaching since September 2016 across the school.  This has given children the freedom to choose their work and extend their work to the next level.

  • Bar Model Method is a strategy used by children to visualise mathematical concepts and solve problems. This method is a way to represent a situation in a word problem, usually using rectangles.

We have made a start at using this approach to help children confidently solve word problems.

  • Maths Monkeys: We have introduced Maths Monkeys in each class ,where a child gets to take the class Monkey home for a week and together explore the Maths outside school environment. They then bring it to class to share their work and findings on where and how they applied Maths.

The National Curriculum for primary mathematics has three aims that should be at the heart of how we interpret the content of the curriculum.

  • Conceptual understanding

In developing children’s skills through enhancing their factual, conceptual and procedural knowledge, we allow them to deepen their mathematical understanding and be able to apply what they know to help them to solve problems.

  • Mathematical reasoning

The progression and development of mental calculations and efficiency in strategies will provide children with the skills which will allow them to be able to reason their findings effectively using appropriate mathematical language.

  • Problem solving

Mathematics is integral to all aspects of life and it is with this in mind that we endeavour to ensure that children develop self-confidence in their ability to approach a range of mathematical problems.

By providing opportunities to apply their mathematical skills in different contexts and across a range of subject areas, children will be able to work systematically to organise information, find patterns and ultimately solutions through independent and collaborative learning.

Assessment

  • In the EYFS, children’s achievements are on-going and are assessed against the Early Learning Goals.
  • Levels are no longer used to assess children and instead teachers in KS1 and KS2 make judgements about the children’s numeracy in relation to age related expectations as set out in the National Curriculum.
  • Assessment for learning is well established throughout the school and the use of questioning, observation and marking will continue to be key parts of formative assessment.
  • Statutory assessments (SAT’s) take place at the end of Year 2 and Year 6.

 

 

 

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