Maths at Westonzoyland
Information taken from our 2021 Teaching and Learning (CLAMP) policy.
In maths, we aim to deliver high-quality teaching and learning that provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of maths, and a sense of enjoyment and curiosity about the subject.
At Westonzoyland Primary School and Pre-school we aim to encourage all children to become:
Mental and Oral Sessions
Children should be receiving mental and oral maths sessions for at least 15mins per day. This may be as part of the maths lesson (as a starter) or as a stand-alone session. The aim of these sessions is to teach mental calculation strategies for fluency when working with numbers.
The below objectives show which skills should be covered in these mental and oral sessions. Mixed classes may dip between their two year groups as long as each objective has been covered across the term.
Activities to cover these objectives may be explicit teaching and modelling, quickfire questions, games and puzzles or application to problems. There should be a good range of activities across the week and across the term. These sessions do not need to be recorded into books, however jottings on whiteboards should be encouraged to aid calculations.
A knowledge of times tables underpins many mental and written calculations and as such, we feel it is extremely important that time be spent on learning these facts by heart.
In Key Stage 1, children begin their times table journey by counting in jumps. They then learn to find ‘lots of’ concrete and pictorial objects. As children progress from Year 2, they start to learn times table facts: ‘2 times 4 is 8’ as they have the clear understanding behind it. These facts can be learnt in a variety of ways. Examples can be found: https://www.transum.org/Tables/Times_Tables.asp
The tables should be learnt in the following order: 2, 10, 5, 3, 4, 6, 8, 7, 9, 11, 12.
White Rose Maths
We follow the ‘White Rose Small Steps’ scheme of work. These objectives are taken from the National Curriculum and should be followed in this order, although activities may vary from those seen in the documents below.
When an objective is first approached, children should be focussed on fluency- using a taught strategy to answer simple, repetitive questions. They should then move on to varied fluency- using the strategy to answer the same questions in different ways. Then, children should apply this skill to worded and abstract problems. Finally, they should be able to explain their reasoning.
10 + 5 = 15
10 + 7 = 17
10 + 2 = 12
15 = ? + 10
l + .... = 14
? = 10 + 2
I have 5 apples. I buy 10 more. How many apples do I now have?
When I add 10 to a number, only the tens column changes. True or false? Why?
Some objectives will progress through the stages quicker than others and this will depend on the children and if they have used the strategy previously. All children, regardless of ability, should be given access to all four stages throughout their lessons however children shouldn’t move on too quickly if not secure.
Although we are using the White Rose Small Steps as our objective sequence, we use our calculation policy to determine how we are teaching these objectives.