Maths Curriculum Intent
At Grange Park we endeavour to do the following things when teaching children mathematics:
We want to inspire our children to be great mathematicians who are engaged, excited and willing to learn.
· We want children to reason mathematically by:
Most importantly, we want children to be proud of their achievements!
Maths Curriculum Implementation
At Grange Park we will achieve our intent by doing the following things:
All lessons have the following structure:
Flashback
Children have the opportunity to practise four questions which include previously taught content: last week, last unit, last term, last year. At this point in the lesson, children identified will access some pre-teach intervention.
Explore
Children are given a problem or stimulus to discuss, linked to the previous learning. This gives the teachers opportunity to formatively assess pupils’ understanding and thus, adapt the lesson where necessary.
Model and Structure
The teachers model new skills or their thinking and reasoning relating to problems, identifying key vocabulary when appropriate. This part of the session allows the children to work practically, engage in discussions and address misconceptions. Again, formative assessment will happen throughout this section and will give the teacher an understanding of who needs further support or challenge during the independent section. Here there is a focus on breaking learning into smaller steps.
Apply (Intelligent Practice)
Children will work independently or in groups on the same task (intelligent practice), where possible. Support will be available from a teacher or TA (in guided groups when needed), and concrete or pictorial resources will be available for children to access, whenever they need them. For challenge, there is always an opportunity to stretch children though carefully planned questioning, encouraging them to develop an argument, justification or proof using mathematical language, allowing for depth (this is highlighted in books by a yellow box and is referred to as squeeze). Children present their work in their books and are encouraged to do so in a way which is helpful to them. The role of the teacher in this part of the lesson is to support, challenge, praise, address misconceptions and formatively assess.
For children who are working significantly lower than age-related expectations, there will be work taught at an appropriate level, giving them the chance to practise previously taught knowledge, learn new concepts and then the opportunity for them to apply independently.
Review/Assess
Finally, there will be an opportunity to apply new learning to a new concept, or an opportunity for children to share findings from the lesson. This will be a final opportunity for teachers to assess children’s learning.
In Reception:
In Nursery:
Maths Curriculum Impact
At Grange Park, we value the impact that playing games has on developing mathematical skills in children. Because of this, we have devised a progressive games curriculum where each year group have an age-appropriate focused game to play. One maths lesson a half term is dedicated to teaching children how to play the game and develop strategies to improve game play!
Maths Curriculum Intent
At Grange Park we endeavour to do the following things when teaching children mathematics:
We want to inspire our children to be great mathematicians who are engaged, excited and willing to learn.
· We want children to reason mathematically by:
Most importantly, we want children to be proud of their achievements!
Maths Curriculum Implementation
At Grange Park we will achieve our intent by doing the following things:
All lessons have the following structure:
Flashback
Children have the opportunity to practise four questions which include previously taught content: last week, last unit, last term, last year. At this point in the lesson, children identified will access some pre-teach intervention.
Explore
Children are given a problem or stimulus to discuss, linked to the previous learning. This gives the teachers opportunity to formatively assess pupils’ understanding and thus, adapt the lesson where necessary.
Model and Structure
The teachers model new skills or their thinking and reasoning relating to problems, identifying key vocabulary when appropriate. This part of the session allows the children to work practically, engage in discussions and address misconceptions. Again, formative assessment will happen throughout this section and will give the teacher an understanding of who needs further support or challenge during the independent section. Here there is a focus on breaking learning into smaller steps.
Apply (Intelligent Practice)
Children will work independently or in groups on the same task (intelligent practice), where possible. Support will be available from a teacher or TA (in guided groups when needed), and concrete or pictorial resources will be available for children to access, whenever they need them. For challenge, there is always an opportunity to stretch children though carefully planned questioning, encouraging them to develop an argument, justification or proof using mathematical language, allowing for depth (this is highlighted in books by a yellow box and is referred to as squeeze). Children present their work in their books and are encouraged to do so in a way which is helpful to them. The role of the teacher in this part of the lesson is to support, challenge, praise, address misconceptions and formatively assess.
For children who are working significantly lower than age-related expectations, there will be work taught at an appropriate level, giving them the chance to practise previously taught knowledge, learn new concepts and then the opportunity for them to apply independently.
Review/Assess
Finally, there will be an opportunity to apply new learning to a new concept, or an opportunity for children to share findings from the lesson. This will be a final opportunity for teachers to assess children’s learning.
In Reception:
In Nursery:
Maths Curriculum Impact
At Grange Park, we value the impact that playing games has on developing mathematical skills in children. Because of this, we have devised a progressive games curriculum where each year group have an age-appropriate focused game to play. One maths lesson a half term is dedicated to teaching children how to play the game and develop strategies to improve game play!
Maths Curriculum Intent
At Grange Park we endeavour to do the following things when teaching children mathematics:
We want to inspire our children to be great mathematicians who are engaged, excited and willing to learn.
· We want children to reason mathematically by:
Most importantly, we want children to be proud of their achievements!
Maths Curriculum Implementation
At Grange Park we will achieve our intent by doing the following things:
All lessons have the following structure:
Flashback
Children have the opportunity to practise four questions which include previously taught content: last week, last unit, last term, last year. At this point in the lesson, children identified will access some pre-teach intervention.
Explore
Children are given a problem or stimulus to discuss, linked to the previous learning. This gives the teachers opportunity to formatively assess pupils’ understanding and thus, adapt the lesson where necessary.
Model and Structure
The teachers model new skills or their thinking and reasoning relating to problems, identifying key vocabulary when appropriate. This part of the session allows the children to work practically, engage in discussions and address misconceptions. Again, formative assessment will happen throughout this section and will give the teacher an understanding of who needs further support or challenge during the independent section. Here there is a focus on breaking learning into smaller steps.
Apply (Intelligent Practice)
Children will work independently or in groups on the same task (intelligent practice), where possible. Support will be available from a teacher or TA (in guided groups when needed), and concrete or pictorial resources will be available for children to access, whenever they need them. For challenge, there is always an opportunity to stretch children though carefully planned questioning, encouraging them to develop an argument, justification or proof using mathematical language, allowing for depth (this is highlighted in books by a yellow box and is referred to as squeeze). Children present their work in their books and are encouraged to do so in a way which is helpful to them. The role of the teacher in this part of the lesson is to support, challenge, praise, address misconceptions and formatively assess.
For children who are working significantly lower than age-related expectations, there will be work taught at an appropriate level, giving them the chance to practise previously taught knowledge, learn new concepts and then the opportunity for them to apply independently.
Review/Assess
Finally, there will be an opportunity to apply new learning to a new concept, or an opportunity for children to share findings from the lesson. This will be a final opportunity for teachers to assess children’s learning.
In Reception:
In Nursery:
Maths Curriculum Impact
At Grange Park, we value the impact that playing games has on developing mathematical skills in children. Because of this, we have devised a progressive games curriculum where each year group have an age-appropriate focused game to play. One maths lesson a half term is dedicated to teaching children how to play the game and develop strategies to improve game play!