Whole School Intent
| Maths at a glance
| Whole School Implementation
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Across the Pathways
Curriculum overviews and planning have been developed as appropriate for each pathway. The typical time budget for each pathway, including embedded practice and ‘teachable moments’ is as follows: | |||||||
Nurture | Willow | Elm | Cherry | Chestnut | |||
Intent To explore and become familiar with simple mathematical concepts such as counting, shape and pattern, through a continuous provision environment that involves learning through play with a “child led” approach.
Implementation Pupils are delivered maths content through short whole class input sessions and daily continuous provision. Whole class input should be 5-10 minutes; the length of input should increase as the academic year progresses, with 5 minutes being the minimum expectation. | Intent To develop a deeper understanding of mathematics that will provide children with a solid foundation for independence and empower them to experience life opportunities in a meaningful way.
Implementation Pupils are taught two whole class explicit maths lessons per week, with the same input and exploration opportunities being repeated twice to develop understanding and build skill consolidation. | Intent To develop a deeper understanding of mathematics that will provide children with a solid foundation for independence and empower them to experience life opportunities in a meaningful way.
Implementation Pupils are taught two whole class explicit maths lessons per week with the input, group work/independent learning activities and exploration opportunities being repeated twice each week to develop understanding and build skill consolidation. | Intent
Implementation Pupils are taught four whole class explicit maths lessons per week with the input, independent learning and group work activities being repeated twice each week to develop understanding and build skill consolidation. | Intent
Implementation Pupils are taught 4 separate and progressive whole class explicit maths lessons per week. | |||
Curriculum Content All pathways begin the Autumn term with a familiarisation, settling in and baselining. This is then followed by blocks of learning around different mathematical concepts. This will vary according to pathways, but as an absolute rule of Mastery Maths, 80% of children should have mastered a skill/concept before the whole group moves on. Those who master it more quickly can overlearn and do extension and deepening understanding work so that they have 100% fluency. NCETM have set out ‘5 big ideas in teaching for mastery’:
Much of the intended learning and skills to be mastered within the Mathematics curriculum is captured in the 185 Mathematical Skills OPAL steps. This ladder is broken into the following sub-sections:
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Strengths
| Resources, Training and CPD:
Staff CPD-see staffshare & OneDrive CPD folders: Oaklands school documents- Maths planning and resources | ||||||
Areas for Development
| Home learning resources:
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