|• To give a real life context to learning in Mathematics|
The National Curriculum (2014) is at the core of our teaching and learning in Years 1 and 2. Maths planning follows the standards specified in these areas:
- position and direction
In Reception teaching is based on the Early Years Foundation Stage Statutory Framework where mathematics is a specific area of learning.
Barnett Wood has embarked on the maths mastery approach to teaching and learning of maths. We teach mathematical concepts in blocks as set out in the White Rose long term plans. Fundamental skills are revised, built on and linked to new learning from Reception through to the end of Year Two. The Pearson Power Maths resources are also used throughout the school.
In years 1 and 2, all pupils have a dedicated daily mathematics lesson. Within these lessons there will be a balance between whole-class work, group teaching and individual practise.
A typical lesson will usually be structured to include:
Both formative and summative assessment identifies the needs and progress of each child. Assessments will be used to inform teaching in a continuous cycle of planning, reviewing, teaching and assessment.
Assessment will take place within a lesson to check understanding and give the teacher information which will help to adjust day-to-day lesson plans and for timely intervention. Also in each half-term or at the end of a topic, as appropriate. Records of which are kept using tracking grids that assess for depth and application of learning.
Statutory Assessments will take place at the end of Key Stage 1. Teachers also draw upon class records of attainment against key objectives, supplementary notes and evidence to produce a summative record. Accurate information will then be reported to parents, subject leader and the child’s next teacher.
In Reception, a baseline assessment of knowledge is acquired during the first few weeks in school. Ongoing teacher observations and assessments will be used to build a picture of each child’s learning journey, for any necessary intervention and to inform planning. This information will also be used when considering progress against early learning goals at the end of the year.
Classes will develop a maths learning wall which reminds pupils of past and present learning and linked ideas.