At Redlands we use White Rose to ensure that our lessons are carefully sequenced and progressive and that there is appropriate breadth and depth to our Maths curriculum. The children are encouraged to use a range of concrete and pictorial resources to support them in their learning; the following quote shows how important the use of resources is for all children,
‘Children must hold maths in their hands, before they can hold it in their heads.’
Children are taught to use sentence stems and to work with a partner to share their ideas before discussing strategies as a whole class.
We aim to support the children in developing their problem solving skills and resilience at working on a problem.
‘It’s not that I’m so smart; it’s just that I stay with problems longer.’ (Albert Einstein)
Year Group Overviews
Please click on the link to watch some parental guidance videos on Addition, Subtraction, Multiplication, Division, Fractions and Algebra
There are also a number of links to support children with their learning at home, including free Maths books to download and the interactive 1 Minute White Rose App- which helps the children to develop their fluency and recall.
https://whiteroseeducation.com/parent-pupil-resources/maths- advice for parents
https://whiteroseeducation.com/parent-pupil-resources/maths/free-downloads- maths books to download
https://whiteroseeducation.com/1-minute-maths 1 minute maths app
In Early Years and Key Stage 1 we follow the mastering number programme, which helps to consolidate the children's understanding of number alongside White Rose.
Teaching For Mastery
We aim to incorporate the 5 big ideas for teaching for Mastery in our daily Maths teaching as suggested by the NCETM.
Teaching is designed to enable a coherent learning progression through the curriculum, providing access for all pupils to develop a deep and connected understanding of mathematics that they can apply in a range of contexts.
Representation and Structure
Teachers carefully select representations of mathematics to expose mathematical structure. The intention is to support pupils in ‘seeing’ the mathematics, rather than using the representation as a tool to ‘do’ the mathematics. These representations become mental images that students can use to think about mathematics, supporting them to achieve a deep understanding of mathematical structures and connections.
Mathematical thinking is central to how pupils learn mathematics and includes looking for patterns and relationships, making connections, conjecturing, reasoning, and generalising. Pupils should actively engage in mathematical thinking in all lessons, communicating their ideas using precise mathematical language.
Efficient, accurate recall of key number facts and procedures is essential for fluency, freeing pupils’ minds to think deeply about concepts and problems, but fluency demands more than this. It requires pupils to have the flexibility to move between different contexts and representations of mathematics, to recognise relationships and make connections, and to choose appropriate methods and strategies to solve problems.
The purpose of variation is to draw closer attention to a key feature of a mathematical concept or structure through varying some elements while keeping others constant.
- Conceptual variation involves varying how a concept is represented to draw attention to critical features. Often more than one representation is required to look at the concept from different perspectives and gain comprehensive knowledge.
- Procedural variation considers how the student will ‘proceed’ through a learning sequence. Purposeful changes are made in order that pupils’ attention is drawn to key features of the mathematics, scaffolding students’ thinking to enable them to reason logically and make connections.
The Five Big Ideas were first published by the NCETM in 2017.
Here are a number of free websites that have activities and games that the children can use at home.
Websites which you can subscribe to:-
Currently on a trial in school: