SUBJECT LEADER: MISS WOODVINE

Mathematics is taught for 50 minutes to an hour daily, in each class, following the Lancashire and White Rose suggested scheme of works.

In maths, we aim to provide children with the basic skills needed for adult life and for the world of work. They are encouraged to think logically and clearly, to estimate sensibly, to solve problems and to use their mental arithmetic skills ensuring that learning in mathematics is set in real-life contexts to inspire and enthuse the children.

We also aim to encourage an enjoyment of the subject and an awareness of the excitement that can be found as they investigate mathematics practically.

The framework for teaching Mathematics is based on the new National Curriculum (2014) and covers Number - Number and place value, Number - Addition and Subtraction, Number - Multiplication and Division, Number - Fractions and Decimals, Geometry - Shape, Geometry - Position and Direction, Measurement, Ratio and Proportion, Statistics and Algebra.

KEY LEARNING IN MATHS

These key learning grids can be used to provide:

• detailed assessment information for the teacher to use to inform their future planning of next steps (formative);
• overall judgements which can be made more summatively (for example once a term), to enable senior leadership teams to track progress across the school, during the year. This will assist schools with self-evaluation and in informing discussions with others e.g. inspection teams, about attainment and progress;
• a means of informing parents about attainment and progress.

The underlined statements on the grids have been identified as Key Learning Indicators of Performance (KLIPs) as these have the greatest impact on the further development of skills and subsequent learning. Consequently, the Key Learning Indicators of Performance (KLIPs) play a particularly significant role in the assessment process.

Click the link below to view the assessment tool used for making judgements on your children's attainment.

Click below to view progression in calculation documents