Millside, Driffield, East Riding of Yorkshire, YO25 4SR

01262 420214

Kilham Church Of England Voluntary Controlled Primary School

"Encourage one another and build each other up." (Thessalonians 5.11)

Maths at Kilham

 

At Kilham CE Primary School, we follow the statutory National Curriculum Programmes of Study for Mathematics in Key Stages 1 and 2. These can be accessed by clicking here:

https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study/national-curriculum-in-england-mathematics-programmes-of-study

Kilham Church of England Primary School Calculations Policy - How we teach maths at Kilham.

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 Calculation policy 2020 update.pdfDownload
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Maths No Problem

Starting in September 2018, both Key Stages 1 and 2 are following a new scheme known as Maths No Problem. It incorporates the use of resources, problem solving and group work, the Primary Series is child-centred and fun to teach and was assessed by the DfE’s expert panel, which judged that it met the core criteria for a high-quality textbook to support teaching for mastery. The scheme is fully aligned with the 2014 English National Curriculum for Mathematics.

Teaching for Mastery – The idea is that the whole class works through a programme of study at the same pace with ample time on each topic before moving on. Ideas are revisited at higher levels as the curriculum spirals through the years. This inclusive approach, and its emphasis on promoting multiple methods of solving a problem, builds self-confidence and resilience in pupils. Activities are introduced by various characters in the ways – some of these are seen below:

                                                          

Differentiated Activities - Tasks and activities are designed to be easy for pupils to enter while still containing challenging components. Though the whole class goes through the same content at the same pace, there is still plenty of opportunity for differentiation. Unlike the old model, where advanced learners are accelerated through new content, those pupils who grasp concepts quickly are challenged with rich and sophisticated problems within the topic. Those children who are not sufficiently fluent are provided additional support to consolidate their understanding before moving on. For advanced learners, the textbooks also contain non-routine questions for pupils to develop their higher-order thinking skills. 

Problem Solving - Lessons and activities are designed to be taught using problem-solving approaches to encourage pupils’ higher-level thinking. The focus is on working with pupils’ core competencies building on what they know to develop their relational understanding.

Concrete / Pictorial / Abstract Approach – Children learn new concept initially by concrete examples, such as counters, base 10 equipment, then progress to looking at and drawing pictorial representations before finally using more abstract symbols, such as the addition, subtraction, multiplication, division and equals signs.

Variation – Questions and examples are carefully varied by expert authors to encourage pupils to think about the maths. Rather than provide mechanical repetition, the examples are designed to deepen pupils’ understanding and reveal misconceptions.

You can find out further information by following this link: https://mathsnoproblem.com

or you can look at more specific information below.

 

What Is Maths Mastery?

Bar Modelling

Concrete, Pictorial, Abstract (CPA)

Number Bonds

Fractions

NumBots

Counting to calculating

NumBots equips each pupil with the set of core maths skills they require by building their knowledge from the ground up - starting at the very beginning with subitising.

Once pupils can recognise small quantities of objects (“counting-without-counting”), they are asked to subitise two groups, presented together. The deliberate use of previous arrangements helps introduce the idea of numbers being partitioned, laying the foundation for number bonds.

Familiar pictorial representations (including bar models and cherries) raise the difficulty of questions without affecting pupils’ confidence. Pupils begin to explore abstract number problems within 10, and practice automating their responses to “one/two more/less than...” questions.

This natural mathematical progression from one concept to the next ensures pupils are fully prepared to move on, from adding and subtracting within 10, to bridging 10, to finally answering questions involving two-digit numbers. Number lines and hundred squares are then used to explain more sophisticated addition and subtraction strategies, such as partitioning and compensation.

 

 AUTOMATICY & UNDERSTANDING

Instant recall of key number facts must be built on a secure and genuine mathematical understanding in order for pupils to move forward and solve increasingly complex problems.

 

Story Mode is designed to develop pupils’ understanding of the relationship between different numbers and concepts, such as partitioning and the part-whole model. NumBots’ deliberate teaching-for-mastery approach has led to carefully sequenced and varied levels that ensure pupils fully grasp each essential new skill. As a result of methodically layering up the complexity, pupils maintain maths confidence and are primed to learn the next concept.

As well as cementing their understanding, pupils’ recall is also significantly boosted. While Story Mode is underpinned by best practice in memory formation - i.e. short, spaced practice sessions on interleaved material - the quick-fire questions and low-stakes quizzing in Challenge Mode enhances pupils’ retrieval of number bonds and addition and subtraction facts and improves the efficiency of their mental strategies.

Click on the link below to access the website - please log in with your children's details.

 As part of our work across school to improve our Times tables Kilham School uses TTRockstars.

In either paper form or online, Times Tables Rock Stars is a carefully sequenced programme of daily times tables practice.

Each week concentrates on a different times table, with a recommended consolidation week for rehearsing the tables that have recently been practised every third week or so.

This format has very successfully boosted times tables recall speed for hundreds of thousands of pupils over the last 8 years in over 16,000 schools - both primary and secondary - worldwide.

Click on the link below to access the website - please log in with your children's details.