Kilham Church Of England Voluntary Controlled Primary School

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

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Maths at home

 

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:

                                                          Image result for maths no problem characters

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