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Maths

The maths programme provides a carefully structured approach to the National Curriculum at Key Stages 1 and 2, as appropriate. The programmes of study are carefully designed to be matched to the children’s needs and their approach and style of mathematical thinking.

 

  • Pupils are taught in small ability groups
  • Number bonds, tables and key skills are practised daily
  • Maths work is taught using multi-sensory channels
  • Children use concrete apparatus, cuisenaire rods, counters, unifix
  • Prompt cards are used for regular reinforcement of facts & symbols
  • Work is structured and cumulative
  • Many children who are dyslexic also shows signs of dyscalculia. Indicators will be problems dealing with sequences, problems with long-term retention of basic facts, no sense of number, an inability to see patterns in information

Maths Overview for 2016 - 2017

 CHILTERN TUTORIAL have recently introduced ......
 

A new whole-school maths curriculum from Focus Education. 

It provides continuity and progression in the teaching of maths.

 

How It Works

Step 1 Overview of the Year: For each year group, Focus Maths takes each of the constructs and creates a coherent teaching sequence:

Place Value; Addition and Subtraction; Multiplication and Division; Fractions; Measures; Geometry and Statistics.

Algebra and ratio and proportion are available in Year 6.

Step 2 Learning Journey: Each construct is placed into one of six units across each half term. Each unit outlines the learning journey for each construct. This ensures full National Curriculum coverage.

Step 3 Pre-Learning Tasks: For each construct, a pre-learning task is provided which can be used with all, a few or an individual pupil.
This ensures teachers are aware of the starting point for each pupil.

Step 4 Practice and Consolidation: Teachers are provided with a range of activities, concrete and abstract, which will help pupils meet the expectation.

Step 5 Mastery Check: Either checking for deeper understanding (mastery); or to provide additional activities to ensure that mastery or deeper understanding is being established.

Step 6 Mastery Activities: For pupils working at greater depth. There is a range of types of problems, including: logical thinking problems; problems requiring different starting points; problems with more than one solution; problems with missing information; and evaluating a problem in context.

Step 7 Self-Assessment: This step provides each pupil with a self-assessment sheet which could be put into maths work books so that pupils can evaluate their progress towards each construct.

 


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