Mathematics

Maths scheme of work

At Cotham Gardens we use the White Rose Curriculum as our basis for Mathematics teaching and learning. We follow V3 of White Rose Maths.

In the academic year 24/25, Year R- Year 3 will be following the programme ‘NCETM: Mastering Number’ to improve their mathematical fluency. Year 4-6 will be using the 'Ashley Down Times Table' model to improve their mathematical fluency for times tables.

Intent

At Cotham Gardens Primary School, we take great pride in delivering a high quality and purposeful Maths curriculum. Children build confidence in their mathematical capabilities through a carefully generated culture of learning through mistakes and promoting a growth mind-set.

Consistent Mathematical pedagogy enables children the opportunity to collaboratively discuss their thought process and explain the reasoning behind their answers, whilst resources are frequently utilised to ensure children are given the best tools to tackle a range of problems.  Combined with the excellent teaching of Maths, we are confident that children at Cotham Gardens Primary School will become confident and inquisitive mathematicians who will be able to apply their Mathematical knowledge within the world around us.

Implementation

The Mathematical Curriculum at Cotham Gardens Primary School is guided by the White Rose scheme of learning.  This mean that we place a high emphasis on conceptual understanding and children regularly have access to high quality problem solving and reasoning activities which are provided and advocated by White Rose.  Alongside this, children have regular opportunities to utilise practical resources before progressing on to pictorial models and finally solving problems in the abstract form.

The PowerPoints provided by White Rose also provide a strong basis for the input of lessons and teachers are encouraged to adapt the PowerPoints to best suit the needs of their class.

The pedagogical approach of 'I do, we do, you do' is used across the school. This is interwoven with elements of Rosenshine's 10 principles.

Children from Varying Starting Points

Children from lower starting points have frequent opportunities to re-visit content from previous year’s curriculums in order to ‘fill the gaps’ from missed learning. Conversely, children who are secure with an objective will always have the opportunity to deepen their understanding through varied fluency, problem solving and reasoning questions.

The implementation for our ELG can be found here.

Curriculum Recap

Children begin each lesson with recapping learning from previous lesson/s.  

 Feedback

The implementation of our feedback policy is a key component in ensuring children make excellent progress through the Mathematical curriculum. It enables children who need it to receive relevant and high quality verbal feedback in all lessons. Year 1 children receive feedback in their daily guided group. Year 2-6 children will receive feedback in the designated ten-minute verbal feedback session. These ten-minute feedback sessions also promote the use of a growth mind-set to ensure children see mistakes as an opportunity to learn. 

Impact

As a result of the consistently high Mathematical teaching at Cotham Gardens Primary School, you will see:

·         Children making good progress through careful use of formative and summative assessment

·         Children accessing work that provides sufficient challenge

·         Children representing mathematical concepts in a variety of methods

·         Children talking confidently and accurately about their Mathematical learning

·         Children using a variety of resources to support learning

·         Children understanding the power of making mistakes in their learning