At Hatch Warren Infant school we want children to leave us being confident in the five main elements of Mastery; representation and structure, coherence, vacation, mathematical thinking and fluency. We want to instill confidence into our children so they can accurately and confidently answer questions and talk about their mathematics to show their understanding. We want to give children the language to confidently explain their thinking and to be creative when solving problems. This is underpinned by high expectations of all; where all children move through the curriculum at broadly the same pace; high quality modeling and reinforced ambitious vocabulary. The children are introduced to a wide variety of models, methods and equipment so they can become independent to support themselves in their own chosen way.
In order to achieve this we use the following documents to support our planning;
Teachers will continue to use the NCETM PD materials to help provide quality CPD to help expose the structures of the maths to then help support children to learn and break down the maths appropriately. The curriculum has been split up into a small number of areas – called ‘spines’. Spine 1: Number, Addition and Subtraction. This is followed by Spine 2: Multiplication and Division and Spine 3: Fractions. Each spine is composed of a number of segments, and the NCETM have provided a recommended teaching sequence for segments across the three spines. For each area there are PowerPoints and teacher guidance notes.
We are also using the Mastery Document to support our resources. https://www.ncetm.org.uk/public/files/23305594/Mastery_Assessment_Y1_Low_Res.pdf
Numberblocks: Numberblocks will be used to help support the early concepts of maths.
I See Reasoning: we use this high-quality resource to help drip feed in reasoning examples within lessons.
White Rose: https://whiterosemaths.com/resources/schemes-of-learning/ We use some aspect of White Rose in our curriculum.
Dip and Pick cards / Thinking Tom: We use these for problem solving and reasoning.
Pupil voice: Pupils will be able to confidently articulate their understanding of mathematics and will talk enthusiastically about solving problems.
Evidence in knowledge: Children will be able to make links in their learning.
Unfortunately not the ones with chocolate chips.
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