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20 Daws Lane, Mill Hill, London, NW7 4SL

020 8906 2983

admin@etzchaim-primaryschool.org.uk | Contact: Mrs Fraser, School Administrator |

Etz Chaim Jewish Primary School

Maths

Intent

 

At Etz Chaim we focus on providing a high quality Maths education. It engages, inspires and challenges pupils, equipping them with the knowledge and skills to reason, problem solve, make links, and build on a progression of skills across the years. We aim to give the children meaningful learning experiences and the ability to deepen their learning and master mathematical skills.

 

Implementation

 

Our implementation is developed through secure understanding of the curriculum and subject area. Through using the Maths Mastery approach, the children will be able to develop a deeper understanding of Mathematical concepts. Through continuous provision the children are encouraged to explore, apply and evaluate their mathematical approach during investigations to develop a deeper understanding when solving different problems / puzzles.

 

Planning:

  1. Long Term Planning following the National Curriculum and Development Matters (EYFS)
  2. Medium Term Planning, an overview of what is being taught in Maths each term
  3. Weekly Planning, which includes daily lessons and Continuous Provision plans

 

We have various ways that we deepen pupils’ understanding at Etz Chaim:

  1. Conceptual understanding
  • Children are taught through clear modelling in small groups. The mastery approach incorporates using objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels.
  • We use Numicon, dienes, multilink and various other concrete resources to develop fluency, help children reason and develop children as confident problem solvers.
  • The children have the chance to deepen their understanding by applying knowledge from small guided groups to independent continuous provision activities.
  1. Language, vocabulary and communication
  • At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses.
  • Children are encouraged to use mathematical vocabulary in their classroom talk and in their reasoning and justifications
  • Teachers encourage children to use stem sentences when answering mathematical questions. These are displayed in the classrooms relating to the relevant topic.
  1. Mathematical thinking
  • Within the Maths hub schemes of learning, each National Curriculum objective is broken down into fluency, reasoning and problem solving; our teachers use the learning challenges to teach for mastery - an approach to extend and deepen the understanding of pupils within each year group. Our teaching staff uses this document in conjunction with a range of other useful resources such as Abacus, NCETM, NRich, Numicon and Maths No Problem.

 

A love of maths is encouraged throughout school via links with others subjects. Firstly, this is done through continuous provision. The children learn in a Maths rich environment with Maths learning everywhere and therefore are able to link between the subjects. Also, the teachers try to link their Maths learning with their current IPC topic. For example, when learning about Ancient Egypt, the teacher might decide to do Maths learning on 3D shapes.

 

The children also develop a love for Maths by creating fun and memorable experiences. The children take part in Chocolate Maths week each year where a whole weeks Maths planning is linked to chocolate. Each year, there is also a Maths Day with a particular link or an area of focus.

Please click here to view Chocolate Maths Week

Please click here to view Maths in Art Day 2018-2019

 

As part of implementing the curriculum, the children at Etz Chaim have access to these resources:

 

Mathletics

Etz Chaim has purchased a license for every child in Year 1-6 to have access to Mathletics. It is a fantastic online resource used not only to practise Maths skills and consolidate mathematical concepts learnt in class, but also used to compete in Maths quizzes with children all around the world. Each child has their own unique username and password which they can use to log on at www.mathletics.com. It can be accessed via any computer or tablet with an internet connection or by downloading the app.  The teacher regularly updates the children’s accounts with what they are learning or what needs reinforcing.

 

TT Rockstars

The school has purchased an online resource to embed times table recall called TTRockstars.  The children throughout Key Stages One and Two have used TTRockstars on a regular basis within Tabletop and Continuous Provision as well as at home to embed their fluency in times tables facts. 

 

Please click here to view Times table Rockstars.

 

Magical Maths Moments

Every class has approximately 10 minutes set aside each day for our Magical Maths Moments. This is a time to practise and consolidate quick mental recall of number facts. eg number bonds, counting forwards and backwards or up in jumps, table facts etc.

 

The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time.

Please click here to view the Calculation Policy

Please click here to see the new National Curriculum end of year expectations for Maths.

 

Impact

 

The impact of our mathematics curriculum is that children understand Maths in different contexts and through topic- based, cross curricular teaching, can clearly see how Maths can link with all subjects and areas of learning. In addition to this, creating learning around world events such as ‘World Maths Day’ and ‘Chocolate Maths Week’ has enabled children to cement this idea that ‘Maths is fun’ and fostered the ability to recognise the relationship and make connections to real-life Maths.

Resources are used to enhance learning throughout the school. Children from Nursery to Year 6 have them readily available in the classrooms to use as a tool to support their learning but also to aid reasoning and problem solving explanations. It is evident that the ease of access to resources has caused a positive impact on children’s ability.

The recent emphasis on Mathematical vocabulary across the school has meant that the children are beginning to use mathematical language to explain their ideas and are attempting to problem solve using this vocabulary. Children are encouraged to answer Maths questions in ‘full sentences’ which has had a huge impact on them understanding relevant concepts and applying Mathematical vocabulary.