At Clowne Infant and Nursery School we teach daily math’s lessons which follow the White Rose scheme of work. Within each year group the children are set into ability groups, this allows the children to work at a pace and a level which suits them best.
These groups are assessed and monitored throughout the year and children will move between each group depending on their ability and progress. Within all ability groups the children will be challenged and their learning will be deepened through questioning and activities. We stream the children to allow adapted learning to suit the needs of the children more carefully and to ensure children do not rush through concepts too quickly. Lower ability sets work with a range of manipulatives to embed their understanding of concepts whereas middle ability children will use less manipulatives and be moving onto the more pictorial understanding. Higher ability set children will be given the option to use the different resources but there will be more abstract learning for children to apply their knowledge and understanding to unpick problems.
Lessons are fun, engaging and encourage the children to link to ‘real life’ maths. Children are shown a variety of calculation methods which use practical resources, written methods and mental maths.
In Nursery teachers plan mathematical activities through in the moment planning, these are linked to children's interests and activities.
Through school we follow the White Rose scheme of work, this is too support continuity of approaches and language across the school. Children will hear mathematical vocabulary in a range of contexts and as children progress through school the are expected to use a range of mathematical vocabulary confidently. The vocabulary is model and promoted within lessons.
To help you understand how we teach different aspect of maths here is our schools calculation policy which breaks down the different teaching strands and explains to you a concrete, pictorial and abstract way of understanding maths.
Concrete learning- is a hands on approach, doing rather than watching. Children can use lots of resources to help them build an understanding of the mathematical concepts that are taking place.
Pictorial learning- Pictorial is the “seeing” stage. Here, visual representations of concrete objects are used to model problems. This stage encourages children to make a mental connection between the physical object they just handled and the abstract pictures, diagrams or models that represent the objects from the problem.
Abstract learning- Abstract thinking is the ability to consider concepts beyond what we observe physically. Recognizing patterns, analysing ideas, solving problems, and creating things all involve abstract thinking.
Pupil voice is an important measure of the implementation and impact of the Maths curriculum. Quantitative data is gathered through pupil surveys to give a reflection of children's opinions on a number of areas of the subject. At the bottom of the survey, there is an area for any additional comments children wish to make.