Manor Leas Junior Academy
Intent - What is the vision?
Provide a rich and stimulating mathematical environment.
Develop a positive attitude to mathematics and foster an enthusiasm and love of the subject.
Provide opportunities for all pupils to develop into confident and competent mathematicians.
Encourage the effective use of maths as a tool in a wider range of activities and contexts.
Develop an ability in pupils to express themselves fluently, using correct mathematical vocabulary.
Develop mathematical fluency.
Using the Effective Maths Mastery framework, the children at Manor Leas have high quality maths teaching which covers a range of areas: procedural and conceptual understanding; variation; exploring mathematical patterns, relationships and connections.
Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
Lessons provide engaging opportunities for problem solving and reasoning.
Implementation - How does this work across the school?
‘Effective Maths’ is a mastery approach to the teaching of maths. Teaching and learning focuses on developing the children’s procedural and conceptual understanding whilst embedding key learning through the use variation, patterns and relationships. ‘Effective Maths’ is a Shanghai-style mastery approach to teaching. This focuses on depth rather than breadth. Conceptual understanding and fluency is strengthened through the use of concrete, pictorial and more abstract representations during a lesson. Children are taught a concept and shown it in many different ways. Once the children understand the concept they should be able to explain their understanding using the correct mathematical language and apply their knowledge in different contexts.
Teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics
The large majority of pupils progress through the curriculum content at the same pace. Differentiation is achieved by emphasising deep knowledge and through individual support, scaffolding and intervention.
Teaching is underpinned by a research led spiral curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and secure procedural knowledge.
Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts in tandem.
Teachers use precise questioning in class to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring extra support / intervention.
End of unit assessments and marking crib sheets are used to identify gaps that can be addressed in fluency time or during review weeks.
Lesson are developed around clear systems and procedures:
Partner talk and extended partner tasks.
Whole class choral response.
Children telling themselves the answer.
My turn, your turn.
Thumbs up questions.
Individual tasks and deeper questions.
The primary purpose of the website is to provide online quizzes to allow children opportunities to practise core parts of the taught maths curriculum. Revisiting is essential so that children can retain and build on learnt concepts.
Whilst we can’t revisit everything, there is a set of core knowledge and skills that children need to have in order to be able to solve problems. In each term (or block) the quizzes focus on addition, subtraction, multiplication, division and at least one other maths topic.
Active Number is a whole-school approach to the teaching and understanding of number and operations to primary aged pupils. It uses the principles of mnemonics, intended to assist the memory, to develop 'mastery' provided a deepened understanding of number and calculation using the four operations. It is proven that learning gained by doing through interacting with others, supports retention. Using images, actions and verbal reasoning the child's learning develops using a spiral approach. The Active Number is supported by the current EEF guidance reports for supporting mathematics in KS2 and KS2.
Freckle is designed to be both student-paced and teacher-led.
The programme continuously adapts for practice in maths, helping students develop and progress. It allows for skill gaps to be identified to determine where to focus teaching and learning.
By the end of year 4 (age 9) all children should know their tables and the corresponding division facts “off by heart.”
Tackling tables is designed to help children develop instant recall. There are three sets of coloured cards.
Blue: 1x, 2x, 5x and 10x – these should be known by the end of year 2- age 7.
Green: 3x,4x, and 8x – these should be known by the end of year 3- age 8
Red: 6x, 7x,9x,11x and 12x- these should be known by the end of year 4 –age 9
The simplicity of the cards means that the children really focus on learning their times tables and their inverse. They enjoy the competitive element of using the cards. It is a progressive resource that is simple to use but very effective.