“The only way to learn maths is to do maths” St Stephen’s vision of Mathematics

Conceptual understanding and Reasoning This is a really simple idea which allows for discussions and challenges how we all see ‘half’. It focuses on the first two aims of the curriculum relating to: conceptual understanding mathematical reasoning.

We want……. Success in mathematics for every child Close the attainment gap

Two Beliefs about Intellectual Ability Innate Ability Effort-Based Ability

Belief in Innate Ability ASSUMPTIONS Ability is fixed “You either have it or you don’t” BELIEFS Inborn intelligence is the main determinant of success OUTCOMES Poor Results Defeatism

Belief in Effort-Based Ability ASSUMPTIONS Effort = Development BELIEFS Consistent effort and effective strategies are the main determinants of success. OUTCOME Engagement Confidence Results

The new National Curriculum Reform means that… In mathematics there will be additional stretch, with much more challenging content than in the previous National Curriculum. We will expect pupils to be more proficient in arithmetic, including knowing number bonds to 20 by Year 2 and times tables up to 12 x 12 by the end of Year 4. The development of written methods - including long multiplication and division - will be given greater emphasis, and pupils will be taught more challenging content using fractions, decimals and negative numbers so that they have a more secure foundation for secondary school.

Our maths lessons are about our children mastering maths. Our principles Fewer topics in greater depth Opportunities are provided throughout Maths lessons for pupils to use reasoning skills to make connections between prior knowledge and newly presented material. These connections will help foster a deeper understanding of the maths concepts. Mastery for all pupils Differentiation through depth, cumulative learning, AfL Number sense and place value come first Traditional algorithms meaningfully taught Problem solving is central Comprehension, calculation and problem solving developed simultaneously.

Mastering mathematical thinking Whole class, paired, individual opportunities to Compare (sort, organise) Modify (change, vary, reverse, alter) Generalise (pattern spotting, exemplifying, predict) Learning is generalisation. We want children to think like mathematicians. Not just DO maths…

 At St Stephen’s we are focused on building pupils’ fluency with, and understanding of, mathematics. Pupils of all ages and abilities will be able to tackle varied questions and problems, showing a preparedness to grapple with challenges, and explain their reasoning with confidence.

Calculation Policy Website: Nrich NCETM-Progression documents

“The only way to learn maths is to do maths” St Stephen’s vision of Mathematics

New Curriculum Spoken Language Developing ‘Book Talk’ Role play, Art and Drama prior to writing Story telling High Quality Texts which provide good models (vocabulary) Debate, discussion and performance

Reading and Writing Developing the Reading Environment Reading aloud Book Talk High Quality Texts providing good models of vocabulary & grammar Story mapping Building writing stamina

Vocabulary Development Cross Curricular links – experiencing vocabulary in a range of contexts Book Talk Exploring new and unfamiliar vocabulary Building on prior knowledge

KEY TEACHING APPROACHES: Reading aloud and rereading ‘Tell Me’ – book talk Role-play and drama Shared writing/ writing in role Drawing and annotating Story mapping Performance poetry

Reading Aloud

Star Reader Test gives children a suitable ‘band’ of books to choose from. Reading quiz on completion of each book with aim to score 80% or over. Children move up to the next level if they achieve consistently good results

Homework

Reading and child comment. Mathematics – given as a sheet Comprehension/ handwriting homework. Research ( Given once or twice each half term) Reading and adult comment.

Good to be Green

St Stephen’s uses the ‘Good to be Green’ system for behaviour. Each day starts green! The teachers’ aim is to ‘catch children being good’.

Consequences for inappropriate behaviour: Verbal warning A second warning and time out for reflection Yellow card is given as visual warning If disruptive behaviour continues a red card is given

Rewards for good behaviour Head teacher sticker for individual child for outstanding work. ‘Green time’ every Friday with 2 minutes deducted for each yellow card and 5 minutes for a red card. Half termly Head teacher awards Children who have stayed ‘green’ will have their name written in the Head teacher’s award book and mentioned in an end of term assembly. Tables points.

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