maths
Vision statement and intent
At Skelmanthorpe Academy, we believe that mathematics is an important life skill. Mathematics will be planned and delivered within the framework of the National Curriculum and the Early Years Foundation Stage curriculum, together with our school policies for teaching and learning, assessment, special needs and equal opportunities. Our mathematics curriculum offers a broad range of experiences designed to provide pupils with the mathematical understanding, skills and knowledge needed to deal with everyday situations, learning in other areas of the curriculum and investigations within mathematics itself.
We believe that mathematics:
- is creative and enjoyable
- is a means of communicating information and ideas
- involves generalising about patterns and relationships
- should involve fluency to enable children to access concepts, make links, deepen understanding and achieve success
- develops the skills of problem solving
- enables decision making, logical thinking and reasoning
Implementation
The maths curriculum at Skelmanthorpe Academy, is based on a mastery approach and is supported using resources and assessments from the White Rose Maths scheme, supplement with Classroom secrets, Maths.co.uk and the NTS maths summative assessments. The aim is to ensure that all children in school become fluent in the fundamentals of mathematics. All children are taught to select appropriate mathematical resources to demonstrate and aid their learning. Children in school are taught to reason mathematically and solve problems, applying their knowledge and skills in a variety of real- life situations. The use of ‘nothing new’ concepts at the beginning of each lesson revisits taught concepts in a cyclical way and keeps knowledge fresh in children’s minds as they apply in new and different ways.
Impact
The impact of our work is that children will demonstrate a deep understanding of maths - this includes the recollection of the times table. We want children to display a positive and resilient attitude towards mathematics and an awareness of the fascination of mathematics, showing confidence in believing that they will achieve. Our aim is for each child to achieve, regardless of their starting points and make better than expected progress. They will have the chance to develop the ability to recognise relationships and make connections in maths lessons and across the curriculum. We will see mathematical concepts or skills being mastered and children able to show it in multiple ways, using the mathematical language to explain their ideas, independently applying the concept to new problems in unfamiliar situations.
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The curriculum at Skelmanthorpe Academy is designed to be ambitious for all pupils and high expectations are set for all subjects.
The sequential delivery of units and information, means that the children experience learning in chunks which do not overload the working memory, allowing pupils to build on and secure past knowledge.
Pedagogy of learning is key and individual knowledge of the SEND learners plays a part in how the curriculum can be adapted so that pupils with SEND are not disadvantaged.
This information is based on research reports carried out by OFSTED and how schools can best support pupils with SEND in accessing the curriculum.
SEND in the Mathematics curriculum
Explicit instruction is a highly effective way of teaching pupils with SEND, as well as systematic rehearsal of declarative (know that…) and procedural knowledge (know how…). Within the context of the Mathematics curriculum in school pupils with SEND, particularly those with ASD benefit from the opportunity to memorise core facts and methods to free up thinking time for problem-solving. Scaffolding is used carefully so that children do not become dependent. Manipulatives are used to reveal useful information rather than be used as an external memory device. The most useful resources for early methods are those associated with efficiency, accuracy and simplicity.
Skelmanthorpe Academy's Long Term Plans
Reception
Learning Blocks
| Name | |
|---|---|
| Reception Autumn Block 1 Match sort and compare SOL.pdf | Download |
| Reception Autumn Block 2 Talk about measure and pattern SOL.pdf | Download |
| Reception Autumn Block 3 Its me 1 2 3 SOL.pdf | Download |
| Reception Autumn Block 4 Circles and triangles SOL.pdf | Download |
| Reception Autumn Block 5 1 2 3 4 5 SOL.pdf | Download |
| Reception Autumn Block 6 Shapes with 4 sides SOL.pdf | Download |
| Reception small steps Spring.pdf | Download |
Year 1
Year 2
Year 3
Year 4
Learning Blocks
Year 5
Learning Blocks
| Name | |
|---|---|
| Y5 Autumn Block 2 SOL Addition and subtraction.pdf | Download |
| Y5 Autumn Block 3 SOL Multiplication and division A.pdf | Download |
| Year 5 Autumn Block 1 SOL Place value.pdf | Download |
| Year 5 Autumn Block 4 SOL Multiplication and division B.pdf | Download |
| Year 5 Scheme of Learning Small Steps Spring.pdf | Download |