Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.” (DfE 2013)
Addition and Subtraction Calculation Policy
Multiplication and Subtraction Calculation Policy
Mathematics Skill Progression
Fluency Skills Progression
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At Rillington we want every child to be successful, fluent mathematicians and individuals who can apply these skills into problem solving and reasoning situations. We want the children to see mathematics as being relevant to their world and applicable to everyday life as well as being something that they will need as they move on through their school life, ultimately to the world of employment. To that end, a high-quality, inter-related and creative mathematics experience should be one that develops the children’s ability to think mathematically and one which allows them to apply the tools to which they have been exposed in a variety of ways.
Following the introduction of the new National Curriculum in 2014 the emphasis has been to ensure that all children:
- Become fluent
- Reason and explain mathematically
- Can solve problems.
This means that children need to be regularly exposed to opportunities involving increasingly complex problem solving which allows them to apply their mathematical knowledge. In doing so, they should be encouraged to develop an argument and line of enquiry which they can prove and justify using mathematical vocabulary. This includes the ability to break down problems, both routine and non-routine, into a series of steps.
At Rillington Primary School, the whole school use the medium term plans produced by White Rose Maths as the basis for each year groups coverage. These plans provide teachers with exemplification for maths objectives and are broken down to support a CPA (concrete, pictorial and abstract) and mastery approach to mathematics. They ensure teachers stay in the required key stage and support the ideal of depth before breadth. They support pupils working together as a whole group and applying their skills individually.
Concrete, pictorial and Abstract (CPA) approach
At Rillington, we recognise that the Concrete Pictorial Abstract (CPA) approach is highly effective in the teaching of Maths to develop conceptual understanding. This approach will vary between year groups and the individual abilities of children within each class.
Objects, pictures, words, numbers and symbols are everywhere. The mastery approach incorporates all of these to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt.
All pupils, when introduced to a key new concept, should have the opportunity to build competency in this topic by taking this approach. Pupils are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols.