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Planning and Progression

 

As a school, we have decided to follow White Rose Maths. The White Rose scheme of learning is designed to support a mastery approach to teaching and learning, as well as to support the aims and objectives of the National Curriculum. The White Rose scheme has number at its heart and a lot of time is spent reinforcing number to build competency. It also provides opportunities to build reasoning and problem-solving into each lesson. White Rose believes that all children, who are introduced to a concept, should have the opportunity to build on their abilities by following a concrete-pictorial-abstract approach.

 

Progression

Please follow the link below to see National Curriculum Progression and how this links with White Rose Maths.

 

National-Curriculum-Progression-Primary please see how the White Rose Maths curriculum links to the Key Stage 1 and Key Stage 2 National Curriculum, and how it progresses through the topics.
The progression helps class teachers see what to cover in their year group and what is taught in other years.

 

Concrete – Children should have the opportunity to use mathematical  objects to help them envisage what written numbers represent.

 

Pictorial – Children should have the opportunity to use pictures as representations to continue to support them in visualising what written numbers represent.

 

 

Abstract – Abstract learning is the use of digits and words to represent numbers.

 

 

 

Calculation Policy

Our school calculation policy shows how abstract learning builds upon a good foundation of concrete and pictorial methods.

 

The NEW Updated White Rose Calculation Policy for Addition and Subtraction and Multiplication and Division:

White Rose Calculation Policy Add/Subtract

White Rose Calculation Policy Multiply/Divide

 

Times Tables and Number Skills at Dove

 

By Year 4, children should be able to recall their multiplication facts up to 12 x 12. To help them develop these skills, children can log on to TTRS using their username and password.

 

On Times Table Rockstars, pupils can practice their tables. They are then able to improve their Rock Speed and climb the Rockstar ranks! The online games reward children with virtual coins for each correct answer, which they enjoy spending on upgrading their personal rock avatar.

 

NumBots is an online game and playing little and often will significantly improve your child’s recall and understanding of number bonds and addition and subtraction facts. Children can access NumBots using their username and password for TTRS.

 

Children access these both at home and in school.

Planning – Yearly Overviews and Ready to Progress

Planning for Mathematics is a process in which all teachers are involved to ensure that the school gives full coverage of, ‘The National Curriculum programmes of study for Mathematics 2014’ and, The Development Matters statements linked to Maths: Number, and Maths: Shape, Space and Measures in the Early Years Foundation Stage. We also incorporate the 2020 non-statutory ‘Ready to Progress’ guidance.

 

As a school we use the White Rose Maths scheme of learning as a guide for small steps in learning. We ensure only high quality resources are used to support learning and these are selected from the NCETM resources Ready to Progress Documents (see the bottom of the page),  Gareth Metcalfe’s ‘I see Reasoning’ documents and NCETM ‘Teaching for Mastery’ Resources (https://www.ncetm.org.uk/classroom-resources/assessment-materials-primary/)

 

EYFS 

 

Year 1 

 

Year 2

 

 

Year 3

 

 

Year 4

 

 

Year 5 

 

 

Year 6

 

 

Progression – Ready to Progress

 

In June 2020, the DfE, alongside the National Centre for Excellence in the Teaching of Mathematics (NCETM), produced a non-statutory guidance document that aimed to:

  • Bring greater coherence to the national curriculum by exposing core concepts in the national curriculum and demonstrating progression from Year 1 to Year 6
  • Summarise the most important knowledge and understanding within each year group and important connections between these mathematical topics
  •  

The ‘Ready to Progress’ criteria do not address the whole of the curriculum. They address areas that have been identified as a priority. It is still a statutory requirement that the whole of the curriculum is taught. However, by meeting the ready-to-progress criteria, pupils will be able to more easily access many of the elements of the curriculum that are not covered by this guidance.

 

This publication identifies the most important conceptual knowledge and understanding that pupils need as they progress. These important concepts are referred to as ready-to-progress criteria and provide a coherent, linked framework to support pupils’ mastery of the primary mathematics curriculum

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