Please click on and off the Drop Down Bars to view all detail on the different categories of teaching methods with regard to Reading and the Spoken Language.
Our children are taught maths in their small class groups. These groups are fluid meaning that the children will be taught with children of a similar ability and they can move groups at any point to ensure good progress. Any child who has achieved year group expectations in class is then given the opportunity to work on these objectives in greater depth.
The Forge Approach to teaching maths is used in planning all weekly lessons by the teachers.
National Curriculum objectives are taught throughout the year and in this way coverage of the objectives is ensured. The content of lessons is determined by the National Curriculum, and by our gap analysis, based on half termly summative assessments. Personalised targets can be found in the front of every child’s maths book, and these are monitored by the children and teacher. Targets are signed off when there is sufficient evidence. Evidence is gathered via observation, marking and feedback as well as from formal testing.
Our children benefit from a structured maths week, which includes problem solving and investigations. However, if children have not understood sufficiently, with the majority meeting year group expectations within that week, then the learning will continue during the following week.
Children are encouraged to learn their times tables through a Super Heroes scheme where a range of facts are tested.
Tests take place once per week where the children have the opportunity to apply the skills and facts they have been practicing.
The children progress through the following levels:
The first four tests challenge the children in their recall of multiplication facts up to 12 x 12.
From Superman onwards the tests challenge a range of skills including knowledge of division as well as fraction and percentage of amount facts.
Maths skills are used in other areas of the curriculum at The Python Hill Academy. Applying in this way encourages learning at greater depth. For example, during science and geography topics, measure and data are incorporated when – for example – presenting results or looking at temperatures . In history, looking at timelines and dates reinforces children’s grasp of number. In P.E. we encourage children to measure, whether this is distance, time or repetitions, much of our work in D.T. incorporates measuring activities also.
Our aims in all of the maths we teach in school are to: improve fluency (speed and accuracy), encourage reasoning (through talking and justifying) and to solve a range of problems by applying content.
We teach by firstly using concrete objects to model ideas to children/ allow children to explore. Then we represent maths using pictures and diagrams, and finally we use mathematical symbols. This approach is reflected in our calculation policy.
Differentiation, S.E.N and More Able
Differentiation can be seen in all maths sessions through the use of a process led success criteria as invented by Shirley Clarke. This is tailored to the group that they are in. The groups, as for other subjects, remain fluid for all children.
Flexible interventions aim to ensure progress for any children who have not understood an element of maths being taught that day/ week. The aim is to ensure at least good progress is made. After school booster sessions are provided for year six children, to prepare them for their SATs tests in May. Our teaching methods allow children to extend their maths independently, throughout the course of maths units being taught.
Maths at The Python HIll Academy is constantly evolving, as we face the challenges of new assessment procedures, national tests and a demanding curriculum.