Mathematicians at Queen's Crescent

Our Vision

At Queen’s Crescent School, we strive to deliver a stimulating and enjoyable Maths curriculum, whilst ensuring that children are supported and challenged appropriately. Our aim for the children of Queen’s Crescent School is to thoroughly underpin mathematical learning by developing an even balance between conceptual understanding and procedural fluency, in order to develop the children’s arithmetic proficiency. We also recognise that problem solving and application of maths in context is a fundamental quality of our children as mathematicians and building this into our approach reflects the aims of the National Curriculum (2014).

The National Curriculum (2014) aims that all children should have these skills:

Fluency - rapid and accurate recall and application of facts and concepts.

Reasoning - a growing confidence to justify ideas using mathematical language.

Problem Solving - the ability to solve problems by applying mathematics to a variety of routine and non-routine problems with increasing sophistication.

 This is achieved at Queen’s Crescent School through:

·          A daily, dedicated mathematics lesson given to all children teaching them the necessary skills to become independent explorers of mathematics.

·          All planning following the White Rose progression for the year group and primarily using White Rose or Third Space resources to ensure a consistent approach across the school.

·          The use of LBQ (Learning by Questions) for KS2 children, primarily in Years 5 and 6 to support them in their learning using technology.

·          Use of sentence stems to give the children appropriate and helpful mathematical language.

·          Using and applying their mathematical knowledge by making appropriate choices in real-life situations.

·          Effective questioning from teachers and encouraging children to explain and demonstrate their methods, to consolidate their understanding.

·          Experience a wide variety of mathematical situations, developing cross curricular links, home links and links with the wider world.

·          Effective use of manipulatives, such as Numicon, Dienes and real-life apparatus in whole class and small group activities throughout the school.

·          Ensuring coverage of all areas of the National Curriculum by following the White Rose progression and using a mastery approach to teach key skills and topics in depth.

·          Promoting fluency through use of daily activities such as ‘Fluent in Five’, outside of or as an add on to the maths lesson.

·          Daily opportunities to revisit prior learning, through the use of ‘Flashback 4’.

·          Appropriate, intensive 1:1 and small group interventions for pupils across the school as required, to ensure that children reach their full potential and make good progress in developing as life-long learners.

 

Please refer to the White Rose Calculation Progression for further information about how to support your child in developing their written methods for addition, subtraction, multiplication and division;

 

 Image result for PDF Calculation Progression

 

 We understand that many parents feel like maths has changed and that it’s sometimes difficult to keep up to date with modern teaching methods. As a school, we follow the White Rose Progression of Learning and they have teamed up with Michael Underwood to help bridge the gap between home and school. They have produced a series of ‘How to’ guides and accompanying videos that are really helpful and definitely worth a look so that you can support your child at home; https://whiteroseeducation.com/parent-pupil-resources/maths/maths-with-michael 

Times Tables
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Mathematicians at Queen's Crescent

Our Vision

At Queen’s Crescent School, we strive to deliver a stimulating and enjoyable Maths curriculum, whilst ensuring that children are supported and challenged appropriately. Our aim for the children of Queen’s Crescent School is to thoroughly underpin mathematical learning by developing an even balance between conceptual understanding and procedural fluency, in order to develop the children’s arithmetic proficiency. We also recognise that problem solving and application of maths in context is a fundamental quality of our children as mathematicians and building this into our approach reflects the aims of the National Curriculum (2014).

The National Curriculum (2014) aims that all children should have these skills:

Fluency - rapid and accurate recall and application of facts and concepts.

Reasoning - a growing confidence to justify ideas using mathematical language.

Problem Solving - the ability to solve problems by applying mathematics to a variety of routine and non-routine problems with increasing sophistication.

 This is achieved at Queen’s Crescent School through:

·          A daily, dedicated mathematics lesson given to all children teaching them the necessary skills to become independent explorers of mathematics.

·          All planning following the White Rose progression for the year group and primarily using White Rose or Third Space resources to ensure a consistent approach across the school.

·          The use of LBQ (Learning by Questions) for KS2 children, primarily in Years 5 and 6 to support them in their learning using technology.

·          Use of sentence stems to give the children appropriate and helpful mathematical language.

·          Using and applying their mathematical knowledge by making appropriate choices in real-life situations.

·          Effective questioning from teachers and encouraging children to explain and demonstrate their methods, to consolidate their understanding.

·          Experience a wide variety of mathematical situations, developing cross curricular links, home links and links with the wider world.

·          Effective use of manipulatives, such as Numicon, Dienes and real-life apparatus in whole class and small group activities throughout the school.

·          Ensuring coverage of all areas of the National Curriculum by following the White Rose progression and using a mastery approach to teach key skills and topics in depth.

·          Promoting fluency through use of daily activities such as ‘Fluent in Five’, outside of or as an add on to the maths lesson.

·          Daily opportunities to revisit prior learning, through the use of ‘Flashback 4’.

·          Appropriate, intensive 1:1 and small group interventions for pupils across the school as required, to ensure that children reach their full potential and make good progress in developing as life-long learners.

 

Please refer to the White Rose Calculation Progression for further information about how to support your child in developing their written methods for addition, subtraction, multiplication and division;

 

 Image result for PDF Calculation Progression

 

 We understand that many parents feel like maths has changed and that it’s sometimes difficult to keep up to date with modern teaching methods. As a school, we follow the White Rose Progression of Learning and they have teamed up with Michael Underwood to help bridge the gap between home and school. They have produced a series of ‘How to’ guides and accompanying videos that are really helpful and definitely worth a look so that you can support your child at home; https://whiteroseeducation.com/parent-pupil-resources/maths/maths-with-michael 

Times Tables
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Mathematicians at Queen's Crescent

Our Vision

At Queen’s Crescent School, we strive to deliver a stimulating and enjoyable Maths curriculum, whilst ensuring that children are supported and challenged appropriately. Our aim for the children of Queen’s Crescent School is to thoroughly underpin mathematical learning by developing an even balance between conceptual understanding and procedural fluency, in order to develop the children’s arithmetic proficiency. We also recognise that problem solving and application of maths in context is a fundamental quality of our children as mathematicians and building this into our approach reflects the aims of the National Curriculum (2014).

The National Curriculum (2014) aims that all children should have these skills:

Fluency - rapid and accurate recall and application of facts and concepts.

Reasoning - a growing confidence to justify ideas using mathematical language.

Problem Solving - the ability to solve problems by applying mathematics to a variety of routine and non-routine problems with increasing sophistication.

 This is achieved at Queen’s Crescent School through:

·          A daily, dedicated mathematics lesson given to all children teaching them the necessary skills to become independent explorers of mathematics.

·          All planning following the White Rose progression for the year group and primarily using White Rose or Third Space resources to ensure a consistent approach across the school.

·          The use of LBQ (Learning by Questions) for KS2 children, primarily in Years 5 and 6 to support them in their learning using technology.

·          Use of sentence stems to give the children appropriate and helpful mathematical language.

·          Using and applying their mathematical knowledge by making appropriate choices in real-life situations.

·          Effective questioning from teachers and encouraging children to explain and demonstrate their methods, to consolidate their understanding.

·          Experience a wide variety of mathematical situations, developing cross curricular links, home links and links with the wider world.

·          Effective use of manipulatives, such as Numicon, Dienes and real-life apparatus in whole class and small group activities throughout the school.

·          Ensuring coverage of all areas of the National Curriculum by following the White Rose progression and using a mastery approach to teach key skills and topics in depth.

·          Promoting fluency through use of daily activities such as ‘Fluent in Five’, outside of or as an add on to the maths lesson.

·          Daily opportunities to revisit prior learning, through the use of ‘Flashback 4’.

·          Appropriate, intensive 1:1 and small group interventions for pupils across the school as required, to ensure that children reach their full potential and make good progress in developing as life-long learners.

 

Please refer to the White Rose Calculation Progression for further information about how to support your child in developing their written methods for addition, subtraction, multiplication and division;

 

 Image result for PDF Calculation Progression

 

 We understand that many parents feel like maths has changed and that it’s sometimes difficult to keep up to date with modern teaching methods. As a school, we follow the White Rose Progression of Learning and they have teamed up with Michael Underwood to help bridge the gap between home and school. They have produced a series of ‘How to’ guides and accompanying videos that are really helpful and definitely worth a look so that you can support your child at home; https://whiteroseeducation.com/parent-pupil-resources/maths/maths-with-michael 

Times Tables
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