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Curriculum

Early Years Foundation Stage

In their first year at school, children learn about numbers through play, whole-class sessions and small-group work. They learn to recognise and order numbers, counting objects up to 20. By the end of the year, they learn to add and subtract two single-digit numbers and solve problems using doubling, halving and sharing. They also solve problems using size, weight, capacity, position, distance, time and money.

 From Year 1 Mathematics is taught through a range of topics:

- Number and Place Value

- Addition and Subtraction

- Multiplication and Division

- Fractions, Decimals and Percentages

- Measurement

- Geometry: Shape

- Geometry: Position and Direction (taught up to Year 4 only)

- Statistics (taught from Year 2)

These topics are taught more than once over the course of each year as specific units of work. As some concepts are easier to grasp than others, teachers will use assessments to decide which need revisiting more frequently and do so as part of lesson warm -ups (quick tasks designed to keep skills fresh.) At the bottom of this page, you will find the full list of National Curriculum objectives for each area for each year group.

How Maths is taught at Brize Norton:

One of the most important elements of learning Maths at Brize Norton is to just have a go, and not worry about mistakes. This ethic holds us in good stead for all aspects of the Maths curriculum, particularly during problem-solving and reasoning tasks when calculations (and subsequent answers) are not always obvious. In order to install a ‘can do’ and ‘have a go’ attitude, we aim to create a diverse curriculum in which learning takes places using a variety of means.

These can include:

• Using different questioning techniques (direct to seek clarification, asking for reasoning and evidence, challenging or testing for greater depth, and exploring alternative views, to name a few)

• Different stimulus (such as seeking out cross-curricular opportunities.)

• Outside learning.

• Weekly problem-solving and reasoning tasks to build greater depth of understanding and encourage the children to use their skills.

• Opportunities for children to ‘prove’ or ‘convince’ others of their methods and answers.

• Providing key language and word banks to enable the children to explain their mathematical thinking.

• Modelling, and learning, a variety of techniques to respond to questions and record answers. These can include concrete objects and the use of pictures, developing to calculations using symbols (such as x,+,- etc.)

• Learning number facts – these underpin the National Curriculum objectives we teach; knowing them creates confidence, developing skills, a positive attitude during challenging tasks and enabling depth of understanding (see below.)

• Providing fluency tasks to consolidate and practise skills and concepts, along with challenge questions to broaden the understanding of those who have grasped a method quickly.

• Regular feedback through ‘live’ marking during lessons where we can (shown by an ‘S’ or ‘VF’), or personalised comments in the children’s books (Pink – keep going; Green – improve.) Teachers set time aside in lessons for the children to respond to these and make improvements using their polishing pens.

How you can help your child:

This year, our aim is to develop our reasoning and problem-solving skills throughout the school.

How you can help your child:

• Although number bonds and multiplication tables are taught in school, and sent home for homework, regular practise is essential to really embed the facts. From Year 1, they will start to learn their number bonds to 10. These are the numbers which, added together, form 10 (e.g. 3 + 7). Children need to know these fluently and quickly, without having to count. Once they know these, they learn their number bonds to 20, 50 and 100. Children who know their number bonds are ready for multiplication tables. Again, children need to be fluent in these, able to answer any multiplication or division question up to 12 x 12 in fewer than two seconds.

• Ask them to ‘prove’ their answers, or ‘convince’ you they are correct. You could also ask them how they would explain what they have done to somebody who disagreed with what they said.

• Find out what’s involved. Become familiar with the language. For example, the NRich website has an abundance of articles on the subject (we also use this site as a teaching resource.)