Maths at Westwood
Maths lessons in Reception and Year 1
There will be 3 or 4 inputs with the whole class which will include daily counting. Children are taught in groups (size of group specific to the needs of the children). Maths opportunities will also be created within the areas of provision. In Reception there will be one focus lesson and in Y1 there will be at least four lessons each week.
Maths lessons in Years 2-5
There will be four maths lessons each week and a times table lesson every Friday. The times table lesson will be an opportunity for children to work independently, learning the times table facts specific to their stage on the times table mountain. There will be daily counting (in Years 2-4 this is always the times tables relevant to the year group) and arithmetic practice within every maths lesson.
Maths lessons in Year 6
There will be five maths lessons each week and a times table lesson every Friday. The times table lesson will be an opportunity for children to work independently, revising the times table facts. There will be daily counting and arithmetic practice within every maths lesson.
In Years 2-6 there will be a weekly tables test (every Thursday). On Friday the children will be told which table to focus on for the following week, and they will start practising this in the times table session on Friday. The children will only move on to the next table when they have got full marks on the previous times table test. Children will have access to similar times tables tests at home through the school website. There will be certificates presented in Friday assembly for reaching the various stages of the times table mountain.
As a school we are having a big focus on times tables this year. The quick recall of multiplication and division facts (times tables) is essential for all children and the ability to recall these facts quickly enables children to answer related questions with ease. It is therefore important that we approach the teaching and testing of times tables in a similar and progressive format from Year 2 to Year 6.
According to the new National Curriculum, the expectation of times tables in each Year Group is as follows:
Year 2: 2x, 5x, 10x
Year 3: 3x, 4x, 8x
Year 4: 6x, 7x, 9x, 11x, 12x
Year 5: All x and ÷ facts (12x12)
Year 6: All x and ÷ facts (12x12) and related language/symbols e.g. % and square root
We have decided to follow a ‘Mountain Profile’ building up the times tables in a methodical and progressive format, ensuring that the children revise and retain the facts they have learnt along the journey. The children will have a folder with their Mountain Profile and times table tests so that they can track their progress and know what they are working on. Children’s progress through the times table mountain is shared with parents through their times table homework book. When a child has reached the summit, they then try to improve their time on the earlier tests to increase the speed of their recall, either by completing all earlier tests or by completing the ‘three peaks’ challenge.
The children will have a times tables test every Thursday. Every Friday the children will be told which table to focus on for the following week and will have time to start practising them. The children will only move on to the next table when they have got full marks on the previous times table test. Certificates will be awarded when the children complete certain stages on the mountain and a calculator will be awarded when children reach the summit.
The complete set of times tables can be found on our school website (key dates > curriculum). To practise these at home, open the file, press F9 to generate a new test and then print. In this way you can generate an unlimited number of different tests.
Children in Years 2-6 will receive a weekly piece of maths homework in addition to the expectation that they practise their times tables at home.
In all classrooms there will be examples of the appropriate calculation strategies for their year group as well as key facts, for example metric conversions, fraction/decimal and percentage equivalents and shape names and properties. As new learning takes place, the key facts and strategies will be put up and left on display for the rest of the year.
Marking and feedback
Wherever possible, children’s work will be marked before the next maths lesson. Marking will include a brief comment celebrating the child’s success or progress and indicate whether work is correct or not. Children should be expected to complete corrections where they have made mistakes. If teachers can see a clear misconception, this should be explained to children either verbally or in written form and the children should be given a further opportunity to show that this misconception has been successfully addressed.
Resources and Guidance
Each year group from Y1 upwards will follow the Focus Maths medium term planning. Our calculation policy outlines the strategies that must be taught in each year group.
A planning format is provided for short term planning. This will include the counting activity, the arithmetic activity, the main lesson input, the main strategy, the vocabulary, and a plan of what the children are going to do (SEN, target, expected, challenge), the plenary activity and an assessment/evaluation.
All children except SEN children will work on the objectives from their year group curriculum. The teacher will decide what extra support/equipment/scaffolding is required to enable the children working at the target group level to reach the expected level for their age.
For each lesson the children will write a title which is a statement of what they are going to learn (for example ‘I can multiply a two-digit number by a two-digit number using the grid method’ or ‘I can use a number line to find the difference between two numbers’).
Various published schemes and online programmes are available to support teachers in resourcing their lessons.
Teachers will give a teacher assessment level for every child every half term based on marking and observations in lessons. Children will also complete Rising Stars half termly progress tests. This will inform the half termly teacher assessment. Teachers will complete a test analysis to identify strengths and weaknesses in the children’s maths learning and any gaps identified will be addressed in arithmetic sessions in subsequent weeks.