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Working Walls provide the children with an additional reference point that can be utilised to support their independent learning.  Working walls include concrete, pictorial and abstract worked examples of ‘fluency’ and ‘problem solving & reasoning’ style questions, as well as highlighting key misconceptions. Key vocabulary and sentence stems are also evident and referred to as necessary. The content of the working wall is built up over time and follows a similar sequence to the WRMH small steps—only priority elements/key strategies/representations need to be modelled—they should model the learning sequence/journey of that block of work. The content may be presented on flipchart paper or written directly on to whiteboard displays where appropriate.

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Maths @ Rothwell Primary School - V3 (Website)

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Mathematics

Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently,  develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding -

such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and

interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.

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At RPS, we follow the National Curriculum which aims to ensure that all pupils:

● become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

● reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

● can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

As mathematics is an interconnected subject, learners are required to fluently move between different representations of mathematical ideas. Although the programmes of study are organised into distinct blocks, pupils are given lots of opportunity to make rich, meaningful connections across mathematical ideas, so that they develop mathematical problem solving and reasoning skills. Links to other subjects are also explicitly highlighted within the mathematics curriculum. In using a mastery approach to the mathematics curriculum, the majority of children are expected to progress at broadly the same pace. However, decisions on when to progress are based on the security of their understanding. For learners who grasp a concept quickly, challenges are planned for which give them the opportunity to solve rich and sophisticated problems before accelerating through new content. Similarly, those learners who are not fully fluent with concepts have the opportunity to consolidate their understanding through targeted Revisit/Early Bird tasks, differentiated activities and/or daily intervention.

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Calculation Policy- Addition and subtraction 

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Calculation Policy- Addition and subtraction 

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This policy will be introduced in 2022 and will be used in years 1-4. Years 5&6 will continue with the methods they have been taught throughout school.

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Addition and subtraction calculation policy

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Calculation Policy- Multiplication and Division 

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Calculation Policy- Multiplication and Division 

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This policy will be introduced in 2022 and will be used in years 1-4. Years 5&6 will continue with the methods they have been taught throughout school.

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Multiplication and Division calculation policy V2

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This is a free app that does not need a password. You can select the area of maths and the level for your child to work on and so it can be used for all year groups.

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Your child will have a password to log in and will progress through the stages. This is a useful app for Key Stage 1 children, the levels progress as they complete them. The expectation for time spent as homework can be found on your child's homework check list. The Class teacher can monitor how often children are accessing the app as well as track progress.

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Your child will have a pass word and log in details. Your child's class teacher will set the relevant/target times tables for your child. The teacher will then have log of how often children are accessing it and will be able to monitor progress. The expectation of homework timings will be found on your child's homework check list.

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Times Tables Rock Stars – Times Tables Rock Stars