At Whiteheath Infant School, our aim is to ensure that all children become fluent in the fundamentals of mathematics, can reason mathematically and can solve problems by applying their mathematical knowledge and understanding. To achieve these aims, our mathematics planning is underpinned by five key principles.
During mathematics lessons, teachers use concrete or pictorial representations so that children understand the mathematical structures being taught. Once the children have a deep understanding of the concept, they are then expected to work without manipulatives.
The quick and efficient recall of facts and procedures as well as the flexibility to move between different contexts and representations of mathematics is essential. To create fluent mathematicians, teachers use small chunks of time before school, after lunch and during lesson transitions to work on key facts.
Variation is an important feature of mathematics lessons. Conceptual variation is used so that the children have the opportunity to look at a concept being taught in more than one way. This variation draws attention to critical aspects of a concept to develop a strong understanding. Teachers also aim to use procedural variation so that activities and exercises are sequenced carefully to connect the mathematics and draw attention to mathematical relationships and structures.
We want children to enjoy thinking mathematically. Throughout the school there are opportunities for children to reason mathematically by following a line of enquiry, conjecturing relationships and making generalisations.
Our final key principle is coherence. Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to the ability to apply the concept in a range of contexts.
Our expectation is that the majority of children will move through the programmes of study at broadly the same pace. Pupils who grasp concepts rapidly will be challenged by being offered rich reasoning and problem solving activities. Those who are not sufficiently fluent will be offered additional practice to try and close any gaps in understanding.
We follow White Rose hub guidance, an overview of each year group can be found below. These show the order and the length of time that year groups spend on key areas set out in the National Curriculum. The guidance is adapted to the needs of current cohort in each year group.
