Maths

Our pupils are active learners, who develop their problem-solving and reasoning skills by applying mathematics to everyday situations and understanding the role that maths plays in the world around them. We recognise the importance of using a multi-sensory teaching approach in order for the pupils to experiment and engage with ideas. Our philosophy at Bede’s Prep is that pupils learn most effectively by “doing”; our maths lessons are constructed with this in mind.

Through curiosity, working collaboratively and determination, our pupils become resilient learners who are willing to take on the challenges they are given. They have the confidence and strength to be adaptable and flexible in their approach to learning mathematics and communicate their ideas clearly and logically.

As in all departments at Bede’s, we focus on the individual child. We provide tailored support to every learner: from those who require extra help, to those who wish to further their interest in the subject, and everyone in between. We have a range of established programmes that meet the needs of those pupils who require extra support as well as those who need to be challenged further.

Learning mathematics is intriguing, satisfying and exciting when pupils are allowed to develop their thinking and communication skills – even for learners who find maths difficult.

Our teachers are passionate about teaching mathematics and generate a supportive environment that enables every child to excel.

What skills will my child develop?

• Create a positive and safe learning environment where all pupils are challenged and engaged.

• Develop resilience and encourage pupils to seek challenges, reminding students that we learn best from our mistakes.

• Encourage pupils to be reflective about their performance and strive to improve further.

• Provide opportunities for exploration, develop curiosity and find alternative methods to answer a question.

• Help students to become adaptable and apply methods taught to various concepts.

Hints & Tips for Home

• Doodlemaths https://www.doodlemaths.com/

• TT Rockstars https://ttrockstars.com/

Tiffany Henry Head of Maths

Years 3 to 6 use the ‘teaching for mastery’ approach to learning, which the children started in Year 1. Using this approach, the whole class moves through topics at broadly the same pace. Each topic is studied in depth and the teacher does not move to the next stage until all children demonstrate that they have a secure understanding of mathematical concepts.

Pupils are given time to think deeply about each mathematical topic and thoroughly understand concepts at a relational level, rather than as a set of rules or procedures. This slower pace leads to greater progress because it ensures that students are secure in their understanding and teachers do not need to revisit topics once they have been covered in depth.

Although the whole class goes through the same content at the same pace, there is still plenty of opportunity for differentiation. Those pupils who grasp concepts quickly are challenged with rich and sophisticated problems within the topic. Those children who are not sufficiently fluent are provided with additional support to consolidate their understanding before moving on.

Through our teaching we use the Concrete-Pictorial-Abstract approach, which builds on the child’s existing knowledge by introducing abstract concepts in a concrete and tangible way. It involves moving from concrete materials, to pictorial representations, to abstract symbols and problems.

The principal focus of mathematics teaching in Years 3 to 6 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

During Year 3, children develop their skills and understanding even further. The year starts with problems linked to place value, addition, subtraction, multiplication and division. During the Spring Term they continue exploring multiplication and division as well as investigating money, length, perimeter and fractions. They finish Year 3 in the Summer Term by developing their understanding of fractions, as well as learning time and solving problems linked to shape, capacity and mass.

By the end of Year 4, pupils should have memorised their multiplication tables (up to and including 12) and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing reading and spelling knowledge

Children in Year 4 start the year increasing their place value knowledge and solving problems using the four operations: addition, subtraction, multiplication and division. They will also look at measurement, focusing on length and perimeter. During the Spring Term area is investigated, decimals are introduced and the children’s understanding of fractions is being developed. They finish Year 4 in the Summer Term focusing on money, time, shape, position and direction.

Children in Year 5 start the year increasing their place value knowledge and solving problems using the four mathematical operations. They will also look at measurement, including area and perimeter. During the Spring Term, fractions, decimals and percentages are taught and the children’s understanding of how to convert between each increases. They complete Year 5 in the Summer Term focusing on properties of shapes, and measurement including converting units of measure and understanding volume.

Children in Year 6 start the year increasing their place value knowledge and solving problems using the four mathematical operations. They will also look at fractions, position and direction. During the Spring Term, decimals and percentages are investigated and algebra is introduced. They complete Year 6 in the Summer Term focusing on shape and measurement such as perimeter, area and volume as well as understanding ratio and statistics.

Although separate topics have been mentioned above, mathematics is an interconnected subject and no topic is taught in isolation. The pupils are supported and encouraged to move fluently between representations of mathematical ideas in order to develop fluency, mathematical reasoning and have competence in solving increasingly sophisticated problems.